On Becoming a

Glocal Teacher
- PURITA P. BILBAO, Ed. D.

September
2019
INTRODUCTION
“We live in a “global village, hence
a need for global teachers.”

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 Our world has been called a “global
village.” Satellite communications
make possible television, telephone
and documents transmitted through
fax and electronic mails across
thousands of miles in a thousands of
a second.

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 GLOBAL EDUCATION

- Poses variety of goals ranging from increased

knowledge about the peoples of the world to
resolutions of global problems, from increased
fluency in foreign languages to the development
of more tolerant attitudes towards other cultures
and people.
- Embraces today’s challenges as national
respond to the needs of educating children of
the world they are entering.

- Offers new curricular dimensions and

possibilities, current scientific and
technological breakthroughs for completely 4
new frontier in education.
Global Education

Contemporary Curricula respond

to the concept of this global
village. The increased use of
technology in the classroom, the
incorporation of the changing
realities of our world’s society, and
the ease of mobility of peoples of
the world have become a
challenge to your preparation as
prospective teachers.
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GLOBAL EDUCATION

Future teachers like you should prepare

to respond to these multiple challenges.
To become a global teacher you should
be equipped with a wider range of
knowledge of the various educational
systems outside the country; master
skills and competencies which can
address global demands; and possess
attitudes and values that are acceptable
to multicultural communities.

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 COMPARISON
Why shift in the use of GLOBAL to GLOCAL as our chapter title?
GLOBAL
- Not found in Oxford Dictionary of
New Words
- Available at the Merriam Webster
Dictionary and Google Search
- Defines of, relating to, or involving
the entire world or applying to a
whole.
GLOCAL
- Not found in Merriam Webster
Dictionary
- Available at the Oxford Dictionary of
New Words and Google Search
- Defines a blending of global and
local conditions a global outlook
adapted to local condition and the 7
local condition to global perspective.
Roland Robertson (1992) a sociologist, in his
article Glocalization: Time- Space
Homogeneity-Heterogeneity suggests
replacing the concept of globalization to
glocalization with the view in mind to blur
the boundaries between global and local.
Robertson offers to see the local as one
aspect of globalization. A global outlook
adapted to a local condition or a local outlook
adapted to a global condition. The
glocalization means it is local culture which
assigns meaning to global influences and
both are interdependent and enable each
other. 8
 Globalization in Oxford Dictionary of New
Words, defines the glocal and glocalization as
a blending of global and local conditions a
global outlook adapted to local condition and
the local condition to global perspective.

As future teachers, we have to blend both

global and local perspective.

THINK GLOBALLY BUT ACT LOCALLY OR

THINK LOCAL BUT ACT GLOBAL.
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-The Global and Glocal
Teacher Professional: Is
there a difference?-

LESSON 1

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Global Education
and Teacher
Professional

To compete globally means to

prepare teachers who are
capable of changing lifelong
education needs. We will be
teaching in the Flat World or
One Planet Schoolhouse.

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Global Education
and Teacher
Professional

The two terms imply global

education as a result of the
shrinking world due to access
in technology. INTERNET
globalizes communication by
allowing users from around
the world to connect to one
another.
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Global Education
has been described
by two definitions:

1. UNESCO defines global

education as a goal to
become aware of educational
conditions or lack of it, in
developing worldwide and aim
to educate all people to a
certain world standards.
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 Global Education
has been described
by two definitions:

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.
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Global and Glocal
Teacher Education
UNESCO’s Education 2030 Incheon
Declaration During World Educational
Forum established a vision “Towards
inclusive and equitable quality
educational lifelong learning for all.”
Sustainable Development Goal (SDG) 4
for Education is one of the 17 goals of
the UN’s SDG’s.

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The 17 sustainable development goals (SDGs) to
transform our world:

GOAL 1: No Poverty

GOAL 2: Zero Hunger

GOAL 3: Good Health and Well-being

GOAL 4: Quality Education

GOAL 5: Gender Equality

GOAL 6: Clean Water and Sanitation

GOAL 7: Affordable and Clean Energy

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GOAL 8: Decent Work and Economic Growth

GOAL 9: Industry, Innovation and Infrastructure

GOAL 10: Reduced Inequality

GOAL 11: Sustainable Cities and Communities

GOAL 12: Responsible Consumption and Production

GOAL 13: Climate Action

GOAL 14: Life Below Water

GOAL 15: Life on Land

GOAL 16: Peace and Justice Strong Institutions

GOAL 17: Partnerships to achieve the Goal 17

7 Outcome Target of
SDG 4:
4.1 Universal Primary and Secondary
Education.
4.2 Early Childhood and Development and
universal pre-primary education.
4.3 Equal access to technical/vocational
and higher education.
4.4 Relevant skills for decent works.
4.5 Gender equality and inclusion.
4.6 Universal youth literacy
4.7 Education for sustainable development 18

and global citizenship.

4.1 Universal Primary and
Secondary Education.

Ensures complete, free,

equitable and quality of
education leading to relevant
and effective learning
outcome.

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4.2 Early Childhood and
Development and universal
pre-primary education.

Ensures all have access to

quality early childhood
development care and pre
primary education so that they
are ready for primary
education.

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4.3 Equal access to
technical/vocational
and higher education.

Ensures equal access for all

to affordable and quality
technical/vocational and
tertiary education including
universities.

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4.4 Relevant skills for
decent works.

Substantially increase the

number of youth and adults
who have relevant skills
including technical and
vocational skills for
employment, decent jobs and
entrepreneurs.

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4.5 Gender equality and
inclusion.

Eliminates gender disparities

in education and ensure equal
access to all levels of
education and vocational
trainings for vulnerable,
including PWD’s, indigenous
peoples and children in
vulnerable situation.
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4.6 Universal youth
literacy

Ensures that all youth and

substantial proportion of
adults achieve literacy and
numeracy.

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4.7 Education for
sustainable development
and global citizenship.

Ensures all learners acquire

knowledge and skills needed to
promote sustainable
development and skills needed
to promote sustainable
development, including among
others through education for
sustainable development
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4.7 Education for
sustainable development
and global citizenship.

and sustainable lifestyles,

human rights, gender equality,
promote culture of peace and
non-violence, global citizenship
and appreciation of cultural
diversity and cultures
contribution to sustainable
development.
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7 Outcome Target of
SDG 4:

One of the means to achieve the

target is to increase the supply of
qualified teachers through
international cooperation for
teacher training in developing
countries ,especially the least
developed countries and island
developing states.
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 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. In his article, “Goals
of Global Education”, he emphasized that
global education incorporates into the
curriculum and educational experiences of
each student.
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21st Learning Goals

- 21st Century Content

- Learning and thinking skills
- ICT Literacy
- Life Skills
- 21st Century Assessments

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 21st Century Content

-emergent content areas such

as global awareness, economic.
Business and entrepreneurial
literacy; civic literacy; health and
awareness.

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- Learning and thinking
skills

-critical thinking and problem

solving sills, communication,
creativity and innovation,
collaboration, contextual
learning, information andmedia
literacy.

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- ICT Literacy

- Using technology in the context

of learning so students know
how to learn.

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- Life Skills

-leadership,
ethics,
accountability,
personal
responsibility, self-
direction, others

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- 21st Century
Assessments

- Authentic assessment
that measures the area
of learning

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 Global education is all about diversity ,
understanding the differences and teaching
the different cultural groups 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 largest classrooms in the
world. It responds to borderless education
that defies distance and geographical
location.
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Global Education provides equal opportunity
and access to knowledge and learning tools
which are the basic rights of every child in
the global community.

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 THANK
YOU!
Klent Clouie
Camara
Phone
09553742831
Email
klentclouiecamara@gmail.com