UNIVERSITY OF

CALOOCAN CITY
Biglang Awa St., Corner Catleya St.,
EDSA, Caloocan City
COLLEGE OF EDUCATION

THE TEACHING PROFESSION

SUBJECT CODE: TC 002
TOPIC OR LESSON 4: On Becoming a Global Teacher
WEEK: 5
SUB-TOPIC/S:
3.1. A Closer Look at the Educational Systems of Selected Countries of the
World 3.2. Multicultural Education: A Challenge to Global Teachers

OVERVIEW OF THE TOPIC

Global education poses variety of goals ranging from increased knowledge about the
peoples of the world to resolutions of global problems, from increased fluency in foreign
languages to the development of more tolerant attitudes towards other cultures and
peoples. Global education embraces today’s challenges as national borders are
opened. It paves the way for borderless education to respond to the needs of
educating children of the world they are entering. It offers new curricular dimensions
and possibilities, current scientific and technological breakthroughs for completely new
frontiers in education. (Bilboa, et al.)

In this lesson, you will learn that a global teacher should have a wide perspectives of
the various Basic Education landscape. They must be open and responsive to new and
diverse educational reforms in order to have a clear knowledge and understanding of
international educational contexts. (Lim, et. al, 2014)

LEARNING OUTCOMES
Students are expected to describe teachers’ skills in handling multicultural classes.

LEARNING OBJECTIVES
At the end of the lesson, students should be able to:
a. Compare the traditional and global teacher.
b. Enumerate the different philosophies in education.
c. Compare the different K-12 Programs of various countries.d. Describe multicultural
diversity as an element of global education and the role of the teacher in addressing
diversity among learners.
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ENGAGE
Review of the previous lesson. Instruction: Answer the following
questions: a. How does teacher network changed the nature of
education?
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_ b. Teacher Network enables teachers to collaborate in order to grow professionally.
Explain.
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EXPLORE
Instruction: Using concept web, list 21st century skills that a teacher should develop in
order to teach multicultural classes.
 Multi-Skilled
21st Century
Teachers

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EXPLAIN
I. Global Education and the Global Teacher
“Benchmarking is learning the best from the best practices of the world’s
best educational systems.”

How do you prepare yourself as teachers for a challenging task of making

learners of today live meaningful lives tomorrow? As you prepare your children for their
future, teachers need to explore what the future holds. Teachers have to envision
creative, innovative ways to prepare diverse learners in their own cultural context
without forgetting that they live in a global village.

To compete globally would mean to prepare teachers who are capable of

changing lifelong education needs. How do you prepare for these needs? What are
the emerging technologies that will shape the future? How can we use our
technologies for best learning advantage? What will be the jobs of the future and how
should curricula be shaped to prepare students for their future?

You will be teaching in the “Flat World” or One Planet Schoolhouse”. These two
terms imply global education as a result of shrinking world due to access in technology.
The internet globalizes communication by allowing users from around the world to
connect to one another.
Global Education
Global education has been best described by two definitions:
• UNESCO defines global education as a goal to become aware of the educational
conditions or lack of it, in developing countries worldwide and aim to educate all
peoples to a certain world standards.
• Another definition is that global education is a curriculum that is international in
scope which prepares today’s youth around the world to function in one world
environment under teachers who are intellectually, professionally and
humanistically prepared.

The United Nations entered into an agreement to pursue six (6) goals to achieve
some standards of education in place by 2015 worldwide. To achieve global
education, the UN sets the following goals:
1. Expand early childhood care education.
2. Provide free and compulsory primary education 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.

In 2000, the Philippines committed itself to the above EFA 2015 Goals at the
World Education Forum in Dakar.

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James Becker (1982) 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 incorporated into the curriculum and educational
experiences of each student a knowledge and empathy of cultures of the nation of the
world.

Likewise, students are encouraged to see the world as a whole, learn various
cultures to make them better relate and function effectively within various cultural
groups. Thus, to meet the various global challenges of the future, the 21st Century
Learning Goals have been established as bases of various curricula worldwide. These
learning goals include:
➢ 21st century content emerging content areas such as global awareness financial,
economic, business and entrepreneurship literacy, civic literacy, health and
awareness.
➢ 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 how to
learn.
 ➢ life skills, leadership, ethics, accountability, personal responsibility, self-direction
and others.

21st century assessment, authentic assessment that measure the areas of

learning Global education is all about diversity, understanding the differences and
teaching the different cultural groups in order to achieve the goals of global education
as presented by the United Nations. It is educating all peoples in the world 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.

Global 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. Thus, global education provides equal opportunity and access
to knowledge and learning tools which are the basic rights of every child in the global
community. Are our pre-service teachers prepared to provide global education in their
respective future school assignments? Are you preparing yourselves to become a
global teacher?

Global teacher
Looking back at the concept of global education how do we define now a
global teacher? Is this teacher somebody who teaches abroad? Is this person teaching
anywhere in the world and is able to teach the 21st century learning goals? These are
some of the fundamental questions which should be answered in order to understand
who a global teacher is.

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A 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 is
someone who thinks and acts both locally and globally with worldwide perspectives
right in the communities where he or she is situated.

More specifically, a global Filipino teacher should have the following qualities
and characteristics in addition to knowledge, skills and values:
▪ understands 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 him 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.
▪ must possess good communication (for Filipino teachers to be multi-lingual) And
lastly but most importantly,
▪ must possess the competencies of a professional teacher as embodied in the
National Competency -Based Standards for Teachers (NCBTS)

Benchmarking is learning the best from the best practices of the world’s best
educational systems. World Best Education Systems: 2015 1st Ranking.
 As a future teacher, you shall be guided by UNESCO's principle on that Education
is for All and that this education is anchored on the Five Pillars which are: 1. Learning to
Know,
2. Learning to Do,
3. Learning to Be,
4. Learning to Live together, and
5. Learning to transform.

A. Educational System in Australia

Basic Education in Australia
- Australia, called by many as the last paradise on earth, has a high-quality
educational system. Many students from all over the world go to Australia to
study. The educational system in Australia is similar with that of Canada and
England.
- Schools are for six years, high school, six years and college or university, three to six
years.
- High school is divided into junior high school (year 7- year 10) and senior high
school (year 11- year 12) but these vary from state to state.
- During the junior high school studies, most Australian students decide what to do
after high school.
- Students who intend to go to college or university entrance examination. Other
students may get a job after year 10 or go to a Technical and Further Education
(TAFE) College to learn technical skills.

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- The entry age of compulsory education is 6 years old and exit age, 15 years old.
Primary education is provided by government and non- government primary
schools.
- The length of the program is six years for 6 years old to 12 years old children.
However, in most states, children start primary school at the age of 5 when they
enroll in preparatory or kindergarten year.
- After the primary school, the junior secondary level which is for four years comes
next. The age level of children in this level is from 12 to 16 years old. At the end of
the junior secondary level, a Junior Secondary Certificate of Education (Year 10
Certificate) is awarded.
- The government, non-government Co-Educational Comprehensive/Multi-Purpose
High School provides junior secondary level of education.
- A senior secondary level is provided for two years after the junior secondary level.
Students are from 16 to 18 years old in this level. Senior secondary level is no
longer compulsory education. It is being offered by government and
non-government providers.
- A senior Secondary Certificate of Education (Year 12 Certificate) is awarded at
the end of the senior secondary level.
- From the primary to the secondary levels, most students are enrolled in
government schools which operate under the direct responsibility of the State or
Territory Education Minister. The federal government provides supplementary
 financial support.

Higher Education in Australia

The main purpose of Australian Higher Education are:
1. to enable individuals to develop their capabilities for effective participation in the
workforce, for constructive contribution to society and for personal growth and
fulfillment;
2. to advance knowledge and understanding;
3. aid the application of knowledge and understanding for the benefit of the
economy and the society;
4. enable individuals to adapt and learn, consistent with the needs of an adaptable
knowledge-based economy at the local, regional and national levels; and 5.
contribute to democratic civilized society.

- Australian universities are autonomous self-accredited institutions established by

Federal, State or Territory legislation.
- Academic year in Australia begins with the undergraduate level. To be admitted,
a Senior Secondary Certificate of Education is required. The main stage of the
university education leads to a bachelor's degree. Undergraduate studies last
between three, (Arts, Science, Commerce) four years (Education, Engineering)
five years, (Veterinary Science, Dentistry, Architecture) and six years (Medicine
and Surgery) full time. Arts and Science usually offer either a bachelor's degree
(Pass) obtained in four years. An honours degree is normally required for
university level second stage: postgraduate studies.
- A graduate with a bachelor's degree can proceed to a one-year to two-year post
graduate course leading to a postgraduate diploma.

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- A student who has qualified for a bachelor's degree (Honours) may proceed to a
master's degree. This degree may be obtained after one year (Pass Degree) or
two years (Honours degree) of full-time study.
- A student who has qualified for a bachelor's degree (honours) may proceed to
study for doctorate usually Ph.D. , higher doctorate in science (DSsc) or
Humanities (DLitt) upon submission of published work are awarded the degrees.

B. Educational System of China

- The most populous country of the world is China. With over 200 million students
attending public schools taught by over 9 million teachers in the elementary,
junior, and senior high schools, it is the largest educational system of the world
(Wang, 1996; Nanjundiah, 1996).
- The course syllabi are written by scientists and professors hired by the National
Educational Commission.
- The subject matter and instructional contents are uniform for all. - The first six years
of school make up the primary grades which is devoted to development of
cognitive skills, and this is followed by another six years of high schools.
- C;ass size ranged from 40 to 60 students and the students have to cover all topics
in order to pass national examinations.
- Students wishing to attend university must pass one of 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, 1995; Kwang, 2000)
- Education, one of the fundamental Chinese traditions entered to a new era of
deep transformation after 1949. Education was used as a vital tool for
centralization and unification of the country. The new educational system
include: 1. six years of primary education
2. Three years of junior middle school, three years of senior middle school
3. Six years of university
4. Varieties of technical and vocation schools.

C. Educational System in Japan

- The Japanese education system is highly centralized and is administered by the
Mombusho or Ministry of Education.
- The school system from kindergarten through university serves about million
students, with about ten percent going to the university. About one third go to
the private schools and the rest are enrolled in the public of national school
system (Abner, 2002)
- The Japanese educational system is sometimes seen as a model of how operate
schools. The system gives a mental picture of obedient, quiet school children
sitting on their desks, listening to the teacher and working hard to pass various
entrance examinations.

Basic Education in Japan

- The Japanese educational system is divided into five basic levels: kindergarten,
elementary school (six years) lowers secondary school (three years) upper
secondary (three years) and university (usually around four years).

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- In Japan, education is free and compulsory for children 6 to 15 years. Classes are
large and teaching methods is usually lecture. Japanese students spend 243
days in a year in school. The school calendar is 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, and the
most emphasis being given to learning the Japanese language.
- Lower secondary schools cover grade seven, eight and nine. Men compose two
thirds of the teachers in this level. Class size average 38 and the periods are fifty
minutes long.
- Upper secondary schools offer academic, technical, and vocational programs.
The first-year courses included 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.

Higher Education in Japan

- Junior colleges by women who want to pursue courses stress home economics,
nursing, teaching, humanities and social science.
- There are various universities that students can attend in Japan. Private institutions
 make up 80% of university enrollments although the public schools have the most
prestige.
- To get into the universities (there are more than 500) the student must take two
exams; the first one is a national achievement test and the second one is given
by the university itself. The competition is quite fierce and some students who fail
the test will take another year to study and prepare to take the test again. These
students are called ronin, which meant samurai.
- 60% of the universities have graduate schools, but only seven percent of university
graduate gets Master's degrees. At the doctorate level, students enroll in
medical programs and the humanities.
- Japanese education relies upon examinations to determine which schools the
student will go to next, resulting in a push by students and parents (usually
mothers) for their children to study very hard for the test so that he or she can
get into the best schools.
- The entire educational system seems to be built on a principle that if you do well in
exams, you will get into good schools or universities and automatically into a
good life-time job.

D. Educational System in South Africa

Basic Education in South Africa
- Formal education in South Africa is categorized into sectors or levels. These sectors
are closely linked to particular levels: namely,
1. public ordinary school education,
2. independent school education,
3. special school education,
4. technical college education,
5. teacher training and university training.

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- A public school may be an ordinary public school or a public school for learners
with special educational needs. The levels are pre-primary, primary, secondary
and higher education.
- Compulsory General Education and Training (GET) covers the reception year,
Grades R to Grades IX.
- The General Education and Training corresponds to Level 1 of the National
Qualification Framework (NQF) and is divided into three phases: foundation
(Grades R-III) intermediate (Grades-VI) and senior (Grades VII-IX). As a rule,
children start primary education is divided into junior primary (Grades I-III) and
senior primary (Grades IV-VI).
- Grades VII-IX is the last stage of compulsory education and will lead to General
Education and Training Certificate.
- Further Education and Training (FET) or senior secondary education (Grades X-XII) is
not compulsory. At the end of Grade XII, students sit a public examination
leading to senior Certificate. Technical secondary education which generally
lasts for three years are offered in technical centers, high schools and vocational
schools.
- The eight learning areas that form the basis of all basic education up to the Further
Education Training (FET) Certificate are:
 1. Language, Literacy and Communication
2. Mathematical Literacy, mathematics and Mathematical Science
3. Natural Science
4. Technology
5. Human and Social Science
6. Economics and Management Science
7. Arts and Culture
8. Life Orientation

Higher Education in South Africa

- One school year consists of forty-one week (196 school days) which is divided into
four terms.
- Other relevant sectors of the educational structure include special education,
private education or independent schools, adult and non- formal education and
HIV/AIDS education.

E. Educational System in United Kingdom

- In England, education is compulsory for children ages 5-16.
- Most children attend primary schools until they are eleven and the transfer to
secondary schools. In the primary school the subjects are taught by the same
teacher for a year before moving on to the next teacher and next grade level on
the next year.

Basic Education in United Kingdom

- The national curriculum core subjects include English, Mathematics, and Science.
Each key level has definite emphasis that gradually becomes more advanced as
the level progresses. Key Levels: Foundation Stage, Key Stage One, Key Stage
Two, Key Stage Three, Key Stage Four, Post 16 Education

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▪ Foundation Stage - this is included in the national curriculum which covers children
aged 3-5 years, but does not have a strong mandate as to what needs to
happen during these years of schooling as it is not yet mandatory.
▪ Key Stage One - it includes children aged 5-7 years and year groups grades 1-2. It
mandates core subjects including English, Mathematics, and Science and non
core foundation subjects as design/technology, history, art/design, music and
physical education. Other statutory areas are religious education, the format of
which is decided by local education authorities (LEA’S) or by the faith in which
the school was founded.
▪ Key Stage Two - it includes children aged 7-11 and year groups 3-6. It mandates
the same core and non-core foundation subjects, with more emphasis on more
difficult topics and the addition of sex education to additional statutory areas
which is left up to the policy of school governors (school board).
▪ Key Stage Three - it includes children aged 11-14 years and year groups 7-9. It
mandates the same basics in Key Stages One and Two, but adds Foreign
Language, and Information/ Communication Technology to the mix while
adding appropriate difficulty to the core subjects.
▪ Key Stage Four - it includes those aged 14-16 and year groups 10-11. It covers the
 statutory program that must be taught to all students. Most schools include in
their core curriculum courses that lead to qualifications in each of the five
subject areas which are English, Math, Science, Information and
Communication Technology (ICT), and Physical education.
▪ Post 16 Education - it is not mandatory in England. Students can either continue
education or enter working world. Some secondary schools go beyond the 11-16
mandates to 11-18 and the student may stay there. If the high school does not
offer these ‘Sixth Form’ extra years, the student may go to a “Further Education
College” (FEC).
The following certificates or diploma can be awarded in the Post 16 Education. -
General Certificate of Education (GCE), a level comprising advanced subsidiary
(AS) and A2, each of these usually containing three assessed units. - Vocational
Certificate of Education (VCE) --- a level, dealing with the more applied aspects of
the subject; they are available in three-, six-, and twelve-unit sizes; they replaced
the advanced o General National Vocational Qualifications (GNVQs).
- Foundation and Intermediate GNVQ are widely used 16-19.
- Key skills qualifications at levels 1-4 of the National Qualifications framework.

Higher Education in United Kingdom

- In 1992, the binary divide in the higher education system was abolished. Former
polytechnics became universities enabling them to award their own degrees. -
Divisions continue to label pre-1992 universities as the “old” universities and the
former polytechnics as the “new” universities. Universities are not only concerned
with the undergraduate and postgraduate teaching.
- Higher education system in the UK needs to include reference to the Open
University as a major provider of the undergraduate and postgraduate degrees
for adults. The Open University pioneered the way for opening access by offering
greater flexibility for adult learners through distance learning programs.
- Students studying at a university for their first degree are called “undergraduates”.

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- Once a student has graduated, he/she becomes a “graduate” of the university. -
Ordinary degree programmes in the UK universities are usually 3- year courses. -
Undergraduates completing these programmes successfully are awarded either
a Bachelor of Arts (B.A.) or Bachelor of Science (B. Sc.) degrees are not
permitted to place B.A. or B.Sc after their names.
- Honours degree programmes are usually four-year courses. The degree title is
extended to B.A. (Hons.) and B.Sc. (Hons.), respectively.
- Masters’ degree is usually achieved after two more years study following an
Ordinary or an Honour degree. The students are awarded M.A. or M.Sc. - A
doctorate is normally awarded after several years (three years full time) of research
under the direction of a member of a department of a possession of a doctorate
and the presentation of a doctoral dissertation or thesis.

F. Educational System in United States of America

▪ Pre-primary education types of school providing this education are kindergartens,
nursery schools, preschool programmes, and child/day care centers. Age level is
4-6 years old and the duration is 2 years.
▪ Primary education- elementary school- there is varied levels of schooling in the
 primary education. Grades 1-4- children are from ages 6 to 10. Transition to
middle school. Grades 1 to 5- children are from ages 6 to 11. Transition to middle
school. Grades 1-6- children are from ages 6 to 12. Transition to junior high
school. Grades 1-7- children ages 6 to 14. Transitions to junior high school.
▪ Middle school education - Grades 4-6, 5-7, or 6-8. Age level is from 10-14. Length of
the program is 3 years.
▪ Secondary education - high school Grades 7-12 or 8-12, Ages 12-18 years old .
High school diploma is awarded.
2 levels: Junior high school - Grades 7-8, 7-9, or 8-9, Ages 12-14 years old Senior
high school - Grades 9-12, or 10-12 Ages 14-18 years old. Duration of
compulsory education is from entry of 6 years old to exit of 18 years old.

Higher Education in USA

- Higher education in the U.S. begins at the post-secondary education. - It is diverse
and autonomous community of publicly and privately supported institutions.
- Current data states that there are some 2,819 institutions offering Bachelor’s or
higher degrees and 4,927 institutions offering shorter non degrees of two years
duration.
- These higher education institutions are classified according to the following
categories:
➢ Research universities (I and II) - Comprehensive doctorate granting institutions that
have extensive theoretical and applied research in a wide variety of programs. ➢
Doctorate – granting universities (I and II) – Universities offering comprehensive
studies but awards Doctorate in limited fields or areas.
➢ Master’s (Comprehensive) universities and colleges (I and II) – Institutions offering
academic and professional programmes at the Bachelor’s and Master’s levels
but do not award research doctorate.
➢ Baccalaureate (Liberal Arts) Colleges (I and II)- Institutions offering Bachelor’s
degrees but not higher.

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➢ Associate of Arts colleges- they offer academic and professional or occupational
studies at the Associate Degree level including public community colleges and
public and private junior colleges.
➢ Professional school and the other specialized institutions- institutions that offer only
one or few related courses in the professional or academic with degree levels
from associate to research doctorates.
➢ Postsecondary vocational and technical schools- institutions offering short non
degree training programs of less than two years duration, leading to certificates
or diplomas in occupational specialties.
➢ Post-secondary education- there is no real age categories for post-secondary
education. American students starts college right after completing high school
(About 60% of all students who graduate from high school enter college at some
point in their life), Junior and technical colleges are designed to be 4- year
programs at the undergraduate level.

- In reality, the average American takes over 6 years to finish a four-year degree.
The reason is that more than 50% of college freshmen do not know what major or
specialization they wish to study. Also many students work to pay for college
 expenses. Thus, they may take fewer classes in order to work.
- Vocational and technical schools operate at either the high school or junior
college levels. They teach skills such as secretarial, auto-mechanics,
photography, and nursing.
- College and University education- a college usually has a Bachelor’s (4 year)
program. A university may be composed of several colleges.
- Universities often have graduate programs as well. For most purposes, a Bachelor’s
degree from a college is equivalent to a Bachelor’s degree from a University, so
that the two words “college” and “university” mean the same thing to most
Americans. Classes begin in September and end in June of every year. The
language of instruction is English.

G. Educational System in the Philippines

Basic Education in the Philippines (K-12)
- The K-12 basic education in the Philippines consists of Kindergarten, 6 years of
Elementary, 4 years of Junior high school, and 2 years of Senior high school. -
Kindergarten became mandatory in SY 2012-2013.
- The teaching in Kindergarten is built around six domains.
- From Grade 1-10 is a core of academic subjects taught using the spiral progression
approach. The subjects from Grades 1-10 are the Languages (Mother Tongue,
Filipino, English), Math, Science, Social studies, TLE, MAPEH. Mother Tongue is used
as the medium of instruction from K-Grade 3 and is taught as a subject only in
Grades 1, 2 and 3. Science as a subject is taught only beginning Grade 3. TLE is
taught starting Grade 4 until Grade 10.
- In Grades 11-12, the subjects are Languages (Filipino and English), Math, Science,
Social studies combined with TLE-Career Pathways.
- The focus in Grade 11 and 12 is on the specialization subjects that equip the
learner for the career path of his/her choice. These career paths come in 3 tracks
academic, techvoc and sports and arts. Those college bound choose the
academic specialization. Those who wish to continue the TLE specialization they

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had in Grade 9 and Grade 10 may choose the techvoc track. Another track can
be sports and arts.
- 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.

Higher Education in the Philippines

- Students who graduate in high school consisting of four years may proceed to
colleges, universities or technical vocational institutions, which are classified as
higher education institutions.
- Higher education institutions are supervised by a government agency called the
Commision on Higher Education or CHED.
- Majority of the higher education institutions in the country require entrance
examination for admission to college degree programs.
 - Most college degree programs are four years for baccalaureate degrees. Other
highly specialized field like medicine and law take around eight years to
complete.
- For technical vocation education or post-secondary education, there are two
year courses.
- Most of the college degree programs require passing a licensure examination for
the specific profession. (Nursing, Dentistry, Medical Technology, Medicine,
Engineering and Teaching). The examination are given by the Professional
Regulation Commission (PRC) while for law, the examination is given by the
Supreme Court.
- After completing the bachelor’s or baccalaureate degrees, courses in the
masters’ program of two years and doctoral program for three years are offered
by authorized colleges and universities. Most of these institutions have admission
requirements for the specific degrees.

II. Multicultural Diversity: A Challenge to Global Teachers

"the major goal of multicultural education is to transform the school so that the male
and female students, exceptional learners, as well as students coming from diverse
cultural, social- class, racial an ethnic groups will experience an equal opportunity to
learn in school" - James Banks

The issue of cultural majority-minority in the classroom has posed a challenge to

teachers, where the girls are than the boys, the natives are more than those immigrants,
the rich are less than the poor and many other devices that greatly influence how the
teacher would accommodate differences and commonalities. Added to this is the fact
that sometimes the teachers come from a culture that is different from where their
students belong.

▪ Learn as much about and become as sensitive to and aware of racial, ethnic,
cultural and gender groups other than your own.

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▪ Never make assumptions about an individual based on your perception of that
individual's race, ethnicity, culture or gender.
▪ Avoid stereotyping.
▪ Get to know each students as a unique individual: Walk in the footsteps of all your
students.
▪ Look into your own conscious and subconscious biases about the people who are
different from yourselves in race, ethnicity, culture, gender or socioeconomic
status.
▪ Plan your activities within a multicultural framework while making your classroom a
safe and secure haven for all the students.
▪ Infuse multicultural instructional materials and strategies in your teaching. ▪ Foster
collaboration and cooperation among your learners, parents. and teachers.

1. Pre- service teacher education programs should help prospective teachers

understand the complex characteristics of ethnic groups in ways race, ethnicity,
language and social class interact to influence students’ behavior.
2. Teachers should ensure that all students have equitable opportunities to learn and to
perform to a standard.

3. Teachers should help students to acquire social skills needed to interact effectively
with students from other racial ethnic, cultural, language of social groups.

4. The school curriculum helps students understand that knowledge is socially

constructed and are reflective of the social, political and economic context in which
they live and work.

5. Schools should provide all students with opportunities to participate in extra- and co
curricular activities that develop knowledge, skills and attitudes that increase academic
achievement and foster positive intercultural relationships.

6. Teachers and students should learn to reduce or eliminate stereotyping and other
related biases that have negative effects on racial and ethnic relation.

7. Schools should provide opportunities for students from different racial, ethnic, cultural
and language groups to interact socially under conditions designed to reduce fear and
anxiety.

8. Teachers should teach and students should learn about the values shared virtually by
all cultural groups like justice, equality, freedom, peace compassion and charity among
others.

"All men are pretty much alike. It is only by culture that they are set
apart" --- Confucius ---

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There are guiding principles which were adapted from an interdisciplinary group
of psychologist, political scientists, sociologists and multicultural specialists, are hereby
presented. Some of basic assumptions that enhance teacher development.

▪ No two learners are exactly the same.

▪ Children in all classrooms are heterogenous.
▪ Strategies that work with one learner may not work with another. ▪ Student's
background and experiences should be considered when teaching. ▪ Community
members from various ethnic groups can assist teachers in facing issues of ethnic
differences and similarities.

Diversity of Learners
Taking into account the diversity in schools in a major challenge. Every one's
heritage is given due respect, and differences should be regarded as strengths to build
on rather than deficits to be overcome. However, the focus on group differences may
lead to a basis for stereotyping which multicultural teacher have to avoid (Gallimore
and Goldenberg, 1998)

Suggestions for understanding multi-cultural learners by Fraser-Abner - There is a need

for curricular and instructional modifications, teaching styles, re examination of
teachers' attitudes, beliefs and perception.This movement called multicultural
education enables teachers and educators to give value to differences in prior
knowledge, experiences of learners from diverse background and familiarity with
students' histories of diverse cultures. (Haertel 1998) - Diversity in the schools of the
country as well as in other schools in the world is also an opportunity. Our country as
well as other countries are enriched by the ethnic, cultural and language diversity
among the citizens and among its school. Whenever this diversity exists, intergroup
tension, stereotypes and discrimination develop. This becomes an opportunity for
teachers and schools to help unify individual and citizens as a contribution to a
democratic and pluralistic society. - The inclusion of learners with special needs has
also increased diversity in schools. Environmental adaption of classrooms, behavior
support plans, cooperative learning, peer tutoring and team teaching are some of
the responses of multicultural education.

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ELABORATE
Instruction: Using ERRC Action Grid, fill out each box with skills that a global teacher
teaching multicultural classes should Eliminate, Reduce, Raise, and Create.

ERRC Action Grid Practices of a Global Teacher Teaching Multicultural Classes

ELIMINATE TEACHING SKILLS REDUCE TEACHING SKILLS
 RAISE TEACHING SKILLS CREATE TEACHING SKILLS

EVALUATE
Instruction: Review the Philippine Enhanced Basic Education and compare with any of
your chosen country. Establish your comparison of similarities and differences on
curriculum structure, content, framework, or design. Use a Venn Diagram.

Philippines Country of Choice

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REFERENCES
Purita P. Bilbao, Ed.D, Brenda B. Corpuz, Ph.D, Avelina T. Llagas, Ed.D. The Teaching
Profession. Lorimar Publishing Company. QC
Dr. Avelina M. Jao (2017). The Teaching Profession. Jimezyville Publications Lourdes S.
Lim, Ed. D. Rosalina A. Caubic, Ed. D. Luvimi L. Casihan, Ph.D. The Teaching
Profession. Adriana Publishing Co., INC.

ADDITIONAL
MATERIALS

Read: Multicultural Diversity: A Challenge to Global Teachers by Sarahlly Baluyot (2016).

Retrieved from: https://prezi.com/mleurtychxru/lesson-3-multicultural-diversity-a
challenge-to-global-teachers/

Watch: K to 12 Basic Education Program in the Philippines by CIIT College of Arts and
Technology. Retrieved from: https://www.youtube.com/watch?v=NfasYVlyYLE

PREPARED BY:

Ms. Rosell P. Cultivo Ms. Desiree S. Isidro

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