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Unit 3: On Becoming a Glocal Teacher

Prof. Lea C. Tingson

“The first step to

connect your
classroom to the
world is to
connect yourself
first.” -Vicki Davis

-Vicki Davis

Introduction:
Becoming a global teacher is a way of approaching everything you teach and how you
teach it. In order to become a global teacher, you should be more equipped with a wider range
of knowledge of the various educational systems outside the country; master skills and
competencies which can address global demands; and possess attitudes and values that are
acceptable to multicultural communities.

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Lesson 1: The Global and Glocal Teacher: Is there a

Difference?

Learning Outcomes

1. Described a global and a glocal teacher.

2. Inferred about the demands of globalization in the 21st century on teacher
professionals.

SPARKING

Teaching Learning Activities

 Pre-test TRUE or FALSE.
1. The concept of globalization came about in recent years because the world has
become borderless primarily due to advances in technology.
2. The Filipino teacher abroad should know and understand the culture of the place of
teaching.
3. The global teacher is one who enhances knowledge and skills to address the global
demands but has a strong affiliation to the local culture and traditions.
o Global village refers to other countries abroad.
o Respect for cultural diversity and focus on the 21st century skills are the
ultimate goal of global education.
 Group yourselves by five through group chat and discuss your answers to
these questions:
1. As pre-service teachers, how do you prepare yourselves to be globally
competitive?
2. Can one become a global teacher without teaching abroad? Explain.
3. Read the definitions of global education and Sustainable Development Goal (SGD)
for Education below and infer how these relate to your preparations as a global
and global teacher.

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Global Education
Global education has been best described by two definitions:
 UNESCO defines global education as a goal to develop countries worldwide and is aimed
at educating all people in accordance with world standards.
 Another definition is that global education is a curriculum that is international in scope
which prepare today’s youth around the world to function in one environment under
teachers who are intellectually, professionally and humanistically prepared.

UNESCO’s Education 2030 Incheon Declaration during the World Education Forum
established a vision “Towards inclusive and equitable educational lifelong learning for all.”
Sustainable Development Goal (SGD) 4 for Education is one of the seventeen goals of the United
Nation’s SGDs.
The SDG4 is to “ensure inclusive and quality education for all and promote lifelong
learning opportunities for all.” To achieve this, the UN has set seven unique and interconnected
targets. These are:

4.1 Universal Primary and Secondary Education

By 2030, ensure that all girls and boys complete free, equitable and quality primary and
secondary education leading to relevant and Goal-4 effective learning outcomes.

4.2 early Childhood Development and Universal Pre-primary Education

By 2030, ensure that all girls and boys 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
By 2030, ensure equal access for sll women snd men to affordable and quality technical,
vocational and tertiary education, including university.
4.4 Relevant Skills for Decent Work
By 2030, substantially increase the number of youth and adults who have relevant skills, including
technical and vocational skills, for employment, decent jobs and entrepreneurship.
4.5 Gender Equality and Inclusion
By 2030, eleminate gender disparties in education and ensure equal access to all
levels of education and vocational training for the vulnerable, including persons with
disabilities, indigenous people and children in vulnerable situations.
4.6 Universal Youth Literacy
By 2030, 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

By 2030, ensure that all leraners acquire the knowledge and skills needed to promote
sustainable development and sustainable lifestyles, human rights, gender equality,
promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural
diversity and culture's contribution to sustainable development.

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Source: Education 2030 Incheon Declaration and Framework for Action

http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for
action-implementation-of-sdg4-2016-en_2.pdf

One of the means to achieve the target is to increase the supply of qualified teachers,
through international cooperation for teacher training in developing countries, especially the least
developed countries and island developing states.

PROBING

 What is a global teacher? A Glocal teacher?

 How do you become a Glocal teacher?

DEEPENING

Global Education and Global Teacher

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. This curriculum
prepares learners in an international marketplace with a world view of international
understanding. In his article “Goals of Global Education,” Becker emphasized that 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, students are
encouraged to see the world as a whole, learn various culture 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 curricular worldwide.

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These learning goals include:

1. 21st Century content: emerging content areas such as global awareness; financial,
economic, business, and entrepreneurial literacy; civic literacy; health and environmental
awareness.
2. Learning and thinking skills: critical thinking and problem-solving skills, communication,
creativity and innovation, collaboration, contextual learning, information and media
literacy.
 ICT Literacy: Using technology in the context of learning so students know to learn.
 Life Skills: Leadership, ethics, accountability, personal responsibility, self-direction, other
 21st Century Assessment: Authentic assessment that measure the areas of learning.

On the other hand, glocal 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 Nations. 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 roles in the 21st
century classrooms. Global teacher education addresses the need of the smallest schools to the
largest classrooms in the world. It responds to borderless education that defies distance and
geographical location. This makes educational glocal.
Thus, glocal education provides equal opportunity and access to knowledge and learning
tools which are the basic rights of every child in every community, locality within the global
community.
Are our pre-service teachers preparing to provide glocal education in their respective future
school assignments? Do they possess a strong foundation of their rootedness in culture so as to
blend what is local with what is global? Will you be a glocal teacher who is a true Filipino teacher
with a solid value of nationalism and Filipinism but who is capable of addressing the global
challenges and needs of educating the children of the future?

From Global Teacher to Glocal Teacher Professionals

Looking back at the concept of global education, how do we define now a glocal teacher?
Is this teacher somebody who teaches abroad? Is this a person teaching anywhere in the world,
and is able to teach the 21st century learning goals? These are some of the fundamental

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questions that are raised regarding global teacher as a new concept of globalization and the
recognition of localization in the same concept is fat emerging and recognized.
Hence, a glocal 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 times tested as well as modern technologies in education in any time any place in the
world. A glocal teacher is someone who thinks and acts both locally and globally with worldwide
perspectives, but is teaching the communities, localities, towns, provinces and regions where he
or she is situated.
More specifically, a glocal Filipino is characterized by several qualities and attributes in
addition to in-depth knowledge, functioning skills and embedded values. Glocal teachers:
 understand how this world 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 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 Teachers (PPST,2017).
Further, glocal teachers in addition to the above qualities must possess the following distinct
characteristics and core values of Filipino teachers: (Master Plan for Teacher Education, 2017):
 cultural and historical rootedness by building on the culture and 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,
innovation and creativity;
 responsiveness through social involvement and service, 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;

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 ecological sensitivity by being resilient and steward of the environment for the
sustainability;
 nationalism/Filipinism by being a responsible citizen and upholding the Filipino
identity amidst globalization (glocalization); and
 faith in the Devine Providence by being humane, just, peace-loving and respectful of
human rights.
The need for glocal teachers is on the rise of several countries worldwide. Even
developed countries are in dire need of competent teachers who will teach in rural
classrooms imbued with the characteristics and attributes of a glocal teacher.

APPLYING

Make a Venn Diagram to compare and contrast a global and a glocal teacher.

Self-check Questions
Choose the correct answer from the options given.

1. The global challenges of the future entail the attainment of 21st Century Learning
Goals. These goals include:
A. Learning & thinking skills, emerging content areas, ICT literacy, life skills and
21st Century assessment
B. Information literacy, Life skills, Soft skills, digital literacy, and computational
skills.
C. Numeracy and literacy skills, Communication skills, interpersonal skills, and
leadership skills.
D. 21st Century assessment, life skills, computational skills, interpersonal skills,
and technology skills

2. Which of the following statements is TRUE about global teachers?

A. A teacher has to earn a prestigious award to be called a global teacher.
B. Teachers in far flung schools CANNOT be considered global teachers.
C. A global teacher has a wider view of what education is all about.
D. Global education provides varied standards for quality education worldwide.

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3. Which statement is TRUE about glocal education?

A. Glocal education provides equal opportunity and access to knowledge and
tools.
B. Glocal education ensure that both men and women achieve literacy and
numeracy.
C. Glocal education makes sure men and women have access to quality early
childhood care and development.
D. Glocal education ensure all learners acquire knowledge and skills needed to
promote sustainable development.

4. When Roland Robertson started to use the phrase “think local, act global” he
meant that ________.
A. even if you will be teaching in your hometown, your competencies id world
class.
B. you should limit your lessons only to local knowledge, values and aspirations.
C. you should use examples from foreign countries.
D. you believe that the best examples are coming from abroad.

5. Which set of core values should a Filipino teacher possess to become a global
teacher?
A. Cultural and historical rootedness and nationalism
B. Economic excellence and materialism
C. Inclusivity and self-preservation
D. Borderless thinking and interconnectivity

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References:
 Bilbao, P., Corpuz, B, Llagas, A., Salandanan, G. (2018) The teaching profession (4th ed.).
Lorimar Publishing, Quezon City.

ELECTRONIC REFERENCES:

 https://www.globaleducation.edu.au/global-education/what-is-global-ed.html
 https://www.slideshare.net/EduardOrsal/global-education-and-global-teacher
 http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-
for-action-implementation-of-sdg4-2016-en_2.pdf
 https://sites.google.com/a/ncsu.edu/21st-century-teaching-learning/21st-century-goals-
objectives

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Lesson 2: The Teacher and the Teaching Profession in the

ASEAN and Beyond

Learning Outcomes

1. Drawn a holistic picture of the teachers and the teaching profession in the
ASEAN;
2. Appreciated the similar characteristics of the ASEAN teachers and the
teaching profession as these respond to global standards.
3. Compared the ASEAN teachers and teaching profession with three other
countries of the world – Japan, China and United States of America.
4. Reviewed the Global Teacher Status Index and learned lessons from it.

SPARKING

 Pre-test (TRUE or FALSE)

1. In ASEAN countries, tertiary education is selective and compulsory.
2. According to Global Teacher Status Index, the work of teachers in Germany is
comparable to that of the social workers.
3. The standards of the teaching profession in the Philippines is comparable to our
neighboring ASEAN countries.
4. All ASEAN countries require teachers to have license to teach.
5. Teachers in China enjoy a high prestige in the society.

 If you will be given an opportunity to experience teaching in another country, where

would you like to teach? Explain.

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PROBING

 Interview a teacher who is teaching/has been teaching in another country. Find out
from him/her the competencies that are required of them as a teacher in that
country.

DEEPENING

Below is a description of the teaching profession in the ten ASEAN member countries.
(Source: The Teaching profession 4th Edition, Bilbao, et. al, 2018)

In all the countries in the ASEAN, the levels of formal schooling in the educational system
are as follows.

1. Primary level is composed usually of Pre-Primary (Play-School, Pre-K, Kindergarten) and

the Primary Level which is composed of Grade 1 aged 6 yrs. old; Grade 2 aged 7 yrs. old;
Grade 3 aged 8 yrs. old; Grade 4 aged 9 yrs. old; Grade 5 aged 10 yrs. old, and Grade 6
aged 11 yrs. old.

In the Philippines, the label primary level refers to elementary level. The Elementary level has
two sub-levels, the primary grades which include the kindergarten to Grade 4 and the
intermediate grades which include Grade 5 and Grade 6.

2. Secondary level follows the primary level. Generally, across the ASEAN it is composed of
Junior High School and the Senior High School. The graduate from the Senior High School
can proceed to college or find a job appropriate to the qualification. However, there are slight
variations in some countries such as Lower Secondary level is three years with Grade 7, 8,
and 9 while the upper secondary level is composed of Grades 10, 11 and 12.

In the Philippines, the Junior High School is composed of Grade 7 ,8, 9, and 10 while Grades
11 and 12 belong to the Senior High school.

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Variations in the number of years in basic education level across the ASEAN members
Variations Levels of Schooling and Number of Years
Primary/ Lower Upper Total Countries
Elementary Secondary Secondary number of (as of 2013)
Years
Version 1 5 years 4 years 3 years 12 years Lao PDR
Version 2 5 years 4 years 2 years 11 years Myanmar
Version 3 6 years 3 years 2 years 11 years Malaysia
Version 4 6 years 3 years 3 years 12 years Brunei, Cambodia,
Indonesia, Thailand,
Vietnam
Version 5 6 years 4 years 2 years 12 years Singapore, Philippines
Source: ASEAN State of Education Report, 2013

In summary, basic levels of education in most ASEAN countries have 12 years of formal
schooling, divided into primary, lower secondary and upper secondary levels. All primary
education levels are compulsory, while in some countries secondary level is voluntary except the
Philippines. In Singapore, the last two-year levels are pre-university levels. For secondary level;
there is a variation of 5, 6, or 7 years which are either labeled as middle school, junior high
school, senior high school or lower or upper secondary level. There is a universal kindergarten
and pre-school education for all. The number of years in the primary is 5 to 6 years.
The basic education levels of Primary/Elementary and Secondary levels will provide the future
jobs of teacher education pre-service graduates.

3. Tertiary Level is the college level which is beyond the basic education in all the countries in
the ASEAN. It is the ladder of educational system where the student earns a bachelor’s
degree in teacher education, which is a requirement to take a licensure examination to
become a professional teacher.
In the Philippines, the Technical Education Skills and Development Authority (TESDA)
provides diploma and training certificates for lifelong learning. The agency also assists in the
implementation of the senior high school technical-vocational tracks.
The pre-service teachers get appropriate qualification degree in the tertiary level in order to
teach in either elementary or secondary levels of education system in either public or private
school in a particular country. In addition to the degree, most countries have specific
requirement policies and guidelines.

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A. The Teacher Professionals Across the ASEAN

1. Academic Preparation of Teacher Professionals in the Basic Education

The admission to pre-service teacher education varies from the graduates ofGrade 9 or
Grade 12. In remote places of Lao PDR, Indonesia, Myanmar and Cambodia, pre-school, pre-
primary of kindergarten future teachers can have 9 years of basic education (Grade 9) and get
an advanced training for 3 years to become teachers (9years of basic education + 3 years
teacher preparation) or over 10 years of basic education plus 3 years of teacher preparation.
For teachers of lower secondary level, future teachers should have 12 years of basic
education and 2 years of teacher preparation to earn a Diploma in Teaching.
For upper secondary level, the requirement is 12 years basic education plus 4 to 5 years
of teacher preparation to earn a Bachelor’s degree. However, for non-education degree
graduates they can take the post graduate diploma in Education/Teaching. This will mean an
equivalent to 12 years basic education plus 4 to 5 years Baccalaureate Degree plus one year of
Graduate Diploma.
Almost all teacher education provides a teaching practicum, student teaching, or field
experience course. This will provide them the opportunity to apply the theories and concepts in
the content and pedagogy in real class situation.
ASEAN countries have comparable academic teacher preparations, however, there are
those who have gone beyond their borders, while others are still strengthening their program.
Differences are according to the context and needs and the education system of the particular
member country, their history, culture and aspirations.

2. Components of Teacher Preparation

Qualified, professionally trained, motivated and well supported teachers are the key to quality
education. The future teacher academic preparations should be responsive to this call. Common
to all ASEAN countries, are four important components which are being addressed in the
preparation of teachers:
 General knowledge and understanding– This cluster of knowledge and
understanding are embedded in the general education or liberal arts education subjects in
college as preparatory to the core content subjects in the professional education. The
cluster of subjects in the liberal education provides the development of person-hood of
the future teacher. (what to Know about Oneself and World.)
 Pedagogy – this component provides variety of teaching delivery approaches beyond the
traditional methods of teaching. The more innovative methods including student-centered

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approaches, cooperative learning, project-based learning and many more based on

international values to enhance peace education, sustainable development, respect for
diversity, inclusive education and global citizenship. (How to Teach)
 Teaching Practicum/Experiential LearningIn this cluster, knowledge, theories,
principles, and pedagogies learned are available in real life situation as teachers. In all
ASEAN countries, teaching practicum and experiential learning are required as a
component of training or for certification to teach. (Immersion to the real world of
teaching/Practicum/Teaching Internship)
 Specialized knowledge/Major courses – For those who will teach the content or
discipline in the upper elementary or the secondary levels, major content courses are
learned. For the early years (pre-school to Grade 3, a more comprehensive knowledge of
child growth and development is given emphasis. (What to teach in specific discipline or
subject area)
The common degree titles include Bachelor of Education (Bed); Bachelor of Elementary
Education (BEEd); Bachelor of Secondary Education (BSEd); Diploma in Education either Pre-
Baccalaureate or Post Graduate (PGDip). There are variations from country to country.
Several standards and competencies were developed as a guide for all teachers. The
most common standards revolve around or anchor on the following domains:
 Skills in the 21st Century
 Professionalism and accountability
 Pedagogical competence
 Teachers characteristics/qualities
 Knowledge competence

B. The Teaching Profession Practices in the ASEAN

1. Teacher’s Major Responsibilities

There are three major responsibilities of professional teachers across the different
countries. These are (1) Actual Teaching. (2) Management of learning and (3) Administrative
work. All of these responsibilities have to be carried out in the teaching hours required which is
6-8 hours per day 40-45, hours per week, 4 weeks per month and 10 months per year. In
between the teaching days, are holidays specific to the country which may either be civil holiday
or religious holidays.

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 Actual Teaching – refers to the time of engagement of the teacher with the learners.
This happens within the official teaching hours. The actual teaching hours from country to
country and from school to school. Sometimes actual teaching refers to contact time or
time on task.
 Administrative work – refers to the teachers’ job that includes writing test items,
checking and recording of test paper results, attending to parents, making reports and
other related activities.
With all the responsibilities that the teacher is required to do, the salary of the teacher varies
across the different countries, in the ASEAN teachers’ salary ranges from as low as USD 120.50
to as high as USD 2, 589.00 per month or even higher as in the case of Singapore which is
around $45, 755.00 per year according to the Global Teacher Status Index Report. Salary is
based on qualification, teaching experiences and level or grade assigned. Teaching in a public
school will also have a different salary scale. In some countries, there are fringe benefits
provided like hardship pay, maternity pay and other bonuses.
In the primary level, teachers handled more than one specialized subject. In fact, in
some countries including the Philippines, all the subjects in the grade level taught by one
teacher in a self-contained classroom. In some cases, team-teaching is practiced either
vertically or horizontally. In the vertical team teaching, for example Elementary Science
will be taught by one science teacher from Grade 1 to Grade 6, while for the horizontal
team teaching, science will be taught by one teacher in one level with different sections
or groups. On the other hand, in the secondary level, the teacher teaches the specific
subject area or major in the same level or in different grade levels, too.

1. Teacher Licensing and Requirement

Most teachers are licensed as professionals or are certified to teach by the country’s
appropriate agencies. Those who are certified or licensed become para-professionals or assistant
teacher. In the Philippines, it is the Professional Regulation Commission (PRC) while in Singapore
it is the National Institute for Education (NIE). In Thailand, it is the Teacher Education Council
(Khurusapha) that gives a licensure test for teacher applicants, while in Indonesia, Akta IV
teacher license is given by the teacher colleges for an authority to teach. In other countries
where is no licensing provided, certification is issued instead. This is done by the Ministry of
Education or the teacher education colleges or universities.
Teacher recruitment process and qualifications are guided by the Ministry of Education for
the public schools and the individual private schools under the guidance and policies of each
country’s ministry.

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A. The Teacher and the Teaching Profession Beyond the ASEAN

China, Japan and the United States of America are non-ASEAN members but these countries
were included as samples in the Global Teacher Status Index. Let us find out how their teaching
profession practices are similar to the ASEAN.

1. China

China being the most populous country has over 200 million students attending public
schools taught by over 9 million teachers in the elementary, junior and senior high schools.
Teachers in China form the largest teaching force in the world. (Wang, 1996; Nanjundiah, 1996)
The education system is highly centralized such the course syllabi are written by scientists and
professors hired by the National Education Commotion. The subject matter and instructional
contents are uniform for all. The first 6 years of school make up the grades which are devoted to
development of cognitive skills. This is followed by another six years of high school. Class size
ranges from 40 to 60 students and the students have to cover all topic in order to pass national
examinations. Students wishing to attend university must pass one the two versions of the
National University Entrance Examination. The quality and reputation of the school will depend
on the number of students passing the examination (Changbin in 1995; Kwang, 2000)

Education, one of the fundamental Chinese traditions, entered a new era of deep
transformation after 1949. Education is used as the vital tool for centralization and unifications of
the country. The new educational system includes:

 six years of primary education.

 three years of junior middle school, three years of senior middle school.
 six years of university
 varieties of technical and vocational schools.

The political and ideological orientation of teacher education is “to cultivate cultures person
as teachers with lofty ideals, high mortality, strong discipline, a sense of mission as educators,
engineers of human soul and the gardeners of the nation’s flowers” (Leung and Hui 2000)
There are two main categories of teachers in China, based on the source and structure of
their salary or pay. The first category is gongban (state-paid) teachers who earns salary
comparable with other state employees in state-owned enterprises. The second category is the

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minban (community-paid) teacher who are paid by local community depending on the
community income.
State-paid teachers are categorized into gradesaccording to their years of service and their
standard performance. The five-grade system are as flows:
 Super-grade teachers – highest level which occupy the upper level of 5% of the teaching
force.
 Senior-grading teacher occupy 6% of the teaching force in 1990 where most of the
primary level teachers belong.
 Third-grade teachers
 Second-grade teachers include the majority of the secondary teachers.
 First-grade teachers – some of the newly hired primary teachers.

China’s Teacher Licensing

The examinations are standardized for the secondary teachers by the central
Government, while examination for the elementary are the responsibility of each province.
Generally, primary teachers should have at least graduate from secondary normal schools or
senior secondary school while the junior secondary teachers shall graduate from a normal
university or teacher colleges and holder of degrees from tertiary institutions.

Chinese Teachers Enjoy Unquestionable Authority

The general assumptions in the Chinese society is that the teacher tells the single
absolute truth, and the job of the students is to absorb the knowledge conveyed by the teacher
without question. While subjects like English or Mathematics provide opportunities to practice,
the structure of the lesson, their pace, and the nature of questioning is determined by the
teachers. It is a common experience of student to complete a 45 minutes class period without
having talked once, or called individually or was able to raise a question. Students are guided by
the following tenets:
 Important knowledge comes from teachers and textbooks.
 Learning involves listening, thinking and silent practice.
 Knowledge are espoused by the teacher and the textbook is not to be
challenged.

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Because of the cultural uniqueness in delivering the lessons by the teachers, China
Ranked1 in the Global Teacher Status Index, where teaching profession is regarded equal to the
doctor. This will further the explained in the next section of the lesson.

2. Japan

The Japanese education system is highly centralized and is administered by the Mombusho or
Ministry of Education. Thru school; system for some kindergarten through university serves
about 24 million students, with about ten percent (10%) going to the university. About one-third
go to the private schools and the rest are enrolled in thew public school system.
The Japanese educational system is sometimes seen as a model on how to operate schools.
The system gives us a mental picture obedient, quite school children sitting on their desk,
listening to the teacher working hard to pass the various entrance examinations.
In 2005, a book Japan in the 21st century: Environment, Economy and Society states:
“Japan’s educational system produces students who perform far better on international
examinations … Japanese students are indisputably among the best in the world in solving
mathematical equations… Youngsters are well behaved, envied around as law-abiding; Japan’s
low crime rates are well known and widely envied around the world. But what is even more
striking than the lack of crime is the overwhelming civility; graffiti and vandalism are rare and
school sports teams not only bow to each other before the game but rush over to the opposing
team’s stand after the game to pay respect. “(The Japanese Educational System
www.bookiemice.net/darkchilde/japan/jeduc.html)
In Japan, education is free compulsory for children from 6 to 15 years. Classes are large
and teaching methods are usually lectures. Japanese students spend 243 days a year in school.
The school calendar is a year-round with some breaks between sessions.
Standard curriculum includes Japanese language, social studies, math and science along
with art, music, home economics, physical education, with the greatest emphasis on learning the
Japanese language.
The Japanese educational system is divided into five basic levels: kindergarten,
elementary school (six years) lower secondary school (three years) upper secondary school
(three years) and university (usually around four years). Elementary school covers six years of
schooling from Grade 1 to Grade 6. Most of the teachers are females. Lower secondary schools
cover grade seven, eight and nine. Men compose two-thirds of the teachers in this level. Class
size average is 38 and the periods are fifty minutes long.

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Upper secondary schools offer academic, technical and vocational programs. The first-
year courses include Japanese language, English, science and Math. Vocational course includes
information processing, navigation, fish farming, ceramics and business English. The upper
secondary schools are ranked based on their success in placing graduating students into
prestigious universities.
The Teaching Profession in Japan

Japanese teachers are an essential element in the success story of the country. Major
responsibilities are entrusted upon the teachers for moral education and character development
and for instilling values, attitudes and living habits in students at all levels. Teachers are
expected to infuse cultural values throughout school activities including student’s lives, both in
school or even at home and community.
Ever since teaching has been an attractive profession in terms of status. The appeal of
the teaching career has heightened because of the increase in remuneration. According to the
Global Teacher Status Index in 2013, the average annual salary of teachers in Japanese is
equivalent to $43,775.00 annually, which is second to Singapore.
Teaching is one of few lifetime professional career opportunities readily available to
women in Japan. Ninety percent of the new teachers have four-year college degrees with most
having majored in other areas than education. They fill up one third of the openings in the
elementary level, two thirds at the lower secondary level, and nearly nine- tenths at the upper
secondary level.

Teacher Certification in Japan

There are different legal requirements for certification to teach the pre-school,
elementary school, lower secondary school and upper secondary school.
First class certificateis issued to teach in the preschool, elementary or secondary teachers
with basic qualification of having earned a Bachelor’s Degree. To teach in the upper secondary
level, the basic qualification in Master’s degree.
Second Class Certificate has a basic qualification of 2 years of study (62 credit units) in a
university or other post-secondary institution. While to teach in the secondary level., without a
Master’s degree, the Second-Class Certificate will be issued.
In addition to the length of study and degree qualifications, prospective teachers must earn a
prescribed number of credits in education studies and in the subjects to be taught.

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Becoming Employed as a Teacher

Most of the public-school teachers are prefectural employees even if they teach in
municipal schools. Prefectures play an important role in the selection and hiring of teachers. In
addition to completing a degree, the teacher applicant must secure a license to teach from the
prefectural board of education. A license awarded by any prefecture, is valid in all prefectures,
However, applicant is required to take prefectural appointment examination.
A prefectural appointment examination is given in two stages. First stage, consists of
written tests in general education and specialized fields and skills test for P.E. Music and Art. All
applicants for lower secondary teaching jobs are required to take a test in physical fitness.
Second stage consists of interviews.
Age is very important consideration for teacher applicants. More than one half of the
prefectures require applicants to be under the age of 30. But once the applicant gain entry to the
teaching profession, they are assured of lifetime employment.

3. United States of America

The America education system has greatly influenced the Philippine educational system
specifically the making of the Filipino teacher. The coming of the first American teachers called
the Thomasites and the opening of the normal schools in different provinces of the countries
provided a very strong foundation for teacher education.

Basic Education, the Avenue for Teaching Jobs in the USA

The levels of education in the U.S. are similar to those in other countries including the
Philippines.
 Pre-primary education – type of school providing this education are kindergarten, nursery
schools, preschool programmers, child/day care centers. Age level is 4-6 years old and
the duration is 2 years.
 Primary education – elementary school
 There are varied levels of schooling in primary education.
 Middle school education – Grades 4-6, 5-7 or 6-8.
 Secondary education – high school – Grades 7-12 or 8-12
 Junior high school. Grades 1-8, 7-9, or 8
 Senior high school. Grades 9-12, or 10-12

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Duration of the compulsory education is from entry of 6 years old to exit of 18 years old.

Becoming a Professional Teacher in the USA

Pre-service students who are preparing to teach in any of the above grade levels have to
attend a college or a university for four years, major or minor in education and earn a teaching
certificate. It is possible to earn a teaching degree after graduation by taking additional courses
post-baccalaureate of by entering a master of Arts in Teaching program.
Earning Teaching Certificates.United States of America has a decentralized
educational system and each State Education Agency (SEA) has its own guidelines and
requirements for earning and maintaining a teaching certificate. A teaching certificate earned in
one state may or may not be recognized in another. There is an increasing practice requiring that
perspective teachers demonstrate some minimal level of competency by passing a competency
test before they are allowed to enter the profession. This examination is the National Teacher
Examination (NTE) or on Praxis I or Praxis II written test. Many states, now require that teachers
also renew their certification by continuing to take “renewal credits.” Permanent certification is
granted if the teacher performs adequately according to the standards established by the state.

Recruitment of Teachers. After following the successful completion of an application

process, a superintendent approves the applicant and then forwards a recommendation to hire to
the local school board. Once signed, a teacher has a legally binding contract to work, unless
guilty of a crime, fails to show teaching competency, or demonstrates egregious professional
conduct. He/She is expected to complete teaching during the term of his/her contract, with
exception for pregnancy, medical leaves and unforeseen emergencies.

Salaries of Teachers. The salary range for teachers is determined by education and
experience as by locale. Teachers who have earned “masters plus 30 doctorate units” earn more
than those with master’s degrees, while teachers with master’s degrees receive a higher salary
than the bachelor’s degree holder. Merit pay has been adopted by some school districts, those
who teach in sub-urban school districts or large town typically earn more than teachers in either
urban or rural districts. Some teachers work at another job during the school year or summer.
The average according to the Global teacher Status report, the average income of teachers
$44,917.00.

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What Makes a Good American Teacher? The definition of a “good” teacher slightly
differs among levels. Those working in elementary schools seemed more child-focused in their
discussions and believed that a good teacher is a kind person, one who is understanding “and
“sensitive to the needs of children.” The secondary school teachers generally consider
themselves subject-matter specialists. Good teachers have to know how to teach their subjects.
It is a plus if students like a teacher. Some feel that having a sense and humor and an ability to
handle a class increased the likelihood that students would learn, but the teacher’s primary
responsibility is to teach.
Middle school teachers pointed out that many schools are changing from junior high to
middle school model because young adolescents still need the support of family like concerns.
The middle school teachers, therefore, as a team should be able to give more personal attention
to middle school learners.

The Global Teacher Status Index

Varkey Foundation, initially Varkey GEMS Foundation, published a 53-page study on the
public and social status of teachers in 21 countries around the world in 2013. The study polled
21 countries all over the world. These countries were chosen on their performance in PISA and
TIMMSS to represent the major countries of the world. The study collected data regarding what
the general public thinks about the teaching profession and teachers, and the study examined
public attitudes to professional status, trust, pay, and the desirability of teaching as a career.

Some of the key questions asked in the survey were:

 How teachers are respected in relations to other professions?

 What is the social standing of teachers?
 Will parents encourage their children to be teachers?
 It is perceived that the children respect their teachers?
 What people think teachers ought to be paid?
 Should teachers be paid according to the performance of their pupils?
 How much are teachers trusted to deliver a good education to children?
 What is the degree of trust that people have on their education system?

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Answers to the above questions were collated and clustered in the three sections which are
Teacher Status, Perception of Teacher Reward and Teacher Agency and Control.

1. Teacher Status
Examine the table below. To what occupation do people in Germany, Italy, Spain,
Switzerland and the Netherlands compare the work of teachers? In what country do people
compare the work of the teachers to that of doctors?

Global Teacher Status Index, 2013

Source:https://www.globalteacherprize.org/media/2787/2013globalteacherstatusindex.pdf

This portion of the survey focused on teacher status, and provided indicators that formed the
calculation of the Teacher Status Index. Teacher respect has a multitude of dimensions;
however, four indicators were deemed most beneficial to this study:
 Ranking status for primary teachers, secondary teachers and head teachers against other
key professions
 Analyzing the aspiration of teaching as a ‘sought’ profession
 Creating a contextual understanding of teachers’ social status
 Examining views on pupil respect for teachers.

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While there is no clear correlation between the status accorded to teachers through their
Index score and student outcomes in their country, there are however significant variations
between different countries due to a number of potential differences in perception and culture.
Previous work has pointed to correlations between teacher pay and pupil outcomes, so this area
merits serious investigation. The study found that the average respect ranking for a teacher
across the 21 countries was 7th out of 14 professions, indicative of a mid-way respect ranking
for the profession. There is no international consensus on what constitutes a comparative
profession for teaching, but two-thirds of countries judged the social status of teachers to be
most similar to social workers. The second closest status association was to librarians (as ranked
by US, Brazil, France and Turkey). There are significant contrasts between countries over the
extent to which they would encourage younger generations to become teachers. While 50% of
parents in China provide positive encouragement, only 8% do so in Israel. Parents in China and
South Korea, and in Turkey and Egypt are most likely to give encouragement to children to
become teachers. Similarly, these countries show a higher level of belief that pupils respect their
teachers. Conversely in most of the European countries surveyed, more respondents thought
that pupils disrespect teachers than respect them.

2. Perception of Teacher Reward

Below is the average actual teacher salary in the countries surveyed. The respondents were
asked if the current salary is too little, too much or just enough.

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Global Teacher Status Index, 2018

Source:https://www.varkeyfoundation.org/what-we-do/research/global-teacher-status-index-
2018

 Most countries judged a fair rate of pay as a similar to teacher’s actual pay.
 In Japan, France and USA, the actual pay was judged higher than the fair rate of salary.
 Majority of the countries think teachers ought to be rewarded with higher pay than what
they are presently getting.

Performance-Related Pay. Most countries believed that teacher’s salary should be based on
the achieved student learning outcomes. The performance-related pay (PRP) should be used
according to performance.
• In all the 21 countries, more than 59% of people think teachers ought to be paid
according to the performance of their pupils. The average across countries was 75%.

3. Teacher Agency and Control

The status of the teacher is also dependent on the people’s trust to deliver good
education.
Trusting Teachers to Deliver Education. Based on the results of the survey:
 No country gave a rating below 5, suggesting that all countries placed
satisfactory to positive trust in their teachers.

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 Finland and Brazil at the top of the table displaying strong trust in their teachers,
while Israel, Japan, South Korea and Egypt are at the bottom of the table,
showing limited trust for their teachers.

The Varkey GEMS Foundation (VGF) Index will be immensely valuable as a

means of stimulation debate on education reform-just as the publication of PISA data did
at the turn of the country. For this reason, th VGF index deserves recognition for the big
impact their study has made on future teachers on the Global Teacher Status Index.

Peter Dolton, Professor of the Economics at Sussex University, one of the writers
of the 2013 Global Teacher Status Index said:

“We find that there are major differences across countries in the way teachers
are perceived by the public. This informs who decides to become a teacher in each
country, how they are respected and how they are financially rewarded. Ultimately, this
affects the kind of job they do in teaching children.”

Sunny Varkey, founder and trustee of Varkey GEMS Foundation said: It is my

ambition that teachers are treated with as much respects as doctors. Sadly, in many
countries around the world, teachers no longer retain the elevated status that we used
to take for granted. Overtime, the declining respect for teachers will weaken teaching,
weaken learning, damage learning opportunities for millions and ultimately weaken
societies around the world.

He also said: “It will immense pride that I say, that my parents were teachers. I
recently spoke with my mother about what she believed they had achieved by becoming
teachers. She spoke fondly about goodwill that they enjoyed locally as a result of their
chosen vacation. Those who taught were held in high esteem. Teachers were often the
most educated people in the community, so were turned to as source of advice and
guidance. Most importantly, of course, they sparked the imagination of children who
went on to accomplish great things for themselves and society.”

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APPLYING

1. Reflection: How does a Filipino teacher compare with a teacher in the ASEAN and
beyond? (Follow the Gibbs Reflective Cycle format.)

Self-check Questions

Choose the correct answer from the given choices.

1. In all the ASEAN member countries, which level of schooling is free and
compulsory?
A. Primary level C. Middle School level
B. Secondary level D. College level

2. Which of the ASEAN member countries give the highest salary to teachers?
A. Brunei C. Singapore
B. Philippines D. Malaysia

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3. Which country issues a teacher certificate through the Professional Regulation

Commission?
A. Thailand C. Indonesia
B. Philippines D. Singapore
4. According to Global Teacher Status Index, from what country have the teachers
greatest respect from students?
A. China C. Finland
B. Germany D. New Zealand

5. Which country, according to Global Teacher Status Index, gives the highest
salary to teachers?
A. Singapore C. Japan
B. China D. South Korea

References

 Bilbao, P., Corpuz, B, Llagas, A., Salandanan, G. (2018) The teaching profession (4th ed.).
Lorimar Publishing, Quezon City.

ELECTRONIC REFERENCES
 https://www.asean.org/storage/images/resources/2014/Oct/ASEAN%20State%20of%20Ed
ucation%20Report%202013.pdf

 https://www.universityworldnews.com/post.php?story=20170215044929891#:~:text=Resp
ect%20for%20the%20teaching%20profession%20will%20help%20improve%20their%20w
ork,and%20across%20the%20ASEAN%20region.
 https://www.globalteacherprize.org/media/2787/2013globalteacherstatusindex.pdf

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Lesson 3: The Changing Global Landscape for the 21st

Century

Learning Outcomes

1. Identified the different changes occurring in the global teaching-learning

landscape.
2. Identified the 21st century life and career skills for teachers and learners.
3. Demonstrated understanding of the UNESCO’s Four Pillars of Learning as these
apply to the 21st century.

SPARKING

1. Which is an example of a social and cross-cultural skill?

A. Obtaining information using digital technologies

B. Using problem solving technique in influencing and guiding others toward a goal
C. Knowing when it is appropriate to listen and to speak when interacting with others
D. Allowing students to be busy on meaningful tasks

2. Computer skills and the ability to use computers and other technology to improve
learning, productivity, and performance is
A. Computer literacy C. Technological literacy
B. Information literacy D. Media Literacy

Read the instructions to the team game: “The Marshmallow Challenge” below. If you
have the connectivity, watch it on YouTube by clicking the link:
https://www.youtube.com/watch?v=X_oQB0Gw-zQ.

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Source: Coach Sparrow 2017-

18https://coachsparrow2017-
18.weebly.com/marshmallow-challenge.html

Building a free-standing structure using uncooked spaghetti pasta and

marshmallows gives students opportunity to experience what it’s like to build together.

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What attributes are being developed in this activity? How do these attributes relate to
21st Century skills?

PROBING

Which of the skills listed below are important for you to become competitive in
the 21st Century? Choose 3 and explain.

Source: aeseducation.com
https://www.pinterest.ph/pin/375769162658222267/

DEEPENING

The Changing Global Landscape and the 21st Century Skills for Teachers

Preparing learners for work, citizenship and life in the twenty-first century is
daunting. Globalization, new technologies, migration, international competition, changing
markets, and transnational environmental and political challenges all drive the
acquisition of skills and knowledge needed by students to survive and succeed in the 21st
century. As future teachers of the 21st Century, it is important to understand that modes
of learning have shifted dramatically over the past two decades with changes in the

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ways people access, exchange and interact with information. Thus, the development of
21st Century skills is a necessary tool for teachers. Without these 21st Century skills, no
teachers can survive.
Zhou, 2006 as mentioned in SEAMEO, INNOTECH 2011, identified some key
categories of the different changes and developments in the 21st Century teaching and
learning.

A. The New Learning Environment

The 21st Century learning can happen anytime, anywhere, and the spaces where
this learning occurs are incredibly and increasingly diverse. Education systems are
undergoing a paradigm shift in the struggle to meet the needs of learners in a world that
is rapidly changing from a technological, demographic, societal and environmental
perspective. The 21stCentury Learning environment is characterized by the
following:
 learner-centered
 new spaces and borderless
 enhanced opportunities for creativity and innovation, and
 use of ICT

B. The New Learning Content

With the new learning environment and the exponential growth of knowledge,
content or subject matter of learning has been modified. From specific discipline or
subject areas, subject matter of learning has the following characteristics:
 integrated/interdisciplinary
 demand-driven
 emphasis on learning tools on how to retrieve knowledge, and
 balance of scientific, technological, cultural, global, and local concepts

C. The New Process of Learning and How These Will be Facilitated

With the advancement of study of the mind and cognition, various processes of
learning evolved with human intervention of teachers and peers as well as non-human
intervention of artificial intelligence (AI) of robots. With these advancements, different

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processes of learning and the methods to facilitate these have evolved. These include
the idea of multiple ways of learning which can be mediated by the following:
 Face-to-face – when teachers and learners are confined in the same learning
space at the same time with the teacher facilitating learning.
 Distance Learning – when teaching-learning is mediated by traditional
(modules in print) or modern technology (on-line or off-line) without the physical
presence of the teacher in aa virtual class. It can be synchronous or
asynchronous.
 Blended modalities – when teaching and learning is facilitated through face-to-
face or distance learning which enable the teachers and learners to have both
physical presence or physical absence in the teaching-learning process.
 Experiential and lifelong – when learners are immersed into the real-life
situation such that learning becomes more authentic and meaningful.

D. The New Type of Learners

The new breed of learners does not have age boundaries. Learners maybe are in an
informal or formal setting. The new type of learner is:
 a confident person who thinks independently and critically and who
communicates effectively;
 self-directed and who questions, reflects, and takes responsibility for his/her own
learning;
 a concerned citizen, informed about the world and local affairs, has a strong
sense of civic responsibilities and participates actively in improving the lives of
others;
 a member of new generation: pop-culture, different ways of thinking, responding

Furthermore, the new types of learners, are those coming from diverse
background, multi-cultural, and multi-generational as coming from different age groups
of lifelong learners. In order for every learner to address the challenges of the century,
he/she has to develop life and career skills. Life and career skills are enhanced in schools
as part of learning outcomes. Life and career skills include the following:

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LIFE AND CAREER SKILLS

Today’s life and work environments require far more than thinking skills and
content knowledge. The ability to navigate the complex life and work environments in
the globally competitive information age requires students to pay rigorous attention to
developing adequate life and career skills.

FLEXIBILITY AND ADAPTABILITY

Adapt to Change
• Adapt to varied roles, jobs responsibilities, schedules and contexts
• Work effectively in a climate of ambiguity and changing priorities
Be Flexible
• Incorporate feedback effectively
• Deal positively with praise, setbacks and criticism
• Understand, negotiate and balance diverse views and beliefs to reach workable
solutions, particularly in multi-cultural environments

INITIATIVE AND SELF-DIRECTION

Manage Goals and Time
• Set goals with tangible and intangible success criteria
• Balance tactical (short-term) and strategic (long-term) goals
• Utilize time and manage workload efficiently

Work Independently
• Monitor, define, prioritize and complete tasks without direct oversight

Be Self-directed Learners
• Go beyond basic mastery of skills and/or curriculum to explore and expand
one’s own learning and opportunities to gain expertise
• Demonstrate initiative to advance skill levels towards a professional level
• Demonstrate commitment to learning as a lifelong process
• Reflect critically on past experiences in order to inform future progress

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SOCIAL AND CROSS-CULTURAL SKILLS

Interact Effectively with Others

• Know when it is appropriate to listen and when to speak
• Conduct themselves in a respectable, professional manner

Work Effectively in Diverse Teams

• Respect cultural differences and work effectively with people from a range of
social and cultural backgrounds
• Respond open-mindedly to different ideas and values
• Leverage social and cultural differences to create new ideas and increase both
innovation and quality of work

PRODUCTIVITY AND ACCOUNTABILITY

Manage Projects
• Set and meet goals, even in the face of obstacles and competing pressures
• Prioritize, plan and manage work to achieve the intended result
Produce Results
• Demonstrate additional attributes associated with producing high quality
products including the abilities to:
- Work positively and ethically
- Manage time and projects effectively
- Multi-task
- Participate actively, as well as be reliable and punctual
- Present oneself professionally and with proper etiquette
- Collaborate and cooperate effectively with teams
- Respect and appreciate team diversity
- Be accountable for results

LEADERSHIP AND RESPONSIBILITY

Guide and Lead Others

• Use interpersonal and problem-solving skills to influence and guide others
toward a goal
• Leverage strengths of others to accomplish a common goal

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• Inspire others to reach their very best via example and selflessness
• Demonstrate integrity and ethical behavior in using influence and power
Be Responsible to Others
• Act responsibly with the interests of the larger community in mind

E. The New Type of Teachers

As teachers are preparing students for jobs and technology that don’t even exist
yet, the challenge then is to produce new type of teachers. Teachers for the 21st
Century learners teach within the context of new environment, new content or
knowledge, and new processes of teaching and learning. Hence, new type of
teachers must possess the following characteristics:
 Clear standards and accountability that their learners should know and be
able to do at the of schooling;
 Use broad pedagogies including inquiry-based learning, cooperative
learning, and other pedagogies;
 Skillful in the integration of ICT in pedagogy;
 Skillful in the use of assessment to guide teaching and learning;
 Great understanding of the global and local cultures;
 Skillful in action research to diagnose and solve classroom problems
based on evidence;
 Practice the core values of inspiring teachers; and
 Develop life and career skills for the 21st Century and beyond (P21).

UNESCO’s Four Pillars of Learning from Delors’ Report:

Learning: A Treasure from Within

A desire to learn continuously through one’s lifetime is a mark of 21st Century

learner. The International Commission on Education for the 21st Century to UNESCO,
headed by Jacques Delors, identified learning throughout life as a key to meet the
challenges of 21st century. The Commission’s report, Learning: The Treasure Within,
highlighted for individuals to “learn how to learn” to cope with the rapid changes and
challenges of the present and the future. The report presented a framework that
organized lifelong learning into four pillars: learning to know, learning to live together,

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learning to do, and learning to be. These four pillars of learning are seen as fundamental
principles for reshaping the 21st Century education.

The Four Pillars of Learning

Revisiting the Four ‘Pillars of Learning’

In order that the essence of the four ‘pillars of learning’ be appropriately
interpreted, a brief snapshot follows of what each relates to in term of educational
context.

Learning to know
Learning to know’ includes the development of the faculties of memory,
imagination, reasoning, problem-solving, and the ability to think in a coherent and
critical way. It is ‘a process of discovery’, which takes time and involves going more
deeply into the information/knowledge delivered through subject teaching.
‘Learning to know’ presupposes learning to learn’, calling upon the power of
concentration, memory and thought’, so as to benefit from ongoing educational
opportunities continuously arising (formally and non-formally) throughout life. Therefore
‘learning to know’ can be regarded as both a means and an end in learning itself and in
life. As a means, it serves to enable individual learners to understand the very least
enough about the nature, about humankind and its history, about his/her environment,

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and about society at large. As an end, it enables the learner to experience the pleasure
of knowing, discovering and understanding as a process.

How is Literacy Defined?

In 1958, UNESCO defined literate person as one who can, with understanding,
both read and write a short simple statement on his/her everyday life. However, in 1970,
a functionally literate person is one who can engage in all activities to use reading,
writing and calculation for community’s development. Further on, in 2000 literacy was
defined as the ability to read and write with understanding a simple statement related to
one’s daily life. It involves a continuum of reading and writing skills and often includes
numeracy. However, the UNESCO international expert meeting in 2003, redefined
literacy as the ability to identify, understand, interpret, create, communicate and
compute using printed and written materials associated with varying contexts. Literacy
involves a continuum of learning in enabling individuals to achieve their goals, develop
their knowledge and potential, and to participate fully in their goals, to develop their
knowledge and potential and to participate fully in their community and the wider
society.
But with the changing global landscape, literacy in the 21st century is not limited
to the definitions given previously. Let us look at the 21st Century literacies as presented
by SEAMEO InnotechGuro 21 Module, 2011.

21st Century Literacies

21st Century Literacies Description

This literacy can be manifested in creative
ways of problem-solving and expressed
through the production of various art
The Arts and Creativity works. Teachers and students need to be
more adept in the arts and manifest
creativity in various activities.
This entails acquiring knowledge about
Eco - literacy climate change, pollution, loss of natural
habitats and biodiversity as well as the
impacts of environmental problems on

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human lives. Moreover, solutions on how

these environmental problems could be
addressed must also be practiced.
Teachers and students need to develop
awareness of the environment.
This competency is based on the reality
that societies and workplaces have now
become more information-driven.
Workplaces of the 21st century rely heavily
Cyber literacy/Digital Literacy (Information on electronic (digital) forms of data
and ICT Knowledge) storage and management as well as in the
area of communications. Teachers and
students need to develop familiarity and
skills in the use of computers, the internet
and other information technologies.
Teachers and students are expected to be
knowledgeable about the basics of
Financial Literacy economics and financial management. This
way, you as a teacher, can extend the skill
into livelihood activities, entrepreneurship,
and wise handling of personal finances.
Teachers and students are expected to be
knowledgeable and skilled in the area of
communications particularly the media.
Media Literacy Teachers and students must learn how to
discern news and information based on the
form and content as to how this
information are transmitted via various
forms of media.
You and your students need to acquire
social skills that are attuned to the norms
Social/Emotional Literacies of your current society. Emotional
intelligence must also be developed to be
able to effectively manage the stresses of

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a fast-paced 21st century society.

You and your students need to develop a
culture of respect for cultural diversity.
There is value in having a perspective as a
Globalization and Multicultural Literacy global citizen whose local actions can have
an impact on the wider global arena. You
also have to understand how world events
may also affect you and your community at
the local level.
Source: SEAMEO InnotechGuro 21 Module, 2011
http://iflex.innotech.org/GURO21/module1/l1_25.html

Learning to do

This pillar of learning implies in the first place for application of what learners
have learned or known into. It is the ability to communicate effectively with others;
aptitude toward team work; social skills in building meaningful interpersonal relations;
adaptability to change in the world of work and in social life; competency in transforming
knowledge into innovations and job-creation; and a readiness to take risks and resolve
or manage conflicts.

Learning to live together

Learning to live together is the development of such qualities as: knowledge and
understanding of self and others; appreciation of the diversity of the human race and an
awareness of the similarities between, and the interdependence of, all humans; empathy
and cooperative social behavior in caring and sharing; respect of other people and their
cultures and value systems; capability of encountering others and resolving conflicts
through dialogue; and competency in working towards common objectives.

Learning to be
Learning to be’ may be interpreted in one way as learning to be human, through
acquisition of knowledge, skills and values conducive to personality development in its
intellectual, moral, cultural and physical dimensions. This implies a curriculum aiming at
cultivating qualities of imagination and creativity; acquiring universally shared human

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values; developing aspects of a person’s potential: memory, reasoning, aesthetic sense,

physical capacity and communication/social skills; developing critical thinking and
exercising independent judgment; and developing personal commitment and
responsibility.

APPLYING

Make a comparison of the global teaching-learning landscape before and in the 21st.

Parameters Before 21st Century

1. Learners
2. Teachers
3. Learning Environment
4. Ways of Learning
5. Learning Content

Self-check Questions

Read and choose the correct option for the items that follow:
1. Which of the following is a characteristic of 21st Century learners?
A. Rigidity of thinking C. control and single mindedness
B. Initiative and self-direction D. individualism

2. Which is NOT a description of 21st century global landscape?

A. Teachers are ICT equipped.
B. Learners are attuned to rote memorization.
C. Learning environment can be any place.
D. There are multiple ways of teaching.

3. Which of the Pillars of Learning is being describes by the phrase” unity in

diversity”?
A. Learning to know C. Learning to live together
B. Learning to do D. Learning to be

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4. The teacher who spends more than what is being earned, thus becoming
vulnerable to loan sharks lacks __________.
A. Eco - literacy C. digital literacy
B. financial literacy D. media literacy

5. To be ready to teach in the 21st Century, a teacher should develop life and career
skills which should also be nurtured among the learners. Which of these career
skills enable a person to quickly respond to challenges in modern times?
A. Leadership and responsibility C. Flexibility and adaptability
B. Productivity and accountability D. Social and cross cultural skills

References

 Bilbao, P., Corpuz, B, Llagas, A., Salandanan, G. (2018) The teaching profession (4th ed.).
Lorimar Publishing, Quezon City.
ELECTRONIC REFERENCES
 https://files.eric.ed.gov/fulltext/ED519462.pdf
 https://pdfs.semanticscholar.org/a501/1ccbe91d98674ab95c635fb098733ea9403b.pdf
 https://sites.google.com/a/ncsu.edu/21st-century-teaching-learning/21st-century-goals-
objectives
 https://www.academia.edu/14336153/Learning_to_Live_Together_Revisiting_the_Humanis
m_of_the_Delors_Report
 http://iflex.innotech.org/GURO21/module1/l1_20.html

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