Prepared by: Jessel F.

Galvez BSED TLE IV

 UNESCO defines global education
as a goal to develop countries
worldwide and is aimed at educating
all people in accordance with world
standards.
 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.
 Universal primary and secondary
education.

 Early childhood development and

universal pre-primary education.

 Equal access to
technical/vocational and higher
education.
 Relevant skills for decent work.

 Gender equality and inclusion.

 Universal youth literacy.

 Education for sustainable

development and global
citizenship.
ACCORDING TO JAMES BECKER
(1988):
Global education defined
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.
1. 21st century content
2. Learning and thinking skills
- ICT Literacy
-Life Skills
-21st Century Assessments
 21st Century Content
 Global awareness
 Financial
 Economic
 Business
 Entrepreneurial literacy
 Civic literacy
 Health and environmental awareness
 Learning and Thinking
skills
 Critical thinking and problem solving
skills
 Communication
 Creativity and innovation
 Collaboration
 Contextual learning
 Information and media literacy
AQ
 Is
a global teacher who is competent
and armed with enough skills,
appropriate attitude and universal
values to teach learners at home or
abroad but is equipped with both time
tested as well as modern
technologies in education in any time
and any place in the world.
GLOCAL TEACHER:
 Understand how this world is
interconnected;
 Recognize that the world has rich variety
of ways of life;
 Have a vision of the future and sees what
the future would be for himself/herself and
the students are creative and innovative;
 Understand, respect and tolerant of the
diversity of cultures;
 Believe and take action for education
that will sustain the future;
 Facilitate digital-mediated learning;
 Possess good communication skills (for
the Filipino teachers to be multilingual);
 Aware of international teacher standards
and framework; and
 Master the competencies of the
beginning teacher in the Philippine
Professional Standards for Teachers
(PPST,2017)
 CHARACTERISTICS AND
CORE VALUES OF FILIPINO
TEACHERS:

Cultural and historical rootedness

Ability to contextualize teaching-
learning
Excellence
Responsiveness
Accountability and integrity
Ecological sensitivity
Nationalism/Filipinism
Faith in the Divine Providence