Lesson 5:

EDUCATING
THE WORLD
ON BECOMING A GLOBAL
TEACHER
 OBJECTIVE

At the end of discussion, the students are expected to:

• gain a clear understanding of what it means to be a global

teacher in the context of global education.

• identify the qualities and attributes of a global teacher

 EDUCATING THE WORLD
ABOUT EDUCATION

- Education was first introduced in the 7th century with the

introduction of the first schools in 13 different American
colonies.
- It is human right and not a privilege.
 EDUCATING THE WORLD
ABOUT EDUCATION

- 4A’s associated with education: Available, Accessible,

Acceptable and Adaptable.
- It is 2018 and 62 million girls around the world are still not in
school due to some absorbs, but obvious reasons.
 Why is Education is
important?

- Education gives us a knowledge of a world around

us and changes it into something better.
- It develops us a perspectives of looking at life.
- It helps us build opinions and have points of view
on things in life.
 1. Creating more employment
opportunities.
10 Benefits Why 2. Securing a higher income.
3. Developing Problem solving skills.
Education Is 4. Improving the Economy.
5. Providing a prosperous and happy life.
Important 6. Giving back to the community.
In The Society. 7. Creating modern society.
8. Bridging the Borders.
9. Creating equal opportunities.
10. Introducing Empowerment.
 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.
 GLOBAL EDUCATION
Global education has been best described by two definitions:

2. Global education 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.
• UNESCO’s Education 2030 Incheon Declaration during the
World Education Forum established a vision “ Towards
inclusive and equitable quality educational lifelong learning
for all.”
• Sustainable Development Goal (SDG) 4 is for Quality
Education, one of the seventeen goals of the United Nation’s
SDG’s. The seven of the ten targets are expected outcomes
while three are means of achieving the outcomes. These
outcome targets bring together all member nations to expand
beyond their geographical territories for global education.
By 2030, the seven outcome targets of SDG4 must have been achieved. These
are:

1. UNIVERSAL PRIMARY AND SECONDARY

EDUCATION.
Ensure all girls and boys complete, free, equitable and quality
primary and secondary education leading to relevant and
effective learning outcomes.
By 2030, the seven outcome targets of SDG4 must have been achieved. These
are:

2. EARLY CHILDHOOD DEVELOPMENT AND

UNIVERSAL PRE-PRIMARY EDUCATION.
Ensure that all boys and girls have access to quality early
childhood development care and pre-primary education so that
they are ready for primary education.
By 2030, the seven outcome targets of SDG4 must have been achieved. These
are:

3. EQUAL ACCESS TO TECHNICAL/VOCATIONAL AND

HIGHER EDUCATION.
Ensure equal access for all women and men to affordable and
quality technical vocational and tertiary education including
university.
By 2030, the seven outcome targets of SDG4 must have been achieved. These
are:

4. RELEVANT SKILLS FOR DECENT WORK.

Substantially increase the number of youth and adults who have
relevant skills including technical and vocational skills, for
employment , decent jobs and entrepreneurs.
By 2030, the seven outcome targets of SDG4 must have been achieved. These
are:

5. GENDER EQUALITY AND INCLUSION.

Eliminate gender disparities in education and ensure equal
access to all levels of education and vocational trainings for
vulnerable, including persons with disabilities, indigenous
peoples and children in vulnerable situations.
By 2030, the seven outcome targets of SDG4 must have been achieved. These
are:

6. UNIVERSAL YOUTH LITERACY.

Ensure that all youth and substantial proportion of adults, both
men and women achieve literacy and numeracy.
By 2030, the seven outcome targets of SDG4 must have been achieved. These
are:
7. EDUCATION FOR SUSTAINABLE DEVELOPMENT
AND GLOBAL CITIZENSHIP.
Ensure all learners acquire knowledge and skills needed to
promote sustainable development, including among others
through education for sustainable development and sustainable
lifestyles, human rights, gender equality, promote culture of
peace and non- violence, global citizenship and appreciation of
cultural diversity and cultures contribution to sustainable
development.
 James Becker (1988)

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.
 21st Century Learning Goals

1. 21st century content: emerging content areas such as global

awareness; financial, economic, business, and entrepreneurial
literacy; civic literacy; health environmental awareness.
 21st Century Learning Goals

2. Learning and thinking skills: critical thinking and problem-

solving skills, communication, creativity and innovation,
collaboration, contextual learning, information and media
literacy.
 21st Century Learning Goals
• ICT literacy: using technology in the context of learning so
students know how to learn.
• Life skills: leadership, ethics, accountability, personal
responsibility, self- direction, others
• 21st century assessments: Authentic assessments that
measure the areas of learning
GLOBAL
TEACHER A global teacher is a competent teacher
who is earned 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.
 A global teacher should have the
heart to love the unlovable, to
endure the unbearable and she or
he must have the competence to
make learning possible.
GLOBAL The CHARACTER of the teacher
TEACHER refers to his/her personal
characteristics while
COMPETENCE refers to the
professional traits of the teacher
needed in the effective
performance of his/her work.
 A global teacher should have both
the character and competence.
Being a global teacher does not
mean going out of the country
GLOBAL and teach there.

TEACHER A global teacher thinks globally

and acts locally. Being able to
address diversity of learners in
his/her very own classrooms in
the essence of the global teacher.”
 “A teacher should be a model of good
behavior before he/she can demand the
same behavior from the students.”
GLOBAL A teacher with desirable character
should have:
TEACHER CLASS - Commitment
Love of Learners
Accountability for high standards
Sociability
Sincerity
 THE TEACHER WITH
COMPETENCE

A competent teacher should have:

• The professional artistry to induce
GLOBAL learning among students.
• Information and communication
TEACHER technology literacy skills.
Teachers must also collaborate with
other educators to learn how to
implement new technology in the
classroom, and how to prepare students
to enter a global economy.
 An effective teacher should be
committed to his/her work. He/she is
willing to render extra service without
GLOBAL counting the cost. The global teacher
should be accountable for high
TEACHER standards.

The global teacher aims for quality and

excellence in carrying out the teaching
learning process.
More specifically, a global Filipino is characterized by
several qualities and attributes in addition to in-depth
knowledge, functioning skills and embedded values.
QUALITIES •• Understand how this world is interconnected;
Recognize that the world has rich variety of
and ways of life;
• Have a vision of the future and sees what the
ATTRIBU future would be for himself/herself and the
students;
TES
QUALITIES • Are creative and innovative;
• Understand, respect and tolerant of the
and diversity of cultures;
ATTRIBU • Believe and take action for education that
will sustain the future;
TES
 • Facilitate digitally-mediated learning;
QUALITIES • possess good communication skills (for
Filipino teachers to be multilingual);
and • aware of international teacher standards and
ATTRIBU framework; and
• master the competencies of the Beginning
TES Teacher in the Philippine Professional
Standards for Teachers (PPST,2017).
 THANK YOU
GROUP 3:
Cindy Claraise S. Loreto (Leader)
Rochelle Pajabera (Secretary)
Mildred C. Laure
Arlene Remalla
Anna Marie Atienza
Rona Jean Legapi