Global

Education
and the
Global
Teacher
Montemayor, Katrina Paula
To compete globally would mean to
prepare teachers who are capable of
changing lifelong educational needs.
• How do you prepare for these needs?
• What are the emerging technologies that will
shape the future?
• How can we use our technologies for the best
learning advantage?
• What will be the jobs of the future and how should
curricula be shaped to prepare students for their
Global education has been best
described by two definitions:
1. UNESCO defines global education as a goal to become
aware of educational conditions or lack of it, in developing
countries worldwide and aim to educate all people to a certain
world standards.

2. Is a curriculum that is international in scope which prepares

today’s youth around the world to function in one world
environment under teachers who are intellectually,
professionally and humanistically prepared.
 The United Nations entered into an agreement to
pursue six goals to achieve some standard of
education in placed by 2015 worldwide. To achieved
global education, the UN sets the following goals:

1. Expand early childhood care education.

2. Provide free and compulsory primary education for all.
3. Promote learning and life skills for young and adult.
4. Increase adult literacy by 50%.
5. Achieve gender parity by 2015, gender quality by 2015 and 6.
Improve quality of education.
 James Becker (1982) defined global education
as an effort to help individual learners to see the
world as a single and global system and to see
themselves as a participant in that system. It is
a school curriculum that has a worldwide
standard of teaching and learning. This
curriculum prepares learners in an international
market place with a world view of international
understanding. In his article “Goals of Global
Education,” Becker emphasized that global
education incorporates into the curriculum and
education experiences of each student a
 Thus, to meet the various global challenges of the
future, the 21st Century Learning Goals have been
established as basis of various curricula worldwide.
These learning goals include:

—21st century content: emerging content areas such as global

awareness, financial, economic, business, and entrepreneurial
literacy; civic literacy; health and awareness.
—Learning and thinking skills: critical thinking and problem
solving skills, communication, creativity and innovation,
collaboration, contextual learning, information and media
literacy. 6

—ICT literacy: Using technology in the context of learning so

Thus, to meet the various global challenges of the future,
the 21st Century Learning Goals have been established as
basis of various curricula worldwide. These learning goals
include:

—Life Skills: Leadership, ethics, accountability, personal

responsibility, self-directions, other
—21st Century Assessment: Authentic assessment that
measure the areas of learning.

7
 A GLOBAL TEACHER
—is a competent teacher who is armed with
enough skills, appropriate attitude and universal
values to teach students with both time tested as
well as modern technologies in education in any
place in the world. He or she is someone who
thinks and acts both locally and globally with
worldwide perspectives, right in the communities
 More specifically a global Filipino teacher should
have the following qualities and characteristics in
addition to knowledge, skills and values:
—Understands how this world is interconnected;
—Recognizes that the world has rich variety of ways if life;
—Has a vision of the future and sees what the future would
be for himself/herself and the students;
—Must be creative and innovative;
—Must understand, respect and be tolerant of the diversity
of cultures;
—Must believe and take action for education that well
sustain the future; 9
—Must be able to facilitate digitally-mediated
learning;
—Must have depth knowledge; and
—Must possess good communication skills (for
Filipino teachers to be multilingual). And lastly but
more importantly,
—Must possess the competencies of a
professional teacher as embodies in the National
Competency-Based Standards for Teachers
(NCBTS).
The need for global
teacher is on the rise in
several countries
worldwide. Even develop
countries are in dire need
of competent teachers
who will man the
countries’ rural and urban
classrooms. This is true
with our neighboring
countries like Singapore,
Cambodia and Thailand.
The regional data of
United Nations show the
number of teaching posts
“Benchmarking is
learning the best from
the best practices of
the world’s best
educational systems.”