The document discusses global education and the characteristics of a global teacher. It defines global education as preparing students to function in a globalized world under internationally prepared teachers. A global teacher is described as someone with skills and values to teach anywhere using modern technologies, who thinks globally and locally. They must understand cultural diversity, believe in sustainable education, facilitate digital learning, and possess the competencies in a country's teaching standards. The document also notes the rising demand for teachers internationally, with over 1 million new teaching positions needed globally by 2015 according to UN data.
• 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
Historical and Legal Basis, The Salient Provisions of RA 10912, Continuing Professional Development Plan,LEARNING FROM THE CPD PRACTICES OF
HIGH PERFORMING COUNTRIES, CHARACTERISTICS
OF
EFFECTIVE CPD
How to contextualize, localize, and "indigenize" lesson plans. That is why we don't agree to some proposal of lazy educators to have a common lesson plan for all teachers.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
• 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
Historical and Legal Basis, The Salient Provisions of RA 10912, Continuing Professional Development Plan,LEARNING FROM THE CPD PRACTICES OF
HIGH PERFORMING COUNTRIES, CHARACTERISTICS
OF
EFFECTIVE CPD
How to contextualize, localize, and "indigenize" lesson plans. That is why we don't agree to some proposal of lazy educators to have a common lesson plan for all teachers.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
Implementation of GCE in the Philippines - Jaypee D. Platero report.pptxJaypeeDivinagraciaPl
While the world may be increasingly interconnected, human rights violations, inequality and poverty still threaten peace and sustainability.
Global Citizenship Education (GCED) is UNESCO’s response to these challenges. It works by empowering learners of all ages to understand that these are global, not local issues and to become active promoters of more peaceful, tolerant, inclusive, secure and sustainable societies.
GCED is a strategic area of UNESCO’s Education Sector programme and builds on the work of Peace and Human Rights Education. It aims to instil in learners the values, attitudes and behaviours that support responsible global citizenship: creativity, innovation, and commitment to peace, human rights and sustainable development.
Global Horizons: Nurturing Excellence in Educationhussanisoyat
In a world characterized by unprecedented connectivity and constant evolution, the role of education has transformed into a preparation for global citizenship. As we navigate the complexities of the 21st century, the need for an education that transcends borders has become more critical than ever.
EDUFEST 2015 at IIT MADRAS - Paper Presentation on Re-conceiving school leade...Eduexcellence
Paper Presentation given by Sree Devi Gundpaneni on Re-conceiving school leadership in the 21st century at IIT MADRAS during EduFest 2015 - 2nd International conference for school leaders.
Process of Learning in Global Perspective.docxSobiaAlvi
Content List
Global Perspective in Education
1. Global-perspective
2. Historical Context
3. Preparing for a Globalized World
4. A global perspective in education facilitates this by:
Addressing Global Challenges
1. Understanding Climate Change
2. Tackling Health Pandemics
3. Promoting Universal Human Rights
4. Broadening Horizons and Enriching Learning
5. Building Empathy and Social Skills
6. A Caveat: Avoiding Surface-level Globalization
7. Why is Global Learning Important?
Global Education
1. What is Global Education?
Process of Learning
Process of Learning in Global Perspective
Cultural Awareness and Sensitivity
Global Curriculum Integration
Technology Integration
Language Learning
Global Competencies
International Collaboration
Inclusive Education
Environmental and Global Issues
Experiential Learning
Lifelong Learning
Global Citizenship Education
Cultural Diversity and Sensitivity
Cross-Cultural Communication
Global Curriculum Development
Access to Education
Technology and Digital Learning
International Collaboration and Exchange
Global Citizenship Education
Multilingual Education
Environmental and Sustainability Education
Life Skills and Employability
Summary
Conclusion
Steps of Learning in Global Perspective
Cultural Awareness
Global Curriculum Design
Language Acquisition
Technology Integration
International Collaboration
Inclusive Education
Environmental and Global Issues Integration
Experiential Learning Opportunities
Global Citizenship Education
Multilateral Language Development
Lifelong Learning Culture
Cross-Cultural Competence
Global Perspectives in Assessment
Ethical Considerations
Conclusion
References
1. https://www.eurokidsindia.com/blog/the-importance-of-global-perspective-in-education.php#:~:text=A%20global%20perspective%20in%20education%20facilitates%20this%20by%3A,collaboration%20across%20borders%20is%20routine.
2. https://cambridge-community.org.uk/guide-to/cambridge-primary/cambridge-global-perspectives/#:~:text=Cambridge%20Primary%20Global%20Perspectives%20allows,beginning%20of%20their%20formal%20education.
3. https://globalaffairs.ucdavis.edu/ge4a/global-learning-outcomes
4. https://tgcphilmoshoyannis.weebly.com/what-is-global-education.html
5. https://www.linkedin.com/pulse/ed-argot-why-global-perspective-matters-rabia-babar-khan
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. GLOBAL EDUCATION AND THE GLOBAL TEACHER
“Benchmarking is learning the
best from the best practices of
the world’s best educational
systems.”
3. GLOBAL EDUCATION AND THE GLOBAL TEACHER
To compete globally would mean to prepare teachers who are
capable of changing lifelong educational needs.
How do you prepare for these needs?
What are the emerging technologies that will shape the future?
How can we use our technologies for the best learning
advantage?
What will be the jobs of the future and how should curricula be
shaped to prepare students for their future?
6. GLOBAL EDUCATION AND THE GLOBAL TEACHER
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.
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 humanistically prepared.
7. GLOBAL EDUCATION AND THE GLOBAL TEACHER
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.
8. GLOBAL EDUCATION AND THE GLOBAL TEACHER
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 market place
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.
9. GLOBAL EDUCATION AND THE GLOBAL TEACHER
Thus, to meet the various global challenges of the future, the 21st
Century Learning Goals have been established as basis of various
curricula worldwide. These learning goals include:
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.
10. GLOBAL EDUCATION AND THE GLOBAL TEACHER
Thus, to meet the various global challenges of the future, the 21st
Century Learning Goals have been established as basis of various
curricula worldwide. These learning goals include:
Life Skills: Leadership, ethics, accountability, personal
responsibility, self-directions, other
21st Century Assessment: Authentic assessment that measure the
areas of learning.
11. GLOBAL EDUCATION AND THE GLOBAL TEACHER
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. It is
educating all people in the world from the remote and rugged rural
villages in developing countries, to the slum areas of urbanized
countries, to the highly influential and economically stable societies
of the world. 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.
12. GLOBAL EDUCATION AND THE GLOBAL TEACHER
Global Teacher
Looking back at that concept of global education, how do we define
now a global teacher? Is this teacher somebody who teaches abroad?
Is this person teaching anywhere in the world, and is able to teach the
21st century learning goals? These are some of the fundamental
questions which should be answered in order to understand, who a
GLOBAL TEACHER is.GLOBAL TEACHER
13. GLOBAL EDUCATION AND THE GLOBAL TEACHER
Global Teacher
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. 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.
14. GLOBAL EDUCATION AND THE GLOBAL TEACHER
More specifically a global Filipino teacher should have the following
qualities and characteristics in addition to knowledge, skills and
values:
Understands how this world is interconnected;
Recognizes that the world has rich variety of ways if 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;
15. GLOBAL EDUCATION AND THE GLOBAL TEACHER
Must believe and take action for education that well sustain the
future;
Must be able to facilitate digitally-mediated learning;
Must have depth knowledge; and
Must possess good communication skills (for Filipino teachers to be
multilingual).
And lastly but more importantly,
Must possess the competencies of a professional teacher as
embodies in the National Competency-Based Standards for
Teachers (NCBTS).
16. GLOBAL EDUCATION AND THE GLOBAL TEACHER
Must believe and take action for education that well sustain the
future;
Must be able to facilitate digitally-mediated learning;
Must have depth knowledge; and
Must possess good communication skills (for Filipino teachers to be
multilingual).
And lastly but more importantly,
Must possess the competencies of a professional teacher as
embodies in the National Competency-Based Standards for
Teachers (NCBTS).
17. GLOBAL EDUCATION AND THE GLOBAL TEACHER
The need for global teacher is on the rise in several countries
worldwide. Even develop countries are in dire need of competent
teachers who will man the countries’ rural and urban classrooms. This
is true with our neighboring countries like Singapore, Cambodia and
Thailand. The regional data of United Nations show the number of
teaching posts needed by 2015.
18. GLOBAL EDUCATION AND THE GLOBAL TEACHER
The table below shows the teaching posts needed by 2015, which
you may avail of, if you are qualified.
243,000.00
80,000
22,000
104,000
10,000
155,000
292,000
1,115,000
0.00
200,000.00
400,000.00
600,000.00
800,000.00
1,000,000.00
1,200,000.00
Numbers of New Teaching Positions
Needed by 2015 by Thousands
Numbers of New Teaching
Positions
Needed by 2015 by Thousands
On the Videos student has wide option when it comes to resources they study from anywhere may it be inside the classroom, on the bus, on the street and when they go home. Teachers can teach anywhere as well. Student can take examination online and can have their book converted into a digital book.
Becker believe that our learners should be under a global education and be under a curriculum that has world wide standards of teaching and learning. So that our students will be prepared in an international view of understanding.