The document discusses global education and the role of the global teacher. It defines global education as a curriculum that prepares students for an interconnected world and teaches them with a worldwide perspective. The United Nations has established six goals for global education to be achieved by 2015, including expanding early childhood education and achieving gender parity. The document also defines a global teacher as a competent educator with skills and values to teach a diverse range of students anywhere in the world using both traditional and modern technologies. Global teachers must understand the interconnected nature of the world and be able to facilitate digitally-mediated learning while respecting different cultures.
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.
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.
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
This is an outlined discussion of The Teacher as a Person in the Society and other topics in The Teaching Profession which could be of use to students who are taking the subject.
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
This is an outlined discussion of The Teacher as a Person in the Society and other topics in The Teaching Profession which could be of use to students who are taking the subject.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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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.
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!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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GLOBAL EDUCATION AND GLOBAL TEACHER
1. GLOBAL EDUCATION AND THE GLOBAL TEACHER
“Benchmarking is learning the
best from the best practices of
the world’s best educational
systems.”
2. 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?
4. 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.
5. 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.
6. 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.
7. 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.
8. 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.
9. 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.
10. 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
11. 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.
12. 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;
13. 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).
14. 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).
15. 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.
16. 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