Global Education

-is a curriculum that is international in scope which prepares todays youth around the world to function in one world environment under teachers who are intellectually, professionally and humanistically prepared.

James Becker -Global Education as an effort to help individual learners to see the world as a single ad global system and to see themselves as a participant in that system.
-Global Education- is all about diversity, understanding the differences and teaching the different cultural groups in order to achieve the goals of global education

Goals to achieve to some standards of Education in place by 2015 worldwide. 1. Expand early childhood care education 2. Provide free and compulsory primary for all 3. Promote learning and life skills for young and adult 4. Increase adult literacy by 50% 5. Achieve gender parity by 2005, gender equality by 2015 and 6. Improve quality of education

Global Teacher

-is a competent teacher 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 someone who thinks and acts both locally and globally with worldwide perspectives, right in the communities where he or she is situated. - Should have the following qualities and characteristics in addition to knowledge, skills and values:

 Understand how this world is interconnected Recognizes that the world has rich variety of ways of life Has a vision of the future sees what the future would be for himself/herself and the students Must be creative and innovative Must understand, respect and be tolerant of the diversity of cultures Must believe and take action for education that will sustain the future Must be able to facilitate digitally-mediated learning Must have depth of knowledge; and Must possess god communication skills Must possess the competencies of a professional teacher

The course syllabi are written by scientist and professors hired by the NATIONAL EDUCATION COMMISSION.

The first six years of school make up the primary grades.

This is mainly focused on the development of cognitive skills of a children and will be followed by another six years of high schools.

The average class size is 40-60 students. Students have to cover all topics in order to pass the national examination

Students wishing to attend university must pass one of the two version of National University Entrance Examination.

Six years of primary education. Three years of junior middle school, three years of senior middle school. Six years of university. Variety of technical and vocational schools.

Kindergarten Elementary Lower Secondary Upper Secondary

The entire educational system seems to be built on a principle that if you do well in examinations, you will get into good schools, or universities and automatically into a good lifetime job.

 Primary School Secondary Education

Junior primary (grades1-3) Senior primary (grades 4-6) Junior secondary (grades 7-9) Senior secondary (10-12)

 Certificate and Diplomas Bachelors Degrees Honors Degrees Masters Degree Doctorate

Map of the U.S. Education System

The American School System

General Information
The American education system is unlike that in many other countries. Education is primarily the responsibility of state and local government, and so there is little standardization in the curriculum, for example. The individual states have great control over what is taught in their schools and over the requirements that a student must meet, and they are also responsible for the funding of schooling.

Therefore, there is huge variation regarding courses, subjects, and other activities it always depends on where the school is located. Still, there are some common points, as e.g. the division of the education system into three levels: elementary/primary education, secondary education, and postsecondary/higher education (college or university).

Formal schooling lasts 12 years, until around age 18. Compulsory schooling, though, ends by age 16 in most states; the remaining states require students to attend school until they are 17 or 18. All children in the United States have access to free public schools. Private schools (religious and non-sectarian) are available, but students must pay tuition to attend them.

Structure
U.S. educators frequently use the terms K-12 education, and sometimes PK-12 education, to refer to all primary and secondary education from pre-school prior to the first year or grade through secondary graduation. One of the following three patterns usually prevails in the community: Elementary school (K-5), middle school (6-8), high school (9-12); Elementary school (K-6), junior high school (79), senior high school (9-12); or Elementary school (K-8), high school (9-12).

The majority of U.S. children begin their educations prior to entering regular school. Parents who send their children to pre-schools/nursery schools (age 2-4) and kindergartens (age 5-6) have to finance these institutions privately. Children learn the alphabet, colors, and other elementary basics.

U.S. children enter formal schooling around age 6. The first pattern (see above) is the most common one. Elementary students are typically in one classroom with the same teacher most of the day.

After elementary school, students proceed to middle school, where they usually move from class to class each period, with a new teacher and a new mixture of students in every class. Students can select from a wide range of academic classes and elective classes.

In high school, students in their first year are called freshman, in their second year sophomore, in their third year junior, and in their last and fourth year senior. There is an even greater variety of subjects than before. Students must earn a certain number of credits (which they get for a successfully completed course) in order to graduate and be awarded with a High School Diploma there is no final examination like in many other countries.

EDUCATION

IN NEW ZEALAND

BASIC EDUCATION
School

is compulsory for all children in New Zealand from age 6-16

Children

are eligible for free education if they are New Zealand citizens or residents, or if they qualify as a domestic student
Average

number of students to a teacher in every classroom is 18 to 1 in primary schooling and 15 to 1 in secondary schooling in state schools

3 TYPES OF SCHOOL IN
NEW ZEALAND

State-funded

State integrated
private

CORE

SUBJECTS IN NATIONAL

CURRICULUM FOR ALL STATE SCHOOLS ARE:

English Health and Physical Education Language Mathematics and Statistics Science Social Science Technology The Arts

5 COMPETENCIES COVERED BY
THE NATIONAL CURRICULUM

1 . THINKING

2. USING LANGUAGE, SYMBOLS AND TEXTS DIFFERENCE WAYS TO COMMUNICATE AND UNDERSTAND INFORMATION

3. MANAGING SELF A CAN DO ATTITUDE

4. RELATING TO OTHERS BEING ABLE TO LISTEN , SEE THE DIFFERENT POINTS OF VIEW AND SHARE IDEAS.

5. PARTICIPATING AND CONTRIBUTING BIG A GROUP MEMBER AND INCLUDING OTHERS

IT ALSO REQUIRES THE IMPORTANCE OF DIFF. CULTURES TO VALUES:

excellence Innovation, inquiry an curiosity

diversity

respect

equity

Community and participation

Ecological sustainability

Integrity

NEW ZEALAND LEVELS OF

EDUCATION
Schooling Level
Early Childhood

Years/Grades
Pre-school

Age
Birth- 5 years

Primary school

Years 1-8

5-13

Intermediate school Not always applicable as some primary schools include these years
Secondary School

Years 7-8

11-13

Years 7-13

11-17 or 18

Tertiary Also includes Institue of Technology and Polytechnics

University or Similar

17 onwards

NATIONAL CERTIFICATE IN EDUCATION ACHIEVEMENT (NCEA)

is the official secondary school qualification in New Zealand

it was phased in between 2002 and 2004, replacing three older secondary school qualifications Authority administers NCEA.

there are three NCAE qualifications: Level 1 Level 2 Level 3

SCHOOL TERM ZEALAND

IN NEW

TERM 1 Early February until mid- April

TERM 2 Late April until the beginning of July

TERM 3 Mid- July until later September TERM 4 Mid- October until Mid- December

HIGHER EDUCATION
Universities in New Zealand

there are eight government-funded universities in New Zealand and all have internationally respected academic and research standards

a university education is open to anyone who meets the common standards prescribed by the New Zealand Qualifications Authority (NZQA)

the academic year for Universities starts in March to November, however, there are also courses in the universities that start in July

Institutes of Technology and Polytechnics

state-owned

they offer courses that are equivalent in merit to those offered as degrees in universities

there are 20 polytechnic and technical institutes in the country

Colleges of Education in most cases are merged with the regional universities

Private Training Institutions and English Language Programs

there are 800 private education providers in the country, many of which are offering shortterm English language courses
Registered

and accredited by New Zealand Qualifications Authority

EDUCATION

IN

PHILIPPINES

BASIC EDUCATION (K-12)

consists of Kindergarten six (6) years of elementary, four (4) years of junior high school and two (2) years of senior high school

Kindergarten became mandatory in SY 2012-2013

the subjects from Grades 1 to 10 are the Languages (Mother Tongue, Filipino, English),Math, Science, Social Studies, Technology and Livelihood Education (TLE) and Music, Arts. Physical Education and Health. (MAPEH)

in grades 11 and 12, the subjects are Languages (Filipino and English), Math, Science, Social Studies combined with TLE- Career Pathways

Elementary Education is concerned with the learners mastery of basic skills and competencies. Secondary education is geared towards the consolidation of these knowledge and skills mastered at the elementary level and is focused on equipping the learner with employable gainful skills or preparing him/her for middle level skills development or higher education.

K-12 BASIC EDUCATION PROGRAM

Level of Schooling Kindergarten Grade 1 Grade 2 Grade 3 Age (Years) 5 6 7 8 Description PREELEMENTARY ELEMENTARY (6 YEARS)

Grade 4
Grade 5 Grade 6 Grade 7

9
10 11 12 JUNIOR HIGHSCHOOL (4 YEARS)

Grade 8
Grade 9 Grade 10 Grade 11

13
14 15 16

Grade 12

17

SENIOR HIGHSCHOOL (2 YEARS)

HIGHER EDUCATION
students who graduate in high school consisting of four years may proceed to colleges, universities or technical vocational institutions, which are classified as higher institutions Higher educations institutions are supervised by a government agency called the Commission on Higher Education or CHED Most college programs are four years for baccalaureate degrees, other highly specialized field like medicine and law take around 8 years to complete For technical vocation education or post secondary education, there are 2 year courses Most of the college degree programs require passing a licensure examination for Nursing, Dentistry, Medical technology, Engineering, Medicine and Teaching Examinations are given by the Professional Regulation Commission (PRC) while for Law, the examination is given by the Supreme Court.

By nature all men are pretty much alike. It

is only by culture that they are set apart. Confucius

What is CULTURE?
the values, traditions, social and worldview shared by a group of people bound together by a combination of factors.

Students may differ in:

Race
Ethnic or religious groups Economic status

Languages spoken
Family background Some could be stricken by poverty, unemployment,

relocations etc.

Multicultural Education
Enables teachers and educators to give value to the

differences in prior knowledge , experiences of learners from diverse background and familiarity with students histories of diverse culture.
Curricular and instructional modifications (Different) Teaching styles Re-examination of teachers attitudes, beliefs, and perception.

Goals of Multicultural Education

Develop and foster a democratic and just society where

all groups experience cultural democracy and empowerment. Improve academic achievement of all students. Help the students to develop the knowledge , attitudes and skills needed to function within their own and other cultures, and within global community. Provide opportunities to gain cultural competency.

How do we achieve these GOALS?

 a caring environment will

always enhance academic achievement.

LESSON 4: Broadening Teaching Perspectives: Teacher Exchange Programs

We cannot hold a torch to light anothers
path without brightening our own.

Ben Sweetland

How to become a global teacher? Why do teachers confined in our country need to expand their experiences to the wider learning environment of the world?

 To become a global teacher, you need to broaden your teaching perspectives. Expanding your experiences beyond the confines of your classroom to the wider learning environment of the world is one of the many avenues in order to achieve a level of global competitiveness. Opportunities for this endeavor can be achieved through teacher exchange programs.

Few programs will be used as examples for your information and knowledge.
1. Visiting International Faculty Program (VIF)
Visiting International Faculty Program (VIF) is the United States largest cultural exchange program for teachers and schools. It is dedicated to transforming lives through international exchange of teachers.

 VIF offers highly qualified teachers from around the world serving as teachers and cultural ambassadors in the US.

FUNCTION:
VIF provides school in the United States with world class teachers who teach a new generation of students for success in globally integrated world.

a.History of Visiting International Faculty Program

Started nineteen (19) years ago

 Founded in 1987 and began accepting teachers from other countries of the world to teach kindergarten up to grade 12 in 1989. In 2996, VIF was asked by the North Carolina Department of Public Instruction to recruit teachers in other subject areas.

ABOUT VIF:
VIF International Education, a privately-held education company headquartered in Chapel Hill, North Carolina, helps K-12 schools create learning and effective international learning environment. VIF develops and manages comprehensive international education programs that emphasize cultural exposure and early language skills. Designated by the U.S. Department of State as an Exchange Visitor Program, VIFs 20 year history is rooted in providing greater student exposure to the worlds language, cultures and diverse perspectives through international teachers.

VIF Purposes and Beliefs

All schools should have at least one international exchange teacher. All students should be exposed to a variety of exchange teachers during their academic careers. All communities should have an equal opportunity to develop globally literate citizens to help builds foundation for success in the global marketplace.

FULLBRIGHT TEACHER EXCHANGE PROGRAM

Since 1946, the Fullbright Teacher Exchange Program has helped nearly 23,000 teachers and school administrators to promote mutual understanding between the United States and countries around the world. For the U.S. teachers, this opportunity involves a year or semester direct exchange with a counterpart in another country teaching the same subject at the same level.

IMPACT OF THE FULLBRIGHT CLASSROOM TEACHER EXCHANGE

Impact to Teachers:
Increased understanding of host country, language and academic field. Opportunity for career-enhancing professional development experience which allows teachers to gain new perspectives, be exposed to new teaching methods, develop new curricula and share professional expertise

 Opportunity to develop lifelong friendship and professional relationships and become a member of an international community of Fulbright alumni Additional benefit to accompanying family members, who gets to live or go to school in a different cultural environment.

 Impact to Schools:
Increased global awareness on the part of students taught by International exchange teachers and by the returning Fulbright Teachers

Increased knowledge and international awareness on the part of professional colleagues through interactions with exchange teachers Opportunity for students to learn foreign languages from native speakers

 Impact on Communities:
Presence of an International teacher and his or her family as resources in the community, providing the whole community the opportunity to learn about another nation Opportunity for increased awareness of and respect fro, diverse ideas, values, world views and ways of life.

INTER-AFRICAN TEACHER EXCHANGE

The objectives of this program are to provide opportunity for African teachers to learn from teaching environment in other African countries and also aimed to extend experiences and widen the horizon of African teachers by encouraging visits to countries outside the Africa as well.

 The teacher will travel to neighboring countries to work for over a period of the two weeks after which in pairs they will engage in following activities:
1. Be stationed at one school for one week and another school for another week. 2. Observe teaching in the said teachers subject. 3. Guest teach using ICTs at the schools that the teacher is visiting 4. Engage in discussions with teachers in another school. 5. Write a journal of their exchange visit.

CANADIAN EDUCATORS EXCHANGE

The

Canadian Education Exchange Foundation is a non-profit foundation which handles both student and educator exchanges.

International educational exchanges offer educators and their students an opportunity to broaden their understanding of one anothers culture, custom and languages.

2 KINDS OF EXCHANGES:
a. ONE YEAR EXCHANGES
Enable teachers in Alberta to swap their jobs (and homes) with teachers in countries such as Australia, New Zealand, United Kingdom and the United States, Germany and others for a period of one year. b. SHORT TERM EXCHANGES Occurs during the spring and summer holidays, enable the teacher and administrators to job shadow with the counterpart in other country.

JOB SHADOWING
Is a popular on the job learning, career development , and leadership development intervention. Involves working with another employee who might have a different job in hand, might have something to teach, or can help the person shadowing him or her to learn new aspects related to the job. Helps both parties to learn and exchange ideas. It helps in networking, exploring opportunities, feedbacking and collaboration with departments.

Organizations have been using this as a very effective tool for learning.
APPLICATIONS OF JOB SHADOWING: New Job Training Career Development Developing Expertise Leadership Development

GLOBAL TEACHERS MILLENIUM AWARDS

Although this program is limited only to participating countries, it is important to learn the Global Teacher Exchange Program contribute to the quality of teachers worldwide.

THE PROGRAM AIMS TO:

Change the live UK educators personally and professionally by encouraging them to fulfill their aspiration and use their talents in innovative ways, Ensure benefits for staff and pupils of UK schools under local communities through the dissemination of innovative development education.

Support the aims and activities if Links educational program in South Africa, Ghana, and Uganda.
Set a standard and develop a model for other similar scheme.

How can you describe a global teacher?

QUESTIONS:
1. If

you want to be a part of any teacher exchange program, what are the qualifications do you have?
Among the following teacher exchange program, what program do you think suit your qualifications?

2.

It is interesting to note that these programs give teachers the opportunity to live their professional lives in another context, in another setting, in another country, thus strengthening their skill in understanding diversity and multiculturalism.

Thank you!
By: MS. VERONICA ROSE S. BUENAVENTURA

TECHNOLOGY

1. Technology provides support to the solution of meaningful problems

Finding answer to complex

problems brought to the classroom is one important function of technology

Technology act as cognitive support

The use of technology provides

cognitive support to learners. Ex. Multimedia Database on CDROMS Videodisc Web

Technology promotes collaboration as well as independent learning

Interconnectedness in networking

through technology support collaboration. Technology provides avenues for discussion and communication among learners.

Technology Programs for Teacher

Stand-alone program Software CD-ROMS Information Database

Print-based form now in electronic form Programs available in the Internet

Knowledge Integration Environment GLOBE PROGRAM(Global Learning and Observations to Benefit Environment) Electronic field trip

MODIFIED TECHNOLOGY EDUCATION REQUIREMENTS FOR PROSPECTIVE TEACHERS

1. Technology operations and concepts
Demonstrate introductory knowledge, skills and understanding of concepts related to technology Demonstrate continuous growth in technology knowledge and skills to keep abreast of current and emerging technologies

2. Planning

and designing learning environments and experiences

Apply current research on teaching and learning with technology when planning the learning environments and experiences Identify and locate technology resources and evaluate them for accuracy and suitability. Plan for the management of technology resources within the context of learning activities. Plan strategies to manage student learning in a technology-enhanced environment

3. Teaching

,learning and curriculum. Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning.
Use technology to support learner-centered strategies that address the diverse needs of students. Apply technology to develop students higher order skills and creativity. Facilitate equitable access to technology resources for all students. Manage student learning activities in technologyenhance environment

4.

Assessment and evaluation

Use technology resources to collect and analyze data, interpret result and communicate findings to improve instructional practice and maximize student learning. Apply multiple methods of evaluation to determine students appropriate use of technology resources for learning, communication and productivity

Productivity and Professional practice

5.
Use technology resources to engage in ongoing professional development and lifelong learning. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. Apply technology to increase productivity. Use technology to communicate and collaborate with peers ,parents and larger community in order to nurture student learning.

6. Social, ethical , legal and human issues

Apply technology resources to enable and empower learners with diverse backgrounds, characteristics and abilities. Identify and use technology resources that affirm diversity. Promote safe and healthy use technology resources. Facilitate equitable access technology resources for all students.

How should Technology be used?

Use technology linked to district and school initiatives to support the content of the learning area.
Integrate technology with the curriculum rather than making technology a separate subject area.
Use technology to assist with data driven decision making technology
Use technology to support different learning styles to meet the needs of all learners including those with disabilities.

Use technology as a vehicle for professional development.

 With substantial knowledge, skills and appropriate

attitude in the use of technology, you can now apply innovative teaching strategies in your classroom. As technology becomes increasingly useful for teaching, administration and management within schools, all staff need to be confident ICT users. This means devoting time to developing technology skills and ensuring they are updated regularly in order to keep up with rapid changes in the digital space.