THE GLOBAL CURRICULUM

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REPORTERS:
ALEMAN, MARJORIE M.
ALIVIO, MARIA KATRINA GABRIEL
The global village created by
the internet is real, but the
content of it’s curriculum is
still being shaped.
Educators investigating a
world-based curriculum call
their work global education.
Teach
more
effectively.
Reach and teach
more students
Make
the
world
our
classroom
Turn
latchkey
kids into
connected
kids.
Effective teaching all but
disappears.
The digital
divided.
world remains
Students risk becoming
antisocial.
Computers are a
health risk
Fundamental skills
are sidelined.
Education is a complex, social,
cultural, and political
phenomenon.
 there is a strong case of
education transformation.
 argued that knowledge
acquisition is no longer something
that happens only in school; now it
occurs everywhere and is lifelong.
*Multimedia learning resources
available via information
networks, will proliferate and
become an essential feature of
education.
* Learners and teachers alike will
have access to powerful potable
computing devices that will be
wirelessly connected to network
resources.
*Learning increasingly will take
place in authentic contexts and
focus on authentic tasks.
* Students will become active
learners, collaborating with one
another and with more experienced
members of society, to seek out
information and gain knowledge.
*Teacher’s roles will tend to shift
from the “ sage to stage” to the “
guide on the side”.
* Education will become a lifelong
process, important and accessible
to all, and schools will become
centers of learning –not just for
children, but for all members of
community.
*The artificial divisions of
grade levels will disappear.
* The boundaries separating
schools from each other and
the community will blur and
disappear.
*“Jobs and skills should match”
* One of the deterrents in
finding a job is the mismatch of
skills possessed by the
graduates and the
requirements of the job.
*President Gloria Macapagal-
Arroyo, issued an executive order
creating a new path called the
ladderized system of education
and training, converging the TVET
system of Technical Education
and Skills Development Authority
(TESDA) and the higher education
programs of the Commission on
Higher Education.
*
Students and trainees acquire
technical and vocational skills
from TESDA registered programs
in schools and training centers,
public and private.
*
*When they decide later to
continue their studies to
earn a college degree, the
TVET training they have
completed will be credited
in the college course they
will take.
* After
the training, the
graduates apply for
jobs and get employed.
*One of the outstanding features
of the ladderized system is the
portability of credits earned in a
TESDA registered program to a
college course recognized by
CHED. Similarly, the college
graduates who will enroll in a
related TVET program will earn
he equivalent credits.
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