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Current Issues in Education - Meeting the Challenges of the 21st Century Today

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Current Issues in Education - Meeting the Challenges of the 21st Century Today, a Powerpoint presentation for the subject Current Issues in Education, Graduate Studies.

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Current Issues in Education - Meeting the Challenges of the 21st Century Today

  1. 1. TEACHING OUR TEACHERS
  2. 2. TEACHING OUR TEACHERS Meeting The Challenges Of The 21st Century Today
  3. 3. TEACHING OUR TEACHERS Dr. Elvira Ramos Meeting The Challenges Of The 21st Century Today
  4. 4. TEACHING OUR TEACHERS Dr. Elvira Ramos Meeting The Challenges Of The 21st Century Today Prepared by Christian Paul Peligro
  5. 5. Introduction • http://www.slideshare.net/polchan
  6. 6. Introduction As educational leaders, classroom teachers, students and parents will agree, 21st century teaching carries with it a complicated mix of challenges and opportunities. Challenges include the issues of teacher turnover, accountability, changing student populations and student expectations, mounting budget pressures, and intense demand to build students’ 21st century skill. (Teaching In The 21st Century eduviews 2008, blackboard.com)
  7. 7. Introduction The last decade of the 20th century was spent on stock taking and envisioning future development at an international scale. A view was envisioned by experts in education through a UNESCO report last may, 1998, entitled Learning The Treasure Within.
  8. 8. Introduction A point raised in this report by Jacques Delor is the concept of lifelong learning and its evolution. It isn‘t simply a stage which one must graduate from. The concept of a learning society, which puts greater value to learning as a fulfilling human endeavor, is emerging, and our learning institutions and organizations must constantly reformulate themselves in keeping up with this role.
  9. 9. Introduction There are many factors shaping the education scenario. First of which is technology and the emergence of an information and knowledge economy. More and more people are now engaged in information and knowledge activities as their principal means of sustenance. The internet and the world wide web have opened avenues for learning and sharing knowledge.
  10. 10. Introduction Major shifts are also taking place in the governance of Education. The window of reform has taken larger and deeper dimensions in practically every country in the_world. http://www.slideshare.net/polchan
  11. 11. Introduction Policies and official processes are also taking steps toward change. Specifically in our country, big changes have occurred and are waiting to be fully implemented due to the new K12 program and the ASEAN Integration. Changes to the traditional ways of_teaching_are_anticipated. http://www.slideshare.net/polchan
  12. 12. Introduction Such changes in our country are also effected by yet another factor that is shaping the future of education. Globalization. To be able to meet the demands of the international stage and maintain an edge in working here and abroad, it was deemed by educational experts that Filipinos need to up their game in the field of Education. The government, then, followed through with this new system called=K12. http://www.slideshare.net/polchan
  13. 13. Introduction All of these magnifies the significance of the role of teacher education institutions in shaping the future of education and rearing those who will be at the forefront of education and learning for the coming century. http://www.slideshare.net/polchan
  14. 14. Issues and Challenges
  15. 15. Issues and Challenges Who are teaching our teachers?
  16. 16. Issues and Challenges Who are teaching our teachers? The model of teacher education is based on a series of beliefs for teachers that provide the rationale for the existence of coursework, experiences, outcomes, and assessments that occur throughout. These beliefs represent a commitment by university and local school community to ensure the quality preparation of new teaching professionals. (Colorado State University) http://www.slideshare.net/polchan
  17. 17. Issues and Challenges SEAMEO INNOTECH (the preferred education solutions provider in Southeast Asia and beyond) proposed the development of TEIs in order to gain a better appreciation of the teaching philosophy, their capability and readiness to promote and utilize information and communication technologies. They ensure that the enhanced basic education program meets the demand for quality teachers. Who are teaching our teachers?
  18. 18. Issues and Challenges Formerly, only TEIs were the sole providers for pre-service and training for teachers. Now, acting TEIs or duly recognized organizations acting as TEIs (DROATS) is in coordination with DepEd, CHED, and other stakeholders, ensuring that their curriculum meets the necessary quality standards for trained teachers. They provide training for purposes of retooling the graduates of the teacher education curriculum, and only in such areas where there is a shortage of trained teachers. Who are teaching our teachers?
  19. 19. Issues and Challenges DROATS are temporary in nature and they may diminish once existing TEIs have aligned their teaching education curriculum with the enhanced basic education curriculum under the K12 Law. http://www.slideshare.net/polchan Who are teaching our teachers?
  20. 20. Issues and Challenges Foundations are also a source of qualified teachers. These refers to non profit organizations, which are not operating as educational institutions, contracted by DepEd for a fixed period, to provide volunteers to teach in basic education in areas where there is a shortage of qualified teachers. Who are teaching our teachers?
  21. 21. Issues and Challenges These volunteers include graduates of Science, Math, etc., admitted by foundations duly recognized for their expertise in the education sector and who satisfactorily complete the requirements set by these organizations. These volunteers must pass the LET within 5 years from hiring. Who are teaching our teachers?
  22. 22. Issues and Challenges TESDA is also a source of teachers. Graduates of technical or vocational courses may teach in their specialized subjects in the secondary education, provided that these graduates possess the necessary certification issued by TESDA. http://www.slideshare.net/polchan Who are teaching our teachers?
  23. 23. Issues and Challenges Practically, a teacher for the new K12 program may come from almost all the fields of study and profession because Experts and Practitioners are also allowed to teach. They do not need any LET requirement, MA, nor teaching experience as long as they are qualified as experts in their field of work. They may teach part time in secondary education. Who are teaching our teachers?
  24. 24. Issues and Challenges Content Mastery and Pedagogy • http://www.slideshare.net/polchan
  25. 25. Issues and Challenges What might be one of the most important part of teaching (if not the most) is content mastery. A teacher needs passion and patience, but more than anything else, she needs to know what she is talking about. That is what gives her authority. http://www.slideshare.net/polchan Content Mastery and Pedagogy
  26. 26. Issues and Challenges While pedagogy is the HOW the teaching and learning occurs. Student are not just empty vessels to be filled with our expert knowledge. They must construct their own understandings through our considered learning experiences. These two are not exclusive to each other and are demonstrated to go hand in hand. http://www.slideshare.net/polchan Content Mastery and Pedagogy
  27. 27. Issues and Challenges Teacher Preparation • http://www.slideshare.net/polchan
  28. 28. Issues and Challenges Different nations have set different standards to determine if a teacher is prepared and qualified to become a teacher. Focusing in our country, here is a short review of the statistics from our previous years (from National Statistics Office Philippines In Figures 2014) http://www.slideshare.net/polchan Teacher Preparation
  29. 29. Issues and Challenges Here are statistics for enrollees and graduates of Education and teacher training courses Teacher Preparation
  30. 30. Issues and Challenges Here is a press release by Philippine business for education about the performance in the Licensure Exam for teachers for October 2009 to September 2013. http://www.slideshare.net/polchan Teacher Preparation
  31. 31. Alarming Facts About Ph’s Teacher Schools According to the latest statistics from the Commission on Higher Education (CHED), for every 100 enrollees in teacher education programs in the Philippines, only 16 will eventually graduate, on average. http://www.slideshare.net/polchan On their first try, only eight of these 16 graduates will pass the Licensure Examination for Teachers (LET), an exam graduates need to take before they can teach in public schools, given the country’s average national test-taker passing rate of 54%. For the other eight repeaters, the average passing rate is 16%.
  32. 32. Issues and Challenges 1. 601 TEIs for elementary and 795 TEIs for secondary performed below their respective national passing rates 601 TEIs for elementary (out of 1,025 or 59%) and 795 TEIs for secondary (out of 1,259 or 63%) performed below their respective national test- taker passing rates of 52% and 56%. A big chunk of these bad performing TEIs are Private Non- Sectarians (55%) followed by State Universities and Colleges (27%), Private Sectarian (13%), and Local Colleges and Universities (5%). Teacher Preparation
  33. 33. Issues and Challenges 2. 107 TEIs for elementary and 151 TEIs for secondary had at least 75% of their students pass the LET http://www.slideshare.net/polchan Only 107 TEIs for elementary (out of 1,025 or 10%) and 151 TEIs for secondary (out of 1,259 or 12%) had at least 75% of their students pass the LET. Majority of these good performing TEIs are Private Non-Sectarians (35%) followed closely by Private Sectarian (31%), State Universities and Colleges (28%), and Local Colleges and Universities (6%). Teacher Preparation
  34. 34. Issues and Challenges 1. Quality and Accessible Education • Close down programs of TEIs that have consistently performed poorly for five years. • Incentivize good performance in TEIs by giving more weight to measurable performance indicators such as: • In the financing criteria of government schools; and • In the accreditation of private schools Teacher Preparation
  35. 35. Issues and Challenges 2. Selective screening and recruitment process • Conduct a parallel review of LET questions and the teacher education curriculum of TEIs for improved alignment to the new K-12 System. • Explore other pre-college screening instruments or standards such as a national entrance exam for teachers. Teacher Preparation
  36. 36. Issues and Challenges 3. Information Management • Require each TEI (esp. SUCs and LCUs) to make LET results readily available to parents and prospective students. http://www.slideshare.net/polchan • LET application forms should differentiate information on undergraduate degrees from the Certificate in Teaching Program for better performance monitoring. • The Department of Education and private schools associations should signal to TEIs the needed majors or specializations of teachers in order to better balance supply and demand. Teacher Preparation
  37. 37. Issues and Challenges Changing Roles Of Teachers
  38. 38. Issues and Challenges One of the biggest challenges for teachers is that their role in the school management has also changed. The school needs them as individuals, who can make decisions and cope with the stress of the changing world of schools. At the same time teachers need to be able to work in teams, cooperate with colleagues and parents, they have to write projects to gain money for the school programmes, they have to be PR experts’ and need to do all these things for a modest monthly income. (sens-public.org) Changing Roles Of Teachers
  39. 39. Issues and Challenges The future world of learning is one where the forces of globalization, pervasive technology, and changing demands in the learning environment combine to form a dynamic setting that is both challenging and daunting for teachers. Together with the changes, new expectations have knocked on our doors. Changing Roles Of Teachers
  40. 40. Issues and Challenges Globalization laces new and shifting demands on the education service provider, altering the terms of operations for a teacher. In the K12 program, some teachers will have to retool themselves and enroll to training programs and other courses in order to continue teaching and earn for a living. Changing Roles Of Teachers
  41. 41. Issues and Challenges Teacher education should be reoriented in order to address sustainability. UNESCO has associated with York University in Toronto, together with other universities to incorporate to their programmes, practices, and policies. Each member institution addresses environmental, social, and economic contexts to create locally relevant and culturally appropriate teacher education programs for both pre-service and in-service teachers. Changing Roles Of Teachers
  42. 42. Issues and Challenges Teachers deal with unique sets of challenges. Meeting more stringent licensure requirements, added professional development demands, and increasingly rigorous course content often add emotional and professional stress to teachers’ lives. The added pressures of the accountability movement requirements such as increased reporting, additional testing, differentiating instruction for diverse learners, and involvement in their school communities, add time to their already full schedules. Changing Roles Of Teachers
  43. 43. Issues and Challenges Parental expectations for thorough communications and rapid response to questions and requests add greater demands to their overflowing workdays. And while teachers generally are committed to their students, enjoy their work, and are devoted to their profession and their content areas, 21st century students come to school with very different sets of experiences and expectations than their 20th century counterparts. Changing Roles Of Teachers
  44. 44. Issues and Challenges These tech-savvy, multi-media, multi-tasking digital natives navigate everyday life far differently than many of their digital immigrant teachers. Connecting with them, relating to them, and motivating them now require teachers who are open to new ways of teaching and supporting students. Given these challenges, teachers who are new to the profession often find themselves frustrated, disappointed, and unsupported. They leave their schools and often the profession and the cycle continues. (Angel C. de Dios Phd, Georgetown University, US) Changing Roles Of Teachers
  45. 45. Innovations and Strategies • http://www.slideshare.net/polchan
  46. 46. Innovations and Strategies Like most issues, the foregoing points demand deeper introspection and analysis on our part. It is essential, however, to address them and focus our vision for teacher education and training in the light of all these changes.
  47. 47. Innovations and Strategies Reforms
  48. 48. Innovations and Strategies TEDP is TEACHER EDUCATION and DEVELOPMENT PLAN - is the master plan for Teacher Education. -is the articulation of a singular competency based framework for teaching and teacher development that would guide all policies, reforms, and activities related to teaching and teacher development. Reforms
  49. 49. Innovations and Strategies The National Competency Based Teacher Standards (NCBTS) is at the heart of the TEDP. It is the key element of the TEDP (Teacher Education and Development Program). NCBTS defines effective teaching as being able to help all types of students learn the different learning goals in the curriculum. An integrated theoretical framework that defines the different dimensions of effective teaching Reforms
  50. 50. Innovations and Strategies NCBTS
  51. 51. Innovations and Strategies 7 domains
  52. 52. Innovations and Strategies A number of models on technology support for teacher upgrading are available. The teacher utilizes a variety of technologies to support the design of materials, communication of knowledge, and the storage and retrieval of information. Technological Options And Tools
  53. 53. Innovations and Strategies An example of this is the recent initiative of SEAMEO Innotech last 24th October, 2014. Taking advantage of the many uses of mobile technology in education, they initiated the development of a teacher resource kit utilizing smart phones and tablets to promote the development of 21st century skills. The kit is designed to bridge the digital divide between students and teachers. Technological Options And Tools
  54. 54. Innovations and Strategies Also, regular computer tools like microsoft applications, networking sites, email, and the like, are very helpful for regular activities of a teacher. Technological Options And Tools
  55. 55. Innovations and Strategies Teachers also have the ability to socialize and communicate with fellow teachers and experts from different fields via communities online and they can easily track new innovations through the internet. http://www.slideshare.net/polchan Technological Options And Tools
  56. 56. Innovations and Strategies Global Filipino Teacher program by Globe telecom Launched in 2009, the Global Filipino Teacher program trains teachers on Effective Classroom Management using ICT. Going beyond just teaching GFTs to integrate ICT in the classroom, the program also trains them to conduct problem-based learning. To date, the program has benefitted 342 schools across 12 regions nationwide, and has produced 262 proficient Global Filipino Teachers. Technological Options And Tools
  57. 57. Global competence is the name of the game. With the dawn of the 21st century, the global community is urged to keep up with the higher expectation set forth by the advancing age of globalization and technology. Particularly, the people become the gauge of progress. Countries need to produce internationally competent human resource for stronger economy, better governance, and a more productive society. To do this, as what human capital theory suggests, the key is improving the quality of education.
  58. 58. In this regard, a call for globalization of education in catering new generations of Filipino learners needs to be answered. This is definitely a huge challenge for the Philippines; in fact, it has been a quest since then that until now the government tries to accomplish. In pursuance of the aim of improving Filipino society, we are continuously striving on our way to becoming at par with other developed countries in terms of the quality of education as well as fighting our way to solving many of its complications. (Shalee L. Tusara) http://www.slideshare.net/polchan
  59. 59. Sources • paascu.org • dianeravitch.net • the- teacher.wikisaces.com • pbed.ph • unesco.org • sens-public.org • colostate.edu • seameoinnotech.org • philbasiceducation.blo gspot.com • National Statistics Office • prc.gov. ph • inquirer.net • mb.com. Ph • unescobkk.org • Deped.gov. ph • ched.gov. ph
  60. 60. End http://www.slideshare.net/polchan

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