The document discusses the concept of global education, defined by UNESCO and others as a means to prepare students for participation in a global society, alongside the goals established by the UN for improving worldwide education standards by 2015. It outlines the education systems of various countries, emphasizing the importance of multicultural education and the role of global teachers who connect local and global perspectives. Additionally, it highlights teacher exchange programs that promote international understanding and the use of technology in enhancing education.

1. CHAPTER 3:
ON BECOMING GLOBAL
TEACHER
Kim Ryan S. Mantuhac, LPT, CSPE
Instructor

2. LESSON 1: GLOBAL
EDUCATION AND THE
GLOBAL TEACHERS
1. 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.

3. GLOBAL
EDUCATION AND
THE GLOBAL
TEACHERS
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
humanistic ally prepared.

4. 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.

5. GLOBAL EDUCATION AND
THE GLOBAL TEACHERS
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 marketplace
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.

6. • 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.
• 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.

7. GLOBAL EDUCATION AND THE GLOBAL
TEACHERS
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 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.

8. GLOBAL EDUCATION AND THE
GLOBAL TEACHERS
The table below shows the teaching
posts needed by 2015 and
continuously rising to present.
Region of the world Number of New teaching position 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

9. LESSON 2: A CLOSER LOOK ON THE
EDUCATION SYSTEM OF SELECTED COUNTRIES
Five Pillars
which are:
1. Learning to
Know
2. Learning to
Do
3. Learning to
Be
4. Learning to
Live Together
5. Learning to
Transform

10. Educational System of AUSTRALIA
a. PRIMARY EDUCATION (Compulsory Education)- 6 to 12 years old provided by
government and non- government primary schools. However, in most states,
children start primary school at the age of five when they enroll in preparatory or
kindergarten year.
b. JUNIOR SECONDARY LEVEL (for four years) 12 to 16 years old. At the end, a
Junior Secondary Certificate of Education (Year 10 Certificate) is awarded.
c. SENIOR SECONDARY LEVEL (16 to 18 years old) no longer compulsory education
offered by government and non- government providers. Senior Secondary
Certificate of Education (Year 12 Certificate) is awarded at the end of the senior
secondary level.

11. Educational
System of
CHINA
Most populous country of the world is China. Over 200 million
students attending public schools taught by over 9 million
teachers in the elementary, junior, and senior high schools.
The course syllabi are written by scientists and professors
hired by the National Educational Commission.
UNIFORM subject matter and instructional contents.
Primary grades (6 yrs.)- devoted to development of cognitive
skills, High School (6yrs), 3yrs middle school, 3yrs senior high.
Class size ranged from 40 to 60 students

12. Educational System in JAPAN
• highly centralized
• administered by the Mombusho or Ministry
of Education
• 10% goes to the university
• 1/3 go to the private schools and the rest are
enrolled in the public of national school
system (Abner, 2002)
• seen as a model of how operate schools

13. Educational System in JAPAN
• In 2005, a book in Japan in the 21st Century: Environment,
Economy and Society says: " Japan's educational system produces
students who perform for better on international examinations
than Americans do, and Japanese students are indisputably among
the best in the world in solving mathematical
equations...Youngsters are well behaved, envied around and law
abiding; Japan's low crime rates are well known and widely
envied around the world. But what is even more striking than the
lack of crime is the overwhelming civility; graffiti and vandalism
are rare, and schools' sports teams not only bow to each other
before the game but rush over the opposing team's stand after the
game to pay their respect."

14. Educational System in JAPAN
1. Five basic levels: Kindergarten, elementary school
(6years), lowers secondary school (3 years), upper
secondary (3years) and university (usually around 4
years).
2. In Japan, education is: FREE and compulsory for
children 6 to 15 years, Classes are large, and teaching
methods is usually lecture, Japanese students spend
243 days in a year in school. The school calendar is
year-round with some breaks between sessions.

15. Education System
in the Philippines
• Basic Education in the Philippines (K-
12)
• The K-12 basic education in the
Philippines consists of Kindergarten,
6 years of Elementary, 4 years of
Junior high school, and 2 years of
Senior high school.
• Kindergarten became mandatory in
SY 2012-2013.
• The teaching in Kindergarten is built
around six domains.

16. LESSON 3:
MULTICULTURAL
DIVERSITY: A
CHALLENGE TO
GLOBAL TEACHER
“All men are pretty much alike. It is
only by culture that they are 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)

17. MULTICULTURAL
DIVERSITY: A
CHALLENGE TO
GLOBAL TEACHER
Culture Comes from
the Latin word
“CULTUS”
Diversity Comes
from the Latin word
“DIVERTAS”

18. James Bank “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.”
Diversity of Learners in
Multicultural
Classrooms
• Race
• Ethnic group
• Religious group
• Languages
• Socio-economic backgrounds

19. 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)
Fraser-Abner (2001) Suggestions:
1. Be sensitive and aware.
2. Never make assumptions.
3. Avoid stereotyping.
4. Get to know each student.

20. Fraser-Abner (2001) Suggestions:
5. Look into your own conscious.
6. Plan your activities.
7. Infuse multicultural instructional
materials.
8. Collaboration and cooperation.
Guiding Principles:
1. Pre-Service teacher education
programs
2. Equitable opportunities
3. Social skills
4. School Curriculum
5. Eliminate stereotyping
6. Values

21. Some of basic assumptions that enhance Teacher Development:
1. No two learners are exactly the same.
2. Children in all classrooms are heterogeneous.
3. Strategies that work with one learner may not work with another.
4. Student’s background and experiences should be considered.
5. Community members can assist teachers in facing issues.

22. LESSON 4: BROADENING TEACHING
PERSPECTIVE:TEACHER EXCHANGE PROGRAM

23. 1. VISITING INTERNATIONAL FACULTY PROGRAM (VIF)
• 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 ambassador in the United States.

24. BROADENING
TEACHINGPERSPECTIVE:TEACHER
EXCHANGE PROGRAM
2. VIF PURPOSES AND BELIEFS
• It is the intention of the VIF to ensure that student,
educators and communities worldwide reap the
benefits of international education. The program
believes in the following principles:
1. All school should have at least one international
exchange teacher.
2. All students should be exposed to a variety of
exchange teachers during their academic careers.
3. All communities should have an equal opportunity
to develop globally literate citizens to help build a
foundation for success in the global marketplace.

25. BROADENING
TEACHINGPERSPECTIVE:TEACHER
EXCHANGE PROGRAM
3. Fulbright Teacher Exchange Program
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.

26. BROADENING
TEACHINGPERS
PECTIVE:TEACH
ER EXCHANGE
PROGRAM
4. Inter –African Teacher
Exchange
• The objectives of this program are
to provide opportunity for African
teachers to learn from teaching
environment in other African
countries and also aimed to extend
experiences and widen the horizon of
African teachers by encouraging
exchange visits to countries outside
Africa as well.

27. • The teacher will travel to neighboring countries to work for
over a period of the two weeks after which in pairs they will
engage in following activities:
1. Be stationed at one school for one week and another school
for another week.
2. Observe teaching in the said teachers’ subject
3. Guest ICTs at the schools that the teacher is visiting
4. Engage in discussions with the teachers in another school.
5. Write a journal of their exchange visit.

28. 4. Canadian Educators Exchange
•The Canadian Education Exchange
Foundation is a non- profit foundation
which handles both student and educator
exchanges.

29. BROADENING
TEACHINGPERSPECTIVE:TEACHER
EXCHANGE PROGRAM
5. Global Teachers Millennium Awards
• Although this program is limited
only to participating countries, It is
important to learn that Global teacher
Exchange program contribute to the
quality of teachers worldwide.

30. The programs Aims to:
• Change the live UK educators personally and professionally by
encouraging them to fulfill their aspiration and use their talents
in innovative ways,
• Ensure benefits for staff and pupils of UK schools under local
communities through the dissemination of innovative
development education.
• Support the aims and activities of Links’s educational program
in South Africa, Ghana, and Uganda

31. Global Teacher in this program is described
as someone who:ANGE PROGRAM
• Thinks and acts both locally and globally;
• Embraces the world’s rich variety of ways of life;
• Understand how this world is interconnected;
• Is committed to making the world a more equitable place
• Believes in education for sustainable development
• Has a professional and personal skills to share, and to learn;
• Bring world into their classroom, school, and community;
• Encourages dialogue and partnership between the North and the
South;
• Can inspire others to acts Global Teachers

32. LESSON 5: BRINGING THE WORLD
INTO THE CLASSROOM THROUGH
EDUCATIONAL TECHNOLOGY
Technologies as link to new knowledge, resources and
high order thinking skills have entered classrooms and
schools worldwide.  Despite the various
opportunities... Still many future teachers may feel
unprepared to teach using technology for global
application in the classroom.

33. BRINGING THE WORLD INTO THE CLASSROOM
THROUGH EDUCATIONAL TECHNOLOGY
• TECHNOLOGY FOR TEACHING  Educationists
began exploring the use of technology that supports
models of teaching that emphasize learning with
understanding and more active involvement.  This
exploration “made a decision to use a technology to go
beyond facts-based, memorization-oriented curricula
to a curriculum in which learning with understanding
is emphasized and embraced.”

34. ROLES OF TECHNOLOGY IN
ACHIEVING THE GOALS OF
LEARNING FOR UNDERSTANDING
• Technology provides support to the solution of
meaningful problems
• Finding answers to complex problems brought to the
classroom is one important function of technology.
• Some problems brought to the classrooms can be
simulated and created with graphics, video and
animation.
• Simulations or exploratory environments called
microworlds allow students to carry out actions and
investigation right inside the classrooms with the use
of the computers.

35. BRINGING THE WORLD INTO THE
CLASSROOM THROUGH EDUCATIONAL
TECHNOLOGY
• Technology acts as cognitive support.
• The use of technology provides cognitive support
to learners.
• Technology promotes collaboration as well as
independent learning
• Interconnectedness in networking through
technology supports collaboration.

36. Teachers implement curriculum plans that include methods and
strategies for applying technology to maximize student learning.
Teachers should:
a. Use technology to support learner-centered strategies that addresses
the diverse needs of students.
b. Apply technology to develop students’ higher order skills and
creativity.
c. Manage student learning activities in a technology- enhanced
environment.

37. BRINGING THE WORLD INTO THE CLASSROOM
THROUGH EDUCATIONAL TECHNOLOGY
• With the global perspective, educational
technologies and innovative teaching are
imperative in today’s time.
• The unlimited resource of available
technology and its utilization for
innovative teaching promise challenging
experience for prospective teachers.
SUMMARY

38. Thank you for listening!