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THE GLOBAL AND GLOCAL
TEACHER PROFESSIONAL: IS
THERE A DIFFERENCE?
LEARNING OUTCOMES:
-Descibe the global and global
teacher
-Infer the demands of globalization
in 21st century on teachet
professional
A. GLOBAL AND GLOBAL EDUCATION
Global education has been best described by two
definitions:
-UNESCO defines global education as a goal to
develop counties worldwide and is aimed to
educating all people in accordance with world
standards.
-Another definition is that global education 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.
*UNESCO Education 2030 Incheon declaration
during the world education forum established a
vision"Towards inclusive and equitable quality
educational lifelong learning for all"Sustainable
Development Goal (SDG) 4 for educational is one of
the seventeen goals of United Nation's SDGs. The
seven of the ten targets are expected outcomes
while three are means of achieving the outcomes.
These outcomes targets bring together all member
nations to expand belong their geographical
territories for global education.
By 2030, the seven outcomes targets of SDG4 must
have been achieved.
these are:
4.1 Universal primary and secondary education.
Ensure all girls and boys complete, free, equitable
and primary and secondary education leading to
relevant and effective learning outcomes.
4.2 Early childhood development and universal pre-
primary education. Ensure that all boys and girls
have access to quality early childhood development
care and pre-primary education so that they are
ready for primary education.
4.3 equal access to technical / vocational and higher
education. Ensure equal access for all women and men
to affordable and quality technical vocational and
tertiary education including University.
4.4 relevant skills for decent work sustentially increase
the number of youth and adults who have relevant skills
including technical and vocational skills for employment
descent job an entrepreneurs.
4.5 gender equality and inclusion eliminate
gender disparities in education and ensure
equal access to a levels of education vocational
trainings for vulnerable including persons with
disabilities, indigenus peoples and children in
vulnerable situations.
4.6 Universal youth literacy. Ensure that all youth and
substantial proportion of adults, both men and women
achieve literacy and numeracy.
4.7 Education for sustainable development and global
citizenship.Ensure all learners acquire knowledge and skills
needed to promote sustainable development, including
among others through education for sustainable developmen
and sustainable lifestyle lifestyle, human rights,gender
equality, promote culture of peace and non- violence, global
citizenship and appreciation of cultural diversity and cultures
contribution to sustainable development.
James Becker(1998) 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 .These curriculum prepares learners
international market place with a worldview of
international understanding. In his article "Goals of
Global Education " Beeker emphasized the global
education incorporates into the curriculum and
educational experiences of each student a knowledge
and empathy of cultures of the nation and the world.
Likewise are encouraged to see the world as a
whole, learn various cultures to make them better
relate and function effectively within various
cultural groups.
Thus, to meet the various global challenges of
the future, the 21st century learning goals have
been established as bases of various curricula
worldwide.This learning goals include:
1. 21st century content: emerging content areas
such as global awareness; financial, economic,
business,and entrepreneurial literacy; civic
literacy; civic literacy; health and environmental
awareness.
2. Learning in thinking skills: critical thinking and
problem solving skills, communication,creativity and
innovation, collaboration, contextual learning,
informational in media literacy.
- ICT Literacy: using technology in the context of
learning so students know how to learn.
- Life skill: leadership, ethics, accountability, personal
responsibility, self direction, others.
- 21st century assessment: authentic assessment that
measure the areas of learning.
On the other hand, global education is about diversity,
understanding the differences and teaching the different
cultural groups in their own context to achieve the goals
of global education as presented by the united nation. It
is preparing future teachers from the remote and rugged
rural villages in developing countries, to the slum areas
of urbanized countries, to the highly influential and
economically stable societies of the world for their rules
in the 21st century classroom. Global teacher education
addresses the need of the smallest schools to the largest
classroom in the world.
It response to borderless education that defies distance
and geographical location. This makes education glocal.
Thus, glocal education provides equal opportunity
and access to knowledge and learning tools which are
the basic rights of every child and every community,
locality within the global community.
B. From Global teacher to Glocal teacher professional
- A Glocal teacher 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 it is equipped with both time tested as well as
modern technologies in education in any time and any
place in the world.A Glocal teacher is someone who
thnks and act both locally and globally with worldwide
perspectives, but is teaching in the
communities ,localities, towns ,provinces and regions
where he or she is situated.
Glocal Filipino is characterized by several qualities and
attributes in addition to in-depth knowledge,
functioning skills and embeded values. Glocal teachers:
 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
culture's;
 Believe and take action for education that will
sustain the future;
 Facilitate digitally -mediated learning;
 Possess good communication skills (for 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 Teacher
(PPST, 2017).
Further, glocal teachers in addition to the above
qualities must possess the following distinct
characteristics and core values of Filipino teachers:
 Cultural and historical rootedness by building on
the culture and the history of the learners and the
place;
 Ability to contextualize teaching -learning by using
local and indigenous materials, content and
pedagogy whenever appropriate;
 Excellence in personal and professional
competence, leadership, research, technology ,
innovative and creativity;
 Responsiveness through social involvement and
sevice, learner - centeredness, respect and
sensitivity for diversity and inclusiveness ;
 Accountability and integrity by being a positive
role model with strong moral character, committed
and conscientious, credible , honest and loyal;
 Ecological sensitivity by being resilient and a
steward of the environment for sustainability;
 Nationalism/ Filipinism by being a responsible
citizen and upholding the Filipino identify amidst
globalization (globalization); and
 Faith in the Divine Providence by being humane, just,
peace - loving and respectful of human rights.
 The need for Glocal teachers is on the rise in several

counties worldwide. Even developed counties are in
dire need of competent teachers who will teach in
rural and urban classrooms imbued with the
characteristics and attributes of a glocal teacher.

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THE GLOBAL AND GLOCAL

- A Glocal teacher is a global teacher who is competent

 Understand how this world is interconnected;

 The need for Glocal teachers is on the rise in several

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