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The concept of global education, its importance in today's interconnected world, and the role of teachers in promoting global competence. It introduces the concept of 'glocalization' and how it applies to teaching, emphasizing the need for teachers to blend global and local perspectives. The document also discusses the skills and values required for teachers to become 'glocal' educators, preparing them to teach in a 'flat world' or 'one planet schoolhouse'.
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Introducti on
UNESCO defines global education as a goal to develop countries worldwide and is aimed at educating all people in accordance with world standards. Global education is a curriculum that is international in scope which prepares today's youth around the world to function in one world environment under teachers who are intellectually, professionally and humanistically prepared. UNESCO's Education 2030 Incheon Declaration during the World Education Forum established a vision "Towards inclusive and equitable quality educational lifelong learning for all.”
4.1 Universal primary and secondary education. Ensure all girls and boys complete, free, equitable and quality primary and secondary education leading to relevant and effect learning outcomes.
4.2 Early childhood development and universal pre-primary education. Ensure that all boys and girls have access to quality early childhood development care and pre-primary education so that they are ready for primary education. 4.3 Equal access to technical/vocational and higher education. Ensure equal access for all women and men to affordable and quality technical vocational and tertiary education including university.
James Becker (1988) defined global education as an effort to help individual learners to see the world as a single global system and to see themselves as a participant in the system. It is a school curriculum that has a worldwide standard 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.
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 is interconnected: recognize that the world has rich variety of ways of life; Have a vision of the future and sees what the fun are creative and innovative; would be for himself/herself and the students; 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 wachers to be multilingual). aware of international teacher standards and Framework, and master the competencies of the Beginning Teacher in the
ecological sensitivity by being resilient and a steward of the environment for sustainability; nationalism/Filipinism by being a responsible citizen and upholding the Filipino identity amidst globalization (glocalization); and faith in the Divine Providence by being humane, just, peace-loving and respectful of human rights. 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,
SUMMARY Global education is a concept that brings us to understand the connectivity of each member citizen in the planet without leaving behind the local foundations. The advancement of technology shrank the world to a size that everyone can be reached. Global education requires future teachers the skills for the 21" century so that all will be ready to play a significant role to provide educational access to all types of learners all over the world. However, globalization does not leave localization behind. The blending of both concepts as advanced by Robertson (1992) underscores the rootedness and sustainability of education as part of the vision of Education 2030. Thus a teacher who is global is also a glocal teacher and a glocal teacher can