This document defines global education and the global teacher. Global education aims to provide equal access to education worldwide according to universal standards. It embraces challenges to educate all children globally. A global teacher is equipped with knowledge of different education systems, skills to address global demands, and values of different cultures to teach anywhere in the world. The document discusses the need for global teachers internationally and characteristics of being a visionary, innovative teacher who employs digital learning.

1. Lesson 9: Global Education and
the Global Teacher

2. INTENDED LEARNING OUTCOMES:
At the end of the lesson, you are expected to:
1. Define the meaning of global education;
2. Define the meaning of global teacher; and
3. Discuss the other educational practices of other countries.

3. LESSON PROPER
In this particular lesson, it
gives you a clear
perspective of how you
would become a global
teacher.

4. Global education embraces
today’s challenges as it paves the
way for seamless education to
respond to the needs of educating
the children of the world.

5. It offers new curricular
dimensions and
possibilities, scientific,
innovative and
technological breakthroughs
for completely new border
in education.

6. Thus, future teachers like you
should prepare to answer these
pressing challenges. To become a
global teacher,

7. you need to be equipped
with updated and upgraded
range of knowledge of
different educational
systems of the world;
mastered skills and
competencies which can
address global demands;

8. and acquired attitudes and
values that are
indispensable to various
cultures in the world. When
you have these
requirements, then you are
prepared to be a noble
teacher of the world.

9. Meaning of Global Education
UNESCO defines global
education as a goal that serves
as an awareness of educational
conditions in developing
countries worldwide and aims to
educate people to a certain
standards acceptable worldwide.

10. Another definition is that global
education is a curriculum that is
international in scope where
today’s youth have been in the
care of teachers who are
intellectually, professionally and
holistically prepared.

11. James Becker (1982)
defined global education
as an effort to help the
learners see the world as a
single and global spectrum
and see themselves
actively participate in it.

12. In 2000, the Philippines
committed itself to the
program Education for All
(EFA) goals at the World
Education Forum in Dakar.

13. To achieve global
education, the United
Nations (UN) sets the
following goals.
1. expand early
childhood care education;

14. 2. provide free and
compulsory primary
education for all;
3. promote learning and life
skills for young and adult;

15. 4. increase adult literacy by 50%;
5. achieve gender parity by 2005,
gender equality by 2015; and
6. improve quality of education.

16. In the long run, the primary
purpose of global education
is to give equal opportunity
and access to knowledge
and learning tools which are
the main rights of every
child.

17. It is on this light that every pre-
service teacher should provide global
education in their future school
assignments, thus he must prepare
himself to become a global teacher.

18. Definition of a Global Teacher
What makes a teacher a
“global teacher”? Is this
somebody who teachers
anywhere in the world? Is he
somebody who is able to adapt
the 21st century learning goals?

19. A global teacher is a competent
teacher who possesses enough
skills, proper attitudes and
universal values to impart
knowledge to the students using
educational breakthroughs and
innovative strategies in any
place in the world.

20. He or she thinks with wider
perspectives both locally and
globally right in the communities
where he or she is assigned.
Moreover, a global Filipino teacher
should possess the following
qualities and characteristics:

21. • Know the interconnectedness
of the world;
• Must be visionary and sees
the future for himself/herself and
for the students, not a static
one;
• Must be creative and
innovative;

22. • Must employ digitally-
mediated learning;
• Exemplifies good
communication skills;

23. • Must possess the
competencies of a professional
teacher as embodied in the
National Competency-Based
Standards for Teachers
(NCBTS)

24. The urgent need for global
teachers is increasing in several
countries worldwide. This is true
with our neighbouring countries
such as Thailand, Indonesia,
Singapore and Cambodia.

25. Even developed countries
such as Japan and the United
States of America are in dire
need of competent teachers
who will provide an impact in
their countries’ classrooms.

26. In the website THE
GUARDIAN.com, it was
mentioned that Arizona looks to
Philippines to fill teacher
shortage which is the job
Americans won’t take. College
educated Americans are
increasingly uninterested in low-
paid,

27. demanding teaching jobs
so they began to recruit
from abroad including the
Philippines.
How about you? Are you
planning to teach abroad
also as soon as you
graduate?

28. Why or why not? Or do you
want to remain in the
Philippines to teach your
fellow Filipinos despite the
low salary allotted for
teachers?

29. ACTIVITY
List down ten (10) characteristics of a global
teacher.

30. Can someone be a global
teacher without teaching
abroad? Why or why not?
Interview a certain teacher who
is working or had worked
abroad. Ask about his/her
experiences as a teacher in
terms of:

31. a). nature of classroom and
learners
b). curricular implementation;
c). salary and benefits;
d). working time;
e). challenges and struggles
in teaching