In order to accomplish the intentions of this chapter you should able
to:
1.
Compare the educational systems of selected countries of the world.
2.
Describe multi-cultural education and the role of the teacher in
addressing diversity among learners.
3.
Identify opportunities provided by exchange programs in the
development of world-class teacher.
4.
Describe various educational technologies utilized in innovative
teaching strategies for global teaching.
5.
Reflect on the qualities and responsibilities of a global teacher.
“Being world-class does not mean
going internationally and showing
our best out there. Being worldclass is passion and commitment to
our profession; being world-class is
giving our best to teaching. Being
world-class starts right inside the
classroom.”
-Conrado de Quiroz
We live in a “global village, hence need for a global teachers.”

Increased knowledge about the peoples of the world.

Resolutions of global problems.

Increased fluency in foreign languages.

Development of more tolerant attitudes towards
cultures and people.
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?
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 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.

Global education is all about diversity and the goal of global
education is for us to understand the differences and teach
the different cultural groups. It is for the development of
not just the educational system here in the Philippines but
also in other countries worldwide to produce educated
people with the certain WORLD STANDARDS.

Global education is always attached with global teachers.
They are the people involved in making the global education
possible. But who are global teachers?
A Global Teacher is a competent 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.
Classroom Teacher
is someone that focuses on
their classroom and students
only. Although there can be a
huge benefit to their own
students, this often leads to
weaker relationships with
other students. They often
see other kids as someone
else’s issue and will avoid
dealing with them. They also
keep their practices to
themselves and have their
classroom
door
closed,
sometimes literally, but most
often figuratively.
School Teacher
This to me was the ideal as this
teacher connected with every
student in their classroom, as
well as students and educators
around the school. They see
supervision as an opportunity to
connect with others and build
relationships with kids. They
share their practices openly with
others because their focus is
always on “what is best for
kids“.
If they can share
something, and you can take it,
remix it, and use it for your
students, they make everyone
better. They think of the school
as a village and their expertise
and
experience
is
shared
exponentially not to only help
their kids, but all kids in their
school.
Global Teacher
has the best elements of
the classroom and school tea
cher, but their focus is on
“what is best for kids”, no
matter if is their own kids,
kids in the school across the
street,
or
across
the
ocean.
They got into
teaching because they love
students and want to help
every single one of them, no
matter their situation or
location.
Name of
the
countries
USA
Australia
Level of Education
Description
Special feature
Free education in basic education

Spiral education

Government assistance enrolling in

senior high school in private school


Pre-school
Junior high school


1-4 years old
5-6 years old

Senior high school

12-13 years old

Graduate school

16-17 years old


Primary school
Junior high school


6 years old
12-15 years old

Senior high school

16-17 years old

College


Free education in basic education
Secondary certificate of education
China
Japan

Primary education

6 years

Junior middle school

3 years

Senior middle school

3 years

University

6 years

Elementary school

6 years
Students perform far better on interactional

examination than American do.

Lower secondary school

3 years

Lack of crime

Upper secondary school

3 years

Respectful

University school

4 years

Foundation stage

3-5 years

Key stage one

5-7 years

Key stage two

7-11 years

Key stage three

11-14 years

Key stage four
Year group 7-9

Aged 14-16 and

year group 10-11
U.N

Open door policy
Strong mandate

It mandates core subject, English, Math and Science

Mandates core subject, foreign language and

information/communication tech. emphasis on none difficult
topics and the addition of sex-education core curriculum
courses that lead to qualification in each of the five subject
areas which are Math, Science, information and
communication Technology(ICT) it is not mandatory in
England.


New Zealand 




Philippines
Pre-school
Years 1-8
Years 7-8
Years 7-13
University or similar
Kindergarten
Elementary







Birth-5 years old
5-13 years old
11-17 years old
11-17 years
17 onward
6 years
4 years

Junior high school 
2 years

Senior high school 
4 years

College







Early childhood
Primary school
Intermediate school
Secondary school
Tertiary
Free education
Spiral curriculum