Chapter 3

ON BECOMING A GLOBAL TEACHER

OBJECTIVES OF THIS CHAPTER:

a. Define what global teacher is;

b. Recognize and understand the role of a global teacher;
c. Compare the educational systems of selected countries of the world; and
d. Describe multi-cultural education and the role of the teacher in addressing
diversity among learners.

“Being world-class does not mean going internationally and showing our best out
there. Being world-class is passion and commitment to our profession; being world-
class is giving our best to teaching. Being world-class starts right inside the
classroom.” - Conrado de Quiroz

OUR WORLD HAS BEEN CALLED A “GLOBAL VILLAGE”.

SATELLITE COMMUNICATIONS – make possible television, telephone and documents

transmitted through fax and electronic mails across thousands of miles in thousandths
of a second.

INTRODUCTION

We live in a “global village”, hence a need for global teachers”.

VARIETY OF GOALS:
Increased knowledge about the peoples of the world.
Resolutions of global problems.
Increased fluency in foreign languages.
Development of more tolerant attitudes towards cultures and peoples.

CHALLENGES TO PROSPECTIVE TEACHERS:

Use of technology in the classroom.
 Incorporation of changing realities of our world’s societies.
Ease of mobility of peoples of the world.

TO BECOME A GLOBAL TEACHER YOU SHOULD BE EQUIPPED WITH:

Wider range of knowledge of various educational systems outside the country.
Master skills and competencies which can address global demands.
Possess attitudes and values that are acceptable to multicultural communities.

GLOBAL EDUCATION
Poses variety of goals ranging from increased knowledge about the peoples of
the world to resolutions of global problems, from increased fluency in foreign
languages to the development of more tolerant attitudes towards other cultures
and peoples.
Embraces today’s challenges as national borders are opened. It paves the way
for borderless education to respond to the needs of educating children of the
world they are entering.
It offers new dimension and possibilities, current scientific and technological
breakthroughs for completely new frontiers in education.

HOW TO BECOME A GLOBAL TEACHER?

A global teacher is an educator that incorporates various global issues into their
curriculum including multiculturalism, economic, environmental and social
issues.
You should be equipped with a wider range of knowledge of the various
educational systems outside the country, master skills and competencies which
can address global demands, and possess attitudes and values that are
acceptable to multicultural communities.
Is 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.

 According to UNESCO . . .
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.

SIX (6) GOALS TO ACHIEVE SOME STANDARDS OF EDUCATION

Expand early childhood care education.
Provide free and compulsory primary education for all;
Promote learning and life skills for young and adult.
Increase adult literacy by 50%
Achieve gender parity by 2005, gender equality by 2015; and
Improve quality of education.
 How do you prepare yourself as teacher for a challenging task of making learners of
today live meaningful lives tomorrow?

 Teachers have to envision creative, innovative ways to prepare diverse learners

in their own cultural context without forgetting that they live in a global village.

 Qualities and Characteristics a FILIPINO GLOBAL TEACHER should have in addition to

knowledge, skills and values:
Understands how this world is interconnected;
Recognizes that the world has rich variety of ways of life;
Has a vision of the future and sees what the future would be for himself/herself
and the students;
Must understand, respect and be tolerant of the diversity of cultures;
Must believe and take action for education that will sustain the future;
Must be able to facilitate digitally-mediated learning;
Must have depth of knowledge ; and
Must possess good communication skills (for Filipino teachers to be multilingual)
Must possess the competencies of a professional teacher as embodied in the
National Competency – Based Standards for Teachers (NCBTS) or Philippine
Professional Standards for Teachers (PPST).

EDUCATION IN THE PHILIPPINES

Basic information on the current implementation of some K to 12 Curriculum
and the forthcoming higher education programs.

K to 12 Basic Education of the Philippines consists of:

Kindergarten
Six (6) years of elementary
Four (4) years of Junior High School
Two (2) years of Senior High School

Kindergarten
Became mandatory in SY 2012-2013.
The teaching in Kindergarten is built around six domains.

Grades 1-10
Is a core academic subjects taught using the spiral progression approach. This
means that the same concepts are taught across subject areas in increasing
breadth and depth.
Subjects are:
Mother Tongue
Mathematics
TLE
 Filipino
Science
MAPEH (Music, Arts, PE and Health)
English
Social Studies

Grades 11-12
The subjects are languages (Filipino & English), Mathematics, Science, Socials
studies combined with TLE – Career pathways.

 Focus on specialization subjects that equip the learner for the career path of
his/her choice.

Four Tracks of Senior High School

 Academic
 Technical Vocational Livelihood
 Sports
 Arts & Design
 Lesson 1:
KNOWLEDGEABLE OF K TO 12 PROGRAMS OF VARIOUS COUNTRIES

 A CLOSER LOOK AT THE EDUCATIONAL SYSTEMS OF SELECTED COUNTRIES OF

THE WORLD

Benchmarking is learning the best from the best practices of the world’s best
educational systems.

EDUCATIONAL SYSTEM
 The system of formalized transmission of knowledge and values
operating within a given society.

1. EDUCATIONAL SYSTEM OF AUSTRALIA

A. BASIC EDUCATION
Most students enrolled in government schools which operate under the direct
responsibility of the state or territory education ministry.
Primary School: 6 years
 6 years old to 12 years old
Secondary school : 6 years
a) Junior HS – year 7 to year 10 (Compulsory)
 Government, Non-Government, Co-educational Comprehensive/ Multi-
Purpose High School
b) Senior HS – year 11 to year 12 (not compulsory)
 16-18 years old

Tertiary school: TAFE (Technical and Further education)

 Academic year begins from March to November. Long vacation: December 1 to

February 28; English is the language of instruction.
 Federal government provides supplementary financial support.

A. HIGHER EDUCATION
 MAIN PURPOSE OF AUSTRALIA HIGHER EDUCATION:
1. To enable individuals to develop their capabilities for effective participation
in the work force, for constructive contribution to society and for personal
growth and fulfilment;
2. To advance knowledge an understanding ;
3. Aid the application of knowledge and understanding for the benefit of the
economy and the society;
 4. Enable individuals to adapt and learn, consistent with the needs of an
adaptable knowledge-based economy at the local, regional and national
levels;
5. Contribute to democratic civilized society

 Requirement: Senior Secondary Certificate of Education

Undergraduate studies: (full time)
a. Arts, sciences, commerce – 3 years (pass)
b. Education, engineering – 4 years (honours)
c. Veterinary, science, dentistry, architecture – 5 years
d. Medicine and surgery – 6 years

Postgraduate studies (full time)

a. Master’s degree (1 to 2 years)
b. Doctorate degree (Ph.D., higher doctorate in science or DSsc, or Humanities
or DLitt)

2. EDUCATIONAL SYSTEM OF CHINA

The largest educational system of the world. (Wang, 1996; Najudiah, 1996)
The educational system is highly centralized
200 million students attending [public schools taught by over 9 million teachers
in the elementary, junior, and senior high schools
Course syllabi are written by scientists and professors hired by National
Educational Commission.
Subject matter and instructional contents are uniform for all.

Primary Grades (6 years)

 devoted to development of cognitive skills.
High school ( 6 years)
 Junior High School: 3 years
 Senior High School: 3 years
 Class size ranged from 40 to 67 students

 Students have to cover all the topics in order to pass one of the two (2) versions
of the National University Entrance Examination (NUEE)

University (6 years)
 The quality and reputation of the school will depend on the number of
students passing the examination
 PROBLEMS: Elitism to social alienation

3. EDUCATIONAL SYSTEM OF JAPAN

 Highly centralized and administered by the Mombusho or Ministry of Education
Serves as model of how to operate schools.
System gives a mental picture of obedient, quite school children sitting on their
desks, listening to the teacher and working hard to pass the various entrance
examinations.

A. BASIC EDUCATION (5 BASIC STRUCTURE)

1. Kindergarten
2. Elementary School ( 6 YEARS)
3. Lower Secondary School (3 years);
4. Upper secondary School (3 years) and
5. University (usually around 4 years)

In Japan, education is free and compulsory for children 6 to 15 years.

Preschools (Yochien: female teachers) are not official part of the educational
system.
Classes are large; lecture is the usual teaching methods.
Japanese students spend 243 days in a year in school
The school calendar is year-round with some breaks between sessions.

 Standard curriculum includes:

 Japanese language
 Social studies
 Math
 Science
 Art
 Music
 Home economics
 Physical education

 Emphasis has been given to learning the Japanese language

Lower secondary schools: grade 7, 8 and 9

Men compose two-thirds of the teachers in this level
Class size average: 38 students
Duration: 50 minutes long

Upper secondary schools offer:

 Academic
a. Japanese language
b. English
c. Science
d. Math
 Technical
 Vocational programs
a. Information processing
b. Navigation
c. Fish farming
d. Ceramics
e. Business English

B. HIGHER EDUCATION
Junior Colleges (Women): Home economics, nursing, teaching, humanities and
social studies
Private institutions make up 80% of university enrolments although public
schools have more prestige.
Must take 2 examinations
 National achievement test
 College entrance test
Ronin (Samurai) is a student who fails the test (NAT/CET) and subject to make
another year to study and prepare to take the test again.

 Graduate School
 Only 7%of university graduate gets Master’s degrees
 Doctorate level
 Students enrol in medical programs and the humanities

4. EDUCATIONAL SYSTEM OF SOUTH AFRICA

Equal access to basic education

Opportunities for lifelong learning
Democratic participation
Sustainability of development and relevance of education

A. STRUCTURE & ORGANIZATION OF BASIC EDUCATION

Formal education categorize into sectors or levels.

 Sectors
 Public ordinary schools education
 Independent school education
 Special school education
 Technical college education
 Teacher
 training
 Technikon
  University training
 Levels:
a. Pre-primary
b. Primary
c. Secondary
d. Higher education

Public school
Types:
 Ordinary public school
 Public school for learners with special needs

 Phases
a. Foundation (Grade R to III)
b. Intermediate (Grade IV to VI)
c. Senior Grades (Grade VII to IX)

 As a rule, children start primary education at the age of 7.

 Grades 7-9 last stage of compulsory education and will lead to general education
and training certificate
Further Education and Training (FET) or Senior Secondary Education (Grades 10-
12) is not compulsory.
At the end of Grade 12, students sit a public examination leading to Senior
Certificate.
Technical Secondary Education which generally lasts for three years are offered
in technical centers, high schools and vocational schools.

 Eight learning areas (that form the basis of all basic education up to the FET
certificate)
o Language, Literacy and Communication
o Mathematical Literacy, Mathematics and Mathematical Science
o Natural Science
o Technology
o Human and Social Science
o Economics and Management Science
o Arts and Culture
o Life Orientation

B. HIGHER EDUCATION SYSTEM

Tertiary and Higher Education correspond to level V to VII of NQF which is
more advanced than the Senior Certificate

 Institutions:
a. Colleges
 b. Technikons
c. Universities

 Most colleges of education offer a 3-year programme leading to the Diploma in

Education (4-year for higher diplomas)

Nursing colleges and hospital schools of nursing offer 4-year course

leading to diploma
Agricultural colleges offer 1-year certificate, 2-year higher certificate and
3 year diploma courses.
Techtonikos also offer bachelors, master’s (4-year course) and doctoral
degree programmes in technology.
Master’s degrees (Magister Technologies) require a minimum of 1-year of
study
Doctorates (Laureatus in Technology/ Doctor of Technology) require 2-
year of study.

 Honor degree require one additional year of study

 School year consists of 196 school days (41 weeks) which is divided into 4 terms.

Other relevant sectors:

a. Special education
b. Private education or independent schools
c. Adult and non-formal education
d. HIV/AIDS education

5. EDUCATIONAL SYSTEM IN UNITED KINGDOM

Education is compulsory for children ages 5 to 16

In the primary school, the subjects are taught by the same teacher before
moving to the next level on the next year.
It is mandatory for all state schools to provide a balanced, broadly based
curriculum which promotes spiritual, moral, cultural, mental and physical
development which prepares them for opportunities, responsibilities and
experiences of adult life.
It includes religious education
It also includes sex and career education for secondary students.

 All schools whether private or state choose to follow the national curriculum.

A. BASIC EDUCATION
The national curriculum core subjects include English, Mathematics, and Science

 STAGES
 Foundational stage – this is included in the National Curriculum which covers
children aged 3-5 years but does not have a strong mandate as to what
needs to happen during these years of schooling as it is not yet mandatory.

Key Stage One

o 5-7 years old
o Grades 1-2
o Core subjects: English, Mathematics, and Science
o Non-core subjects: design/technology, history, art/design, music and
physical education.
o Statutory areas: religious education
o Format is decided by local education authorities (LEA’s) or by the faith in
which the school was founded.

Key Stage Two

o 7-11 years old
o Year groups 3-6
o Same core and non-core foundation subjects
o Emphasis on more difficult topics
o Addition of sex education to additional statutory areas

Key Stage Three

o 11-14 years old
o Year groups 7-9
o Same basics in key stages one and two, adds foreign language, and
information/communication technology
o Adding appropriate difficulty to the core subjects.

Key Stage Four

o 14-16 years old
o Year groups 10-11
o Covers the statutory program that must be taught to all students.
o Most schools include in their core curriculum courses that lead to
qualifications in each of the five subject areas which are English, Math,
Science, Information and Communication Technology (ICT), and Physical
Education.

Post 16 Education
o Not mandatory in England
o Students can either continue education or enter working world
o Certificates or diploma awarded:
o General Certificate of Education (GCE), a level comprising advanced
subsidiary (AS) and A2, each of these usually containing three assessed
units.
 o Vocational certificate of Education (VCE), a level, dealing with the more
applied aspects of the subject; they are available in three, six, and twelve
unit sizes; General National Vocational Qualifications (GNVQS)

 If the High school does not offer these sixth form extra years, the students may
go to a further education College (FEC)

A. HIGHER EDUCATION
Divisions label pre-1992 universities as the “old” universities and the former
polytechnics as the “new” universities.
Higher education system in the UK needs to include reference to the Open
University who pioneered the way for opening access by offering greater
flexibility for adult learners through distance learning programs
Ordinary degree programmes in the UK universities are usually 3-year courses.
Undergraduates completing these programmes successfully are awarded either a
Bachelor of Arts or Bachelor of Science degrees are not permitted to place B.A or
B.Sc. after their names.
Honours degree programmes are usually four-year courses. The degree title is
extended to B.A. (Honours) and B.Sc. (Honours), respectively.
Master’s degree is usually achieved after two more years of study following an
ordinary or an honour degree. The students are awarded M.A. or M.Sc.
A doctorate is normally awarded after several years (three year’s full time) of
research under the direction of a member of a department of a possession of a
doctorate and the presentation of a doctoral dissertation or thesis.

6. EDUCATIONAL SYSTEM OF THE UNITED STATES OF AMERICA

There are public and private colleges, schools and universities in the United
States.
The public schools are funded, in part, by a city, and/or state, and or state pay
less tuition because some tax money is used to subsidize the tuition.
Private colleges and universities are supported primarily by tuition and private
contributions. All students must pay the same tuition no matter where they
came from.

A. BASIC EDUCATION

1. Pre-primary Education
Kindergartens, nursery schools, preschool programmes, and child/day care
centers.
4-6 years old and the duration are 2 years.

2. Primary Education
 a. Grades 1 to 4 – children are from ages 6 to 10.
 Transition to middle school
b. Grades 1 to 5 – children are from ages 6 to 11
 Transition to middle school
c. Grades 1-6 – children are from ages 6 to 12
 Transition to junior high school
d. Grades 1-7 – children from ages 6 to 14
 Transitions to junior high school

3. Middle School Education

a. Grades 4-6, 5-7, or 6-8.
b. Age level is from 10-14
c. Length of the program is 3 years

4. Secondary Education (High School)

 Grades 7-12 or 8-12
2 levels:
o Junior High School
a. Grades 7-8, 7-9, or 8-9
b. Ages 12-14 years old
o Senior High School
a. Grades 9-12, or 10-12
b. Ages from 14-18 years old

 Duration of compulsory education is from entry of 6 years old to exit of

18 years old.

A. HIGHER EDUCATION
It is diverse and autonomous community of publicly and privately
supported institutions.

 7 CATEGORIES OF HIGHER EDUCATION INSTITUTION

1. Research Universities (I and II)
2. Doctorate – granting universities (I and II)
3. Master’s (Comprehensive) Universities and Colleges (I and II)
4. Baccalaureate (Liberal Arts) Colleges (I and II)
5. Associate of Arts Colleges
6. Professional School and the other specialized institutions
7. Posts Secondary Vocational and Technical Schools

B. POST SECONDARY EDUCATION

There are no real age categories
About 60% of all students who graduate from high school enter college at
some point in their life
 in reality, the average American takes over 6 years to finish a four year
degree
Reasons:
More than 50% of college freshmen do not know what major or
specialization they wish to study
Many students work to pay for college expenses. Thus, they may take
fewer classes in order to work.
 Lesson 2:
MULTICULTURAL DIVERSITY

A CHALLENGE TO GLOBAL TEACHERS

“All men are pretty much alike.

It is only by culture that they’re set apart.”
-Confucius

WHAT IS CULTURE?

“The values, traditions, social and worldview shared by a group of people bound
together by a combination of factors.” (Derman and Sparks)

 Diversity of Learners and Multicultural Education

“The major goal of multicultural education is to transform the school so that the male
and female students, exceptional learners, as well as students coming from diverse
cultural, social class, racial and ethnic groups will receive an equal opportunity to learn
in school.” - James Banks

Students may differ in:

Race
Ethnic or religious group
Economic status
Languages spoken
Family background
Some could be stricken by poverty, unemployment, relocations, etc.

In the midst of this diversity, students are supposed to receive equal opportunities to
education.

In order to do this, we need:

Curricular and instructional modifications
(Different) Teaching styles
Re-examination of teachers’ attitudes, beliefs and perception

 This movement called MULTICULTURAL EDUCATION enables teachers and

educators to give value to the differences in prior knowledge, experiences of
learners from diverse background and familiarity with students histories of
diverse cultures.(Haertel, 1998)
  Goals of Multicultural Education:
1. Develop and foster a democratic and just society where all groups experience
cultural democracy and empowerment.
2. Improve academic achievement of all students.
3. Help the students to develop the knowledge, attitudes and skills needed to
function within their own and other micro cultures, and within global community
4. Provide opportunities to gain cultural competency.

HOW DO WE ACHIEVE THESE GOALS?

To achieve these goals, it is very important for teachers to be knowledgeable

about differences in cultures, religion, ethnicity, and even the language spoken
by the students.

Suggestions to Understand Multi-cultural Learners: (Fraser-Abner, 2001)

Learn as much about and become as sensitive to and aware of racial, ethnic,
cultural and gender groups other than your own.
Never make assumptions about an individual based on their perception of that
individual’s race, ethnicity, culture or gender.
Suggestions to understand multi-cultural learners: (Fraser-Abner, 2001)
Avoid stereotyping
Get to know each student as a unique individual: Walk in the footsteps of all your
students.

Other Suggestions Include:

Look into your own conscious and subconscious biases about the people who
are different from yourselves.
Plan your activities within a multicultural framework while making your
classroom a safe and secure place for all the students.
Infuse multicultural instructional materials and strategies in your teaching.
Foster collaboration and cooperation among your learners, parents, and
teachers.

 “A caring environment will always enhance academic achievement.”

References

Capangpangan, Roy (2014). “On becoming a Global Teacher.”

http://www.slideshare.net
Mait, Grace (2014). “Multicultural Education: A challenge to Global Teachers.”
http://www.slideshare.net
Olazo, Jamaica (2017). “The Teaching Profession.”
http://www.slideshare.net
 Pampanga State Agricultural University

Magalang

ON BECOMING A GLOBAL TEACHER

(KNOWLEDGEABLE OF K TO 12 PROGRAMS OF VARIOUS COUNTRIES

AND MULTICULTURAL DIVERSITY)

Yumang, Elmor Joseph M.

July 2019