• Lesson 1: Global Education and the Global Teacher • Lesson 2: A Closer Look at the Education Systems of Selected Countries of the World • Lesson 3: Multicultural Diversity: A Challenge to Global Teachers • Lesson 4: Broadening Teaching Perspectives: Teacher Exchange Programs • Lesson 5: Bringing the World Into the Classroom Through Educational Technology

1. CHAPTER 3
ON BECOMING A GLOBAL
TEACHER
- PURITA P. BILBAO, Ed. D.

2. “
Beingworld-classdoesnotmeangoinginternationallyandshowingourbest
outthere.Beingworld-classispassionandcommitmenttoourprofession;
beingworld-classisgivingourbesttoteaching.Beingworld-classstartsright
insidetheclassroom”.
-ConradodeQuiros
• We live in a “global village hence a need for
global teachers”.

3. “Learning is the only thing the mind never exhausts, never
fears, and never regrets.”
- Leonardo da Vinci

4. • As a goal to become aware of educational conditions or
lack of it, in developing countries worldwide and aim to
educate all peoples to a certain world standard.
• 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. 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 2005, gender equality by
2015;
6. Improve quality of education.
Six goals to achieve some standards of education in place
by 2015 worldwide:

6. • 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.
• 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.
• Life skills: leadership, ethics, accountability, personal responsibility,
self-direction, others.
James Becker (1982)
The 21st Century Learning Goals:

7. • Is a competent teacher who is armed with enough skills,
appropriate attitude and universal values to teach
students with the both time tested as well as modern
technologies in education in any place in the world.
• He/she is someone who thinks and acts both locally and
globally with worldwide perspectives, right in the
communities where he or she is situated.

8. • Wider range of knowledge of various educational systems
outside the country.
• Master skills and can competencies which address global
demands.
• Posses attitudes and values that are acceptable to
multicultural communities.
To Become a global teacher you should be equipped with:

9. • 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 be creative and innovative;
• 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;
• 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).
The characteristics should have for Global Filipino
Teachers:

10. Regions of the World Number of New Teaching Positions
Needed by 2015 by the Thousands
Arab States 243, 000
Central and Eastern Europe 80,000
Central Asia 22, 000
East Asia and the Pacific 104, 000
Latin America and the Caribbean 10, 000
North America and Western Europe 155, 000
South and West Asia 292, 000
Sub-Saharan Africa 1,115.000
The table shows the teaching spots needed by 2015.

11. “Benchmarking is learning the best practices
of the world’s best educational system ”

12. 1. Learning to know
2. Learning to do
3. Learning to Be
4. Learning to Live Together
5. Learning to Transform
• Basic Education
 Australia, called by many as the last paradise on earth, has a high
quality education system. Many students from all over the world go
to Australia to study. The educational system in Australia is similar
with that of Canada and England.
Education is anchored on the Five Pillars:
1. Education in Australia

13.  From the primary to the secondary levels, most students are
enrolled in government schools which operate under the direct
responsibility of the State or Territory Education Minister. The
federal government provides supplementary financial support.
• Higher Education
 The main purposes of Australian Higher Education are:
1) To enable individuals to develop their capabilities for effective
participation in the workplace, for constructive contribution to
society and for personal growth and fulfillment;
2) To advance knowledge and understanding
3) To aid the application of knowledge and understanding for the
benefit of the economy and the society;
4) To enable individuals to adapt and learn consistent with the

14. needs of an adaptable knowledge based economy at the local,
regional and national levels;
5) To contribute democratic civilized society.
 Australian universities are autonomous self-accredited
institutions established by Federal, State or Territory legislations.
 Academic year in Australia begins in March and ends in
November. The long vacation comes form December 1 to
February 28 of every year. The language of instruction is
English.

15.  The most populous country of the world is China. With over
200 million students attending public schools taught by over 9
million teachers in the elementary, junior and senior high
schools, it is the largest educational system in the world.
(Wang, 1996; Nanjundiah, 1996) The education system is
highly centralized. The course syllabi are written by scientists
and professors hired by the National Education Commission.
2. Education in China

16.  Is highly centralized and is administered by the Mombusho or
Ministry of Education. The school system from kindergarten
through university serves about 24 million students, with about
ten percent going to the university. About one-third go to the
private schools and the rest are enrolled in the public school
system.
 Is sometimes seen as a model on how to operate schools. The
system gives us a mental picture of obedient, quiet school
children sitting on their desk, listening to the teacher and working
hard to pass the various entrance examination.
3. Education in Japan

17. • Basic Education
 The Japanese educational system is divided into five basic
levels: Kindergarten, elementary school (six years), lower
secondary school (three years), upper secondary school (three
years) and university (usually around four years). In Japan,
education is compulsory for children 6 to 15 years.
• Higher Education
 The entire educational system seems to be built on a principle
that if you do well in exams, you will get into good schools, or
universities and automatically into a good life-time job.

18.  In South Africa, the constitution guarantees equal access to
basic education. The identified values and principles of South
African education include equity and redress access to basic
education opportunities for lifelong learning, quality, in terms of
providing learners with learning opportunities of acceptable
standards, efficiency, democratic participation, sustainability of
development and relevance of education.
• Basic Education
 Formal education in South Africa is categorized into sectors or
levels. These sectors are closely linked to particular levels;
namely, public ordinary school education, independent school
4. Education in South Africa

19. education, special school education, technical college education,
teacher training, technical and university training.
• Higher Education
 Tertiary and higher education correspond to Level 5-8 of the
National Qualification Framework (NQF) which is more
advanced than the Senior Certificate. Other relevant sectors of
the educational structure include special education, private
education or independent schools, adult and non-formal
education and HIV/AIDS education.

20.  Is compulsory for children ages 5-16. Most children attend
primary schools until they are eleven and then transfer to
secondary schools. It is mandatory for all state schools to
provide a balanced broad-based curriculum which promotes
spiritual, moral, cultural, mental and physical development that
prepares them for opportunities, responsibilities and experiences
for adult life. It includes religious education and for secondary
student sex and career education.ls Almost all the schools
whether private or state choose to follow the national curriculum.
5. Education in United Kingdom

21. • Basic Education
 The core subjects of the national curriculum include English,
Mathematics, and Science. Each key level has definite emphasis
that gradually becomes more advanced has the level
progresses.
Foundation Stage
Key Stage One
Key Stage Two
Key Stage Three
Key Stage Four
Post 16 Education

22. • Higher Education
 In 1992, the binary divide in the higher education system was
abolished. Former polytechnics became universities enabling
them to award their own degrees.
 The levels of education in the U.S. are similar to those in other
countries. There are public and private colleges, schools and
universities in the United States.
6. Education in the United States of America

23. • Basic Education
Pre-primary education – for kindergarten, nursery school,
preschool programs, child/day care centers.
Primary education – elementary school
Middle school education – high school
Duration of compulsory education is from entry of 6 years old to
exit of 18 years.
• Higher Education
 Begins at the post secondary education. It is a diverse and
autonomous community of publicly and privately supported
institutions.

24.  Vocational and technical schools operate ate either the high
school or junior levels. They teach skills such as secretarial,
auto-mechanics, photography, and nursing.
 Classes begin in September and end in June of every year. The
language of instruction is English.
 Is world-class, modern and responsive. It combines proven,
traditional principles of with innovation, creativity and fresh
thinking to produce learners and citizens equipped for the 21st
century (New Zealand Ministry of Education, 2012).
7. Education in New Zealand

25. • Basic Education
 School is compulsory for all children in New Zealand from 6 to 16.
Children are eligible for free education if they are New Zealand citizen
or residents, or if they qualify as domestic student. There are three
types of schools New Zealand: state-funded, state- integrated and
private.
 Five competencies covered by the national curriculum:
Thinking
Using language, symbols, and texts - different ways to communicate
and understand information.
Managing self - a “can do” attitude
Relating to others – being able to listen, see a different points of view
and share ideas

26.  participating and contributing – big a group member and
including others.
 The nation curriculum includes a vision for the young people to
be confident, lifelong earners.
• School Term
 The New Zealand school year is divided into four terms for
primary, intermediate and secondary schools. Students have a
six-week summer holiday break and three two-weeks break
between each of the four terms. The exact dates change from
year to year. School day usually begins at 9:00 am and ends at
3:00 pm or 3:30 pm.

27. • Higher Education
 Universities in New Zealand
 Institutes of Technology and Polytechnics
 Private Training Institutions and English Language Programs
 Is with the bold reform taken by the Department of Education,
this section will introduce the basic information on the current
implementation of some K to 12 Curriculum and the forthcoming
higher education programs.
8. Education in the Philippines

28. • Basic Education
 The K to12 basic education in the Philippines consists of
Kindergarten, six(6) years of elementary, four(4) years of Junior
high school and two(2) years in Senior high school. Kindergarten
became mandatory in SY 2012-2013. The teaching in
kindergarten is built around six months. The focus in grades 11
and 12 is on the specialization subject that equip the learner for
the career path of his/her choice.
 Elementary Education is concerned with the learners’ mastery
of basic skills and competencies.
 Secondary Education is geared towards the consolidation of
these knowledge and skills mastered at the elementary level and
is focused on equipping the learner with employable gainful skills
or preparing him/her for middle level skills development or higher
education.

29. • Higher Education
 This institutions are supervised by a government agency
called the Commission on Higher Education (CHED).

30. “All men are pretty much alike. It is only by culture that they are set
apart”.
- Confucius

31.  According to James Banks (1975 in Sadker, 1991), a leading
researcher in the area of students, “the major goal of
multicultural education is to transform the school so that male
and female students, social-class, racial and ethnic groups will
experience an equal opportunity to learn in school”.
 Diversity or differences among our students have placed greater
demands to teachers in today’s schools.
 Students may differ in race which is commonly indicated by the
color of the skin.
 They may belong to different ethnic or religious groups and
speak different languages.
Diversity of Learners in Multicultural Classrooms

32.  A teacher does not have to go abroad to be able to encounter
diversity in the classroom.
 A caring environment will always enhance academic
achievement.
Accommodating Cultural Differences and Commonalities

33. “We cannot hold a torch to light another’s path without brightening
our own”.
– Ben Sweetland

34. • To become a global teacher, you need to broaden your teaching
perspectives.
• Expanding your experiences beyond the confines of your
classroom to the wider learning environment of the world is one
of the many avenues in order to achieve a level of global
competitiveness.
• Opportunities for this endeavor can be achieved through teacher
exchange programs. Several of these programs exist.

35.  Is the United States’ largest cultural exchange program
for teachers and schools. It is dedicated to transforming
lives through international exchange of teachers.
 Offers highly qualified teachers from around the world
serving as teachers and cultural ambassadors in the
United States.
1. Visiting International Faculty Program (VIF)

36.  Since 1946, the Fulbright Teacher Exchange Program has
helped nearly 23,000 teachers and school administrators to
promote mutual understanding between the United States and
countries around the world. For the U.S. teachers, this
opportunity involves a year or semester direct exchange with a
counterpart in another country teaching the same subject at the
same level.
The objectives of this program are to provide opportunity for
African teachers to learn from the teaching environment in other
African countries and also aimed to extend experiences and
widen the horizon of African teachers as well.
2. Fulbright Teacher Exchange Program
3. Inter-African Teacher Exchanges

37.  Furthermore, the program is envisioned to create cultural
awareness and tolerance of developments in different African
education environments.
 The Education Exchange Foundation is a non-profit foundation
which handles both student and educator exchanges.
International educational exchanges offer educator and their
students an opportunity to broaden their understanding of one
another’s cultures, customs and languages.
4. Canadian Educators Exchange

38.  This program is limited only to participating countries, it is
important to learn that the Global Teacher Exchange program
contributes to the quality of teachers worldwide.
The Global Teacher Exchange program commits to improving
the quality education in South Africa, Ghana, Uganda, and the
UK and to promote partnership between the North and South
African countries.
5. Global Teachers Millennium Awards

40. “Digitally-mediated learning encompasses more than
knowledge of new technology tools. Educators must be
prepared to mediate learning through never-evolving digital
tools. Media is rapidly taking over teaching as students
learn from gaming, open source knowledge, virtual
scenarios, avatars and Second Life. Educators must prepare
for facilitative roles that can harness these opportunities to
best student advantage”.
- Jane Bailey

41. • Technologies as link to new knowledge, resources and high
order thinking skills have entered classrooms and school
worldwide.
• The diversity of learners, breakthroughs in technology and
multiple teacher perspectives, an innovative teaching is one of
the answers to the global demands for quality education.

42.  The use of technology in the classroom has never been more
underscored than now.
 To use technology, what technology to use, and what purpose
cannot be isolated from theories of teaching and learning that
support learning with understanding.
Technology for Teaching

43.  Finding answers to complex problems brought to the classroom
is one important function of technology.
 Unlike authentic problems or problems that occur in the real
world, some problems brought to the classrooms can be
simulated and created with graphics, video and animation.
 Simulations or exploratory environments called micro worlds
allow students to carry out action, immediately observe the
results and do a lot of investigations right there in the classrooms
with use of the computers.
1. Technology provides support to the solution of
meaningful problems

44.  The use of technology provides cognitive support to learners.
 It assumes interactions with others who are knowledgeable who
can coach, model, guide and give reminders in the
accomplishment of various task.
 Electronic references are ease to search and they provide
information very quickly.
Technology can help learners visualize processes and
relationships that are invisible or difficult to understand.
2. Technology acts as cognitive support

45.  The concept of network can be traced back to technology.
Interconnectedness in networking through technology supports
collaboration.
 There are various technology programs that can be used to
assist teachers to be innovative in teaching. These will include
a short list of programs you wish to try.
3. Technology promotes collaboration as well as
independent learning
Technology Programs for Teaching

46. • Stand-alone programs
 Some programs are available as “stand-alone” software,
videodisc or CD-ROM media.
• Programs Available in the internet
 There are several programs which are available on the internet
from where the school can choose a site. Knowledge Integration
Environment (KIE) teaches students to think of web information
as evidence and evaluate it critically with regard to authorship,
credibility and relevance.

47. • Information Databases
 Many forms of print-based materials are now available in
electronic form.
 The entire set of the National Geographic magazine is now in
CD-ROM Encarta and Grollier provide access to vast
information.
 These resources take advantage of hypermedia, the ability to
jump in a nonlinear fashion related information, whether that
information is text, graphic, video or sound.