ACKNOWLDEGING THE

ROLE OF GLOBALIZATION
IN EDUCATION
 GLOBALIZATION:

 Suny Levin Intitute

a. a process of interaction & integration among
the people, companies and governments of
different nations
b. a process mechanically driven by international
trade & investment & practically run by
information technology
c. Technology: an all time & principal driver &
medium of globalization
 Globalization tremendously impacted education and
culture
 Teachers are facing great challenges in preparing the
youth for the demands of the society
-need to prepare the youth to become multi-skilled
individuals, adaptable, diverse, innovative & creative to
meet 21st century skills demand to compete in global
arena
 Education & globalization are closely interrelated as
education played significant role in nation building
 World of excellence: education must meet global
standards

Globalization and Education

 WHAT ARE THE 21st CENTURY SKILLS?
1. Collaboration: Are students required to share responsibility and make
substantive decisions with other people? Is their work interdependent?
2. Knowledge construction: Are students required to construct and apply
knowledge? Is that knowledge interdisciplinary?
3. Self-regulation: Is the learning activity long-term? Do students plan
and assess their own work, and revise their work based on feedback?
4. Real-world Problem-solving And Innovation: Does the learning
activity require solving authentic, real-world problems? Are students’
solutions implemented in the real world?
5. The use of ICT for learning: Are students passive consumers of ICT,
active users, or designers of an ICT product for an authentic audience?
6. Skilled Communication: Are students required to communicate their
own ideas regarding a concept or issue? Must their communication be
supported with evidence and designed with a particular audience in
mind?

Globalization and Education

 Vega, Violeta, et.al.
“education systems constitute the core of the globalization
process”
-nurture the higher order cognitive & interpersonal skills
required for problem finding, problem-solving,
articulating arguments & deploying verifiable facts or
artifacts

Globalization and Education

 Global education promotes core values : peace & non-
violence, social justice & human rights, economic well-
being & equity, cultural integrity, ecological balance &
democratic participation
 Core skills & competencies: self-worth & self-
affirmation, affirmation of cultural & racial differences of
others, critical thinking, effective & world acknowledged
communication skills, non-violent conflict resolution &
mediation abilities and ability to envision alternatives &
effective organizing

Core Values and Competencies (Mische, 2001)

 Encourages people to become responsible & active global
citizens
 Various definitions:
1. Incorporates learning about the culture, geographies, histories
and current issues of all the world’s regions in the local setting

2. Global education project in Australia: empowering the young

people to take active & wide participation in shaping a better &
Globally accessible future for the world

3. Maastricht global education declaration, 2002: an opportunity

that opens people’s eyes & minds to take the realities of an inter-
connected world

Global Education
 Teachers are living in a challenging time and in a
controversial world.
-How can teachers prepare learners cope with such
challenges?
-What are teachers’ responsibilities in a world of
increased knowledge and technological developments?
-What are our responsibilities in a world of poverty,
violence, prejudice and environmental damage?
(Global Education Network, 2017)

Challenge to Global Teachers

 Integrated and
Technologies & Interdisciplinary
Multimedia Global Classroom

Student
GLOBAL 21st Century
centeredness
TEACHER Skills

Relevant,
Project-based & Rigorous & Real
Research Driven world
Creating/ Adapting to
Constant Personal & Source: 21st Century
Social Change & Schools (2011) in Guro21
Lifelong learning Module

Challenge to Global Teachers

 Integrated and
Technologies & Interdisciplinary
Multimedia Global Classroom

Student
GLOBAL 21st Century
centeredness
TEACHER Skills

Relevant,
Project-based & Rigorous & Real
Research Driven world
Creating/ Adapting to
Constant Personal & Source: 21st Century
Social Change & Schools (2011) in Guro21
Lifelong learning Module

Challenge to Global Teachers

1. Educate citizens in social justice and sustainable dev’t
2. Open a global dimension & a holistic perspective in
education to help people understand the complexities of
today’s world and develop values, attitudes, knowledge &
skills that will enable the people to face the challenges of
an interconnected world
3. Help learners to understand some of the complex
processes leading to violence & conflict at individual,
collective, national and global levels and how it can be
prevented or resolved
4. . Develop learning communities, in which learners and
educators are encouraged to work cooperatively on global
issues

Other Aims of Global Education

5. Stimulate & motivate learners & educators to approach global
issues through innovative teaching and pedagogy
6. Challenge formal & non-formal education programs &
practices by introducing their own content and methodology
7. Accept otherness & interdependency & creating the conditions
for others to express themselves & build behavior of
solidarity
8. Develop alternatives when taking personal or public life
decisions and reflect on the consequences of their choices,
thereby, cultivating a spirit of “global responsibility of the
citizens of the world.”
9. Promote participation in action. In other words, it invites
educators and learners to act dynamically for a more just and
equal world for all.
Other Aims of Global Education
TEACHER EDUCATION
PROGRAMS
Teacher Exchange Program
 An avenue where teachers can enrich their
pedagogical skills & expand their perspectives
regarding cultural differences among people in
other countries
 Deepens teacher’s knowledge of foreign
cultures & strengthens international
relationships
Teacher Exchange Program
1. Gain significant experiences in personal & professional
aspects of teachers.
2. Discover modern teaching methodologies & curricula that
may improve teaching-learning skills.
3. Learn other languages & broaden an understanding of
different cultural & community perspectives.
4. Opportunity to work in other countries for future and career
advancement.
5. Develop friendly international relationships to fellow
professional colleagues.
6. Awareness of global issues & deepens an understanding of
problems affecting the world.

BENEFITS
Japan Exchange Teaching
Program (JET)
 Established in 1987
 Aims to boost the internalization of Japanese communities &
enhance its harmonious relationship with other nations
 Qualified participants are:
a. Assigned in public & private primary, junior high & senior
high schools
b. Required to give a year-long commitment
c. Desired to be adaptable, mentally & physically capable of
performing various job duties
d. Should be able to build strong relationships among the
people in their assigned communities through various
language & cultural exchange activities
Japan Exchange Teaching
Program (JET)
 Considered one of the largest exchange programs in
the world
 Duties and Responsibilities of Participants:
1. Assisting in the preparation of teaching materials
2. Planning and supervision of extracurricular activities
for students such as English club or sport activities
3. Organizing cultural or international exchange
programs
Canadian Education Exchange Foundation
(CEEF)
 CEEF: offered for both teachers & students
-organizes the program as a non-profit one which
provides a reciprocal educational exchange programs
for elementary & secondary students as well as for
college learners
-aims to foster global perspectives, nurture respect &
awareness of diverse cultures & promote personal &
professional growth development
-exchange is required to trade residences or provide
appropriate living accommodation for the incoming
exchange partner throughout the year
Alberta’s International Education Exchange
Program
 Established in 1979
 Provides professional development opportunities to
teachers
 Benefits:
1. A better understanding of other cultures
2. Enhanced language skills
3. Exposure to different education systems & assessment
methods
4. Building an international network
5. Developing new pedagogical ideas
6. Bringing international perspectives to classrooms &
schools
Alberta’s International Education Exchange
Program
 2 types of educator exchanges:
1. Short-term: one to two weeks; teachers & administrators
(Germany, Spain, Denmark, & UK)
2. Long-term: full year or a school year; teachers
(Australia, Canada(British Columbia, Ontario,Prince
Edward Island, Nova Scotia & New Brunswick),
Denmark, Germany and the UK)
U.S.- China Teachers Exchange
Program (TEP)
 Launched in 1995 (Freeman Foundation)
 Aim:
1. enhancing the knowledge of the teachers and students
about the cultures of other countries
2. Introduce or strengthen Chinese studies in participating
American schools
 Participating teachers
a. give emphasis on the necessity of preparing students to
have a global perspective & the importance of personal
contact between teachers & students from both countries
b. Need to be aware of each other’s language & culture &
other things about their respective countries
KOREA-PHILIPPINES TEACHER
EXCHANGE PROGRAM (KPTEP)
 MOE of Korea & DepEd: Began in 2012 under the
framework of the Asia-Pacific Exchange for Global
Education (APTE)
 Basis: Cultural Agreement: April 27, 1973
 Aim: provide Korean & Filipino teachers
opportunities to learn from each other’s education
system, deepen cultural understanding, build inter-
cultural communicative competency in teaching
while collaborating with local teachers & strengthen
networks in education between the two countries
 INTER- AFRICAN TEACHER EXCHANGES
 Provides opportunity to explore the learning environment of
other African countries with the aim to widen the
perspective & experiences of African teachers
 Participants who traveled in pairs are engaged in the ff.
activities:
 1. stationed at one school for one week & another school for
the coming week
 Observed teaching in the said teacher’s subject area
 Taught using ICTs at the schools that the teacher is visiting
 Engaged in discussions with teachers at the schools on ways
 Wrote a journal of their exchange visit for submission to the
African Teachers Network (ATN) & School Net Africa
(SNA)
 The Fulbright Classroom
Teacher Exchange Program
 The Fulbright Scholarship is an American scholarship
program established in 1946 in recognition of its founder
Senator William J.
 First recognized program of competitive & merit-based
grants for international educational exchange for students
 Provides educators the opportunity to live & work abroad by
exchanging teaching position with another teacher from
another country for one semester or academic year
 Aim: improve understanding & appreciation of the culture &
education of another country
 Open to the teachers from the US & selected countries in
many regions of the world