Provided for TCPA Class under Prof. E. Escobido Arellano University Pasay City

1. GLOBAL EDUCATION AND THE GLOBAL TEACHER
“Benchmarking is learning the
best from the best practices of
the world’s best educational
systems.”

2. GLOBAL EDUCATION AND THE GLOBAL TEACHER
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 future?

3. GLOBAL EDUCATION AND THE GLOBAL TEACHER

4. GLOBAL EDUCATION AND THE GLOBAL TEACHER
Global Education
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.

5. GLOBAL EDUCATION AND THE GLOBAL TEACHER
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.

6. GLOBAL EDUCATION AND THE GLOBAL TEACHER
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 knowledge and empathy of cultures of the nation and the
world.

7. GLOBAL EDUCATION AND THE GLOBAL TEACHER
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.
 ICT literacy: Using technology in the context of learning so students
know how to learn.

8. GLOBAL EDUCATION AND THE GLOBAL TEACHER
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.

9. GLOBAL EDUCATION AND THE GLOBAL TEACHER
Global education is all about diversity, understanding the differences
and teaching the different cultural group in order to achieve the goals
of global education as presented by the United Nations. It is
educating all people in the world from the remote and rugged rural
villages in developing countries, to the slum areas of urbanized
countries, to the highly influential and economically stable societies
of the world. Global education addresses the need of the smallest
schools, to the largest classrooms in the world. It responds to
borderless education that defies distance and geographical location.

10. GLOBAL EDUCATION AND THE GLOBAL TEACHER
Global Teacher
Looking back at that concept of global education, how do we define
now a global teacher? Is this teacher somebody who teaches abroad?
Is this person teaching anywhere in the world, and is able to teach the
21st century learning goals? These are some of the fundamental
questions which should be answered in order to understand, who a
GLOBAL TEACHER is.GLOBAL TEACHER

11. GLOBAL EDUCATION AND THE GLOBAL TEACHER
Global Teacher
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 where he or she is
situated.

12. GLOBAL EDUCATION AND THE GLOBAL TEACHER
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;

13. GLOBAL EDUCATION AND THE GLOBAL TEACHER
 Must believe and take action for education that well sustain the
future;
 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).

14. GLOBAL EDUCATION AND THE GLOBAL TEACHER
 Must believe and take action for education that well sustain the
future;
 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).

15. GLOBAL EDUCATION AND THE GLOBAL TEACHER
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 needed by 2015.

16. GLOBAL EDUCATION AND THE GLOBAL TEACHER
The table below shows the teaching posts needed by 2015, which
you may avail of, if you are qualified.
243,000.00
80,000
22,000
104,000
10,000
155,000
292,000
1,115,000
0.00
200,000.00
400,000.00
600,000.00
800,000.00
1,000,000.00
1,200,000.00
Numbers of New Teaching Positions
Needed by 2015 by Thousands
Numbers of New Teaching
Positions
Needed by 2015 by Thousands

17. GLOBAL EDUCATION AND THE GLOBAL TEACHER
EDUARDO O. SABANGAN