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WEEK NO: 8 – 10 Globalization is a 'process that focuses on the worldwide

flow of ideas, resources, people, economy, values,
culture, knowledge, goods, services, and technology',
The Teacher and the Community while internationalization of higher education is
described as 'the process of integrating an international,
intercultural and global dimension into the goals,
teaching/learning, research and service functions of a
Schools are important organizations that pre- university or higher education system'.
pare our children for adult roles. Their working Internationalization emphasizes the relationship
mechanism has a strong effect on the quality of between and among nations, people, cultures,
education. There are many theories that try to explain institutions, systems while globalization stresses the
the nature of the school organizations. Among them, concept of worldwide flow of economy, ideas, culture,
social systems theory has become of the most realistic etc. The difference between the concept of 'worldwide
models for schools. flow' and the notion of 'relationship among nations' is
both striking and profound. Thus, these two concepts are
A. External Environments and Accountability of Schools very much related to each other but at the same time
different. Debate continues whether internationalization
To understand the behavior of an organization of higher education is a catalyst, reactor or agent of
you must understand the context of that behavior-that globalization.
is, the ecology of the organization.” Pfeffer and Salancik
(2003), The External Control of Organizations.
Refers to a research tradition that emerged from
the basic framework of Jeffrey Pfeffer and Gerald R.
Salancik’s classic 1978 work, The External Control of
Organizations: A Resource Dependence Perspective.
Based on the principle that an organization must
engage in transactions with other actors and
organizations in its environment to acquire resources.
These may create dependencies that are not. Resources
that the organization needs may be scarce, not always
readily obtainable, or under the control of uncooperative
actors. The resulting unequal exchanges generate
differences in power, authority, and access to further
resources. There is no recipe or one set of indicators for an
internationalized university. Internationalization is a
B. Adapting to External Environment process of change which is tailored to meet the individual
External environment may be defined as all needs and interests of each higher education entity.
those conditions and forces which are external to the Consequently, there is no 'one size fits all' model of
business, education and are beyond the individual unit, internationalization. Adopting a set of objectives and
but it operates within it. External environment refers to strategies which are 'in vogue' and for 'branding'
the environment that has an indirect influence on the purposes only negates the principle that each program,
business. The factors are uncontrollable by the school or institution, or country needs to determine its individual
education. approach to internationalization based on its own clearly
The microenvironment is also known as the task articulated rationales, goals and expected outcomes.
environment and operating environment because the This recognizes that the internationalization process is
micro environmental forces have a direct bearing on the driven by an assessment of individual needs and
operations of the school. The micro environmental priorities and that a 'formulaic' or latest fad approach is
factors are more intimately linked with the school than not appropriate, beneficial or sustainable. This truth can
the macro factors. also present challenges. For example, what if an
Macro environment is also known as general institution or county sees internationalization of higher
environment and remote environment. Macro factors education as a tool for economic gain or political
are generally more uncontrollable than advantage? This is an example where the academic
microenvironment factor. When the macro factors purposes and values of cooperation, mutual benefit and
become uncontrollable, the success of school depends partnership need to be emphasized.
upon its adaptability to the environment. After several decades of intense development
The microenvironment consists of the factors in internationalization has grown in scope, scale and
the company’s immediate environment that affects the importance. There is no question that it has transformed
performance of the school. the world of higher education, but internationalization
has also undergone fundamental changes itself. The key
Internationalization and Globalization of education question is whether the changes have been for better or
Jane Knight - Adjunct Professor, Department of worse? For instance, twenty-five years ago could anyone
Leadership, Higher and Adult Education in OISE (Ontario have imagined that international student mobility in
Institute for Studies in Education), University of Toronto 2014 would be big business and more closely aligned to
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the recruitment of brains for national innovation Regional institutional agreements and networks
agendas than helping developing countries build human
capacity. Recent national and worldwide surveys of It if is often believed that the greater number of
university internationalization priorities and rationales international agreements or network memberships a
show that establishing an international profile or global university has the more prestigious and attractive it is to
standing is becoming more important that reaching other institutions and students. But practice shows that
international standards of excellence. Capacity building most institutions cannot manage or even benefit from a
through international cooperation projects is being hundred plus agreements. To maintain active and fruitful
replaced by status building initiatives to gain world class relationships requires a major investment of human and
recognition and higher rankings. Awarding two degrees financial resources from individual faculty members,
from institutions located in different countries based on departments and international offices. Thus the long list
the workload for one diploma is being promoted through of international partners often reflects paper based
some rather dubious double degree programs. And all of agreements not productive partnerships. Quantity is
this is in the name of internationalization? perceived as more important than quality and the
At the same time, there are countless examples international agreements list is more of a status symbol
of positive initiatives which illustrate how collaborative than a record of functional academic collaborations. A
scholarship, cross border education exchange, and more recent trend is the paring down of the number of
campus-based internationalization strategies contribute agreements to ten or twenty institution-wide priority
to the development of individuals, institutions, nations, partnerships. This can lead to more comprehensive and
and the world at large. The benefits of sustainable relationships but also to a sense of
internationalization are many and varied, so are disgruntlement among faculty members and researchers
potential risks and unintended consequences. about a top-down approach to international
collaboration and the curtailment of individual
Quality issues and challenges related to international research or curricular interests.
internationalization
C. The Teacher and the Community
It is forecasted that by 2025 the demand for The very title of this course subject indicates that
international education will grow to 7.2 million students- the teachers are expected to be part of the community.
a quantum leap from 1.2 million students in 2000. Some, To be part of the community definitely means to
but certainly not all of this demand, will be met by participate in the life of the community.
student mobility. Consequently, the number of new The eight (8) Sections of Article III of the Code of
providers are delivering programs to students in their Ethics refer to the community within the school and the
home countries is accelerating at an unprecedented rate. community outside the school.
It is no longer just students, faculty, and researchers who
are internationally mobile - -academic programs are ARTICLE III
being delivered across borders and branch campuses are THE TEACHER AND THE COMMUNITY
being established in developing and developed countries
around the world. Section 1. A teacher is a facilitator of learning and of
While, these new developments are intended to the development of the youth; he shall, therefore,
increase access to higher education and meet the render the best service by providing an environment
appetite for foreign credentials and employment, there conducive to such learning and growth.
are serious issues related to the quality of the academic
offer, the integrity of the new types of providers, and the Section 2. Every teacher shall provide leadership and
recognition of credentials. The increase in the number of initiative to actively participate in community
foreign degree mills (selling 'parchment' only degrees) movements for moral, social, educational, economic
and accreditation mills (selling bogus accreditations for and civic betterment.
programs or institutions), and rogue for-profit providers
(not recognized by national authorities) are realities that Section 3. Every teacher shall merit reasonable social
face students, parents, employers, and the academic recognition for which purpose he shall behave with
community. Who would have guessed two decades ago honor and dignity at all times and refrain for such
that international education would be struggling to deal activities as gambling, smoking, drunkenness, and
with fake degrees and accreditations; academic other excesses, much less illicit relations.
credentials that are earned but not recognized; and non-
regulated 'fly by night' institutions? Of course, it is Section 4. Every teacher shall live for and with the
equally important to acknowledge innovative community and shall, therefore, study and understand
developments by bona fide new providers and local customs and traditions in order to have
universities who are delivering high quality programs and sympathetic attitude, therefore, refrain from
legitimate degrees through new types of arrangements disparaging the community.
and partnerships (franchise, twinning, branch campus).
The perpetual issue of balancing cost, quality and access Section 5. Every teacher shall help the school keep the
significantly challenges the benefits and risks of cross people in the community informed about the school’s
border education. work and accomplishments as well as its needs and
problems.
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6. Peacemaker: Although it is generally better to avoid
Section 6. Every teacher is intellectual leader in the direct confrontations, should it happen, you step in
community, especially in the barangay, and shall quickly to reestablish order and direct the group
welcome the opportunity to provide such leadership toward a constructive resolution.
when needed, to extend counseling services, as 7. Taskmaster: You are ultimately responsible for
appropriate, and to actively be involved in matters keeping the session on track. This entails tactfully
affecting the welfare of the people. cutting short irrelevant discussions, preventing
detours, and maintaining a consistent level of detail
Section 7. Every teacher shall maintain harmonious throughout the session.
and pleasant personal and official relations with other 8. Praiser: At every opportunity, you should praise
professionals, with government officials, and with the participants for good effort, progress, and results –
people, individually or collectively. praise well, praise often, praise specifically.

Section 8. A teacher posses freedom to attend church It can seem difficult to pinpoint impact of a
and worships as appropriate, but shall not use his professional facilitation. By understanding all of the
positions and influence to proselyte others. many roles that a professional facilitator must play
during a session, however, you are equipped to ask the
right questions and evaluate whether your facilitator will
Teacher as Facilitator of Learning ensure efficient use of resources, high participation, and
Section 1 states that the teacher is a facilitator of productive outcomes.
learning and the development of the youth… therefore
shall render the best service by providing an Teacher Leadership and Initiative for Community
environment conducive for such learning and growth. Participation
By definition, a facilitator is “a person…that As professional teachers you do not live in an
makes an action or process easy or easier.” If ever there ivory tower, meaning you are not supposed to be
was an insufficient definition for something, this is it. removed nor aloof from community life. Schools are at
the heart of communities and you as professional
Effective facilitators have to wear many hats in teachers are expected to-be-in-the-world and to-be-in-
any given session. The role encompasses presentation the-world-with-others and for others, borrowing the
abilities, training abilities, people skills, project words of Heidegger.
management – and more. This person has to keep the Providing leadership and initiative also means
group focused, take them deeper with a topic, and working with the community. This means getting the
(sometimes) keep a potentially volatile situation at bay. parents and other members of the community
This is a dynamic role in which the facilitator is delivering participate in school activities.
important content and helping to engage productive You do not just welcome the opportunity to lead,
interactions without necessarily knowing as much as the you may offer your help for the improvement of your
individuals he or she is facilitating. community. Many a time, you can be a guidance
In short, a good facilitator is focused on the topic counselor, a prayer leader, commentator or reader in
at hand, the interaction process and students, and the religious celebrations, fiesta coordinator, judge in or
optimal path to reach the objective. This is a complex coach for a contest, financial manager, etc.
balancing act that requires numerous skill sets. Teachers, as they participate in community
We have identified eight distinct roles that a affairs prove that they “are the most responsible and
facilitator is likely to play during a session. most important members of society because their
1. Motivator: From the rousing opening statement to professional efforts affect the fate of the earth.”~
the closing words of cheer, you ignite a fire within
the group, establish momentum, and keep the pace. Professional Teacher with Honor and Dignity
2. Guide: You know the steps of the process the group Obviously, if as a professional teacher, you are
will execute from beginning to end and carefully an inveterate gambler, chain smoker, and alcoholic or it
guide the participants through each step-in turn. is common knowledge that you are engaged in an illicit
3. Questioner: You listen carefully to the discussion and relationship, how can you have moral authority? Who
quickly analyze comments to formulate questions will listen to drink alcoholic drinks, not to gamble, etc.?
that help guide a productive group discussion and Your audience will say “Look who’s talking?”. It is a
challenge the group when appropriate. matter of do what others want to do.
4. Bridge Builder: You create and maintain a safe and Society expects so much of teachers, that they
open environment for sharing ideas. Where other fail to live up to the challenge to behave or model good
people see differences, you find and use similarities behavior, they are condemned without trial. It is no
to establish a foundation for building bridges to wonder why many are afraid to answer the call to teach.
consensus. Society seems to expect too much more from
5. Intuitive: Throughout the session, you are attuned to professional teachers than from any other professionals
signs of strain, weariness, aggravation, and and look at teachers with scrutinizing eyes.
disempowerment, and respond in advance to The quotation states, “The influence of a good
prevent dysfunctional behavior. teacher can never be erased, but the influence of
dishonorable teacher is as lasting.”
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Teacher’s Attitude toward Local Customs and Traditions What can schools do for communities in return?
The community expects every teacher to live for Schools may allow the community to use school
and with the community and shall therefore study and resources. Here are concrete examples enumerated by
understand local customs and traditions in order to have the DepEd Primer on School-Community Partnership:
a symphatetic attitude, therefore refrain from 1. Classroom used by community organizations for
disparaging the community. meetings
Every culture including hers has its positive and 2. School used as polling place and venue for
negative aspects. What we need to pass on are the medical mission which it may co-sponsor with
positive aspects of the culture. We need to purify, the Rural Health Unit
however, the negative aspects with teacher pointing 3. School used by the Rural Health Unit for
them out tactfully and sincerely. mothers’ class on child care
4. School used as an evacuation center
The Professional Teacher and Information Update 5. School facilities used for community assemblies
Community refers to be internal and external 6. School basketball court used for local
stakeholders. As internal stakeholders, it includes the celebrations and barangay sports league
students and teachers. The external stakeholders are the 7. School conduct livelihood skills-training
other parents in the community without children programs for parents and out-of-school youths
enrolled in school, barangay officials, and other by using school resources
government officials, non-government organizations, 8. Livelihood skill-training for parents and out-of-
government organizations, alumni, and retirees. school youths by teachers themselves
Why do these stakeholders have to be informed?
The school is there for the community and so the Every community has resources that surround
community has the right to be informed about its the school.
activities, accomplishments, needs and problems. • Natural resources Human resources – refer to the
Informing them about the school’s projects, needs and skills, talents, qualities and attitudes of the people
problems give them a sense of ownership. Having a sense living in the community.
of ownership, these stakeholders will participate more • Social assets – the relationships, rules, established
actively in the resolution of school’s problems and needs. course of action, and practices that can serve as
instruments in attaining specific school goals in a
Professional Teacher and Government Officials and other given situation.
Professionals • Material resources – man made things such as
As a professional teacher, you cannot afford not equipment, property, facilities, tools, and the like
to be in pleasant relations with others especially those which can be used by the community anytime.
with whom you work with like other professional • Financial assets – monetary, income or cash
teachers. It is always best to be in good terms with resources.
everyone else in the community. • Natural resources – refer to the physical
Desiderata gives this advice: “As far as possible, environment of the community Teachers who are
without surrender, be on good terms with all persons. skillful in tapping these resources have the power to
Speak your truth quietly and clearly; and listen to others, break the cycle of financial difficulties of the school.
even the dull and the ignorant they too have their story.”
Creating a community of learning partners in school
Professional Teacher Does not Use Position to Proselyte recognizes that many public and private community
To be in a position means to have power to institutions share responsibility for helping:
influence for a purpose, i.e., for your to use that position • Children develop socially, emotionally, physically,
to perform your job as a professional teacher. It is highly and academically ;
unprofessional for a teacher like you to use your position • Students become motivated and engaged in
of influence to proselyte. learning;
The 1987 Philippine Constitution states, “No law • Families and schools work effectively together; and
shall be made respecting an establishment of religion or • Communities become safer and more economically
prohibiting the free exercise thereof. The free exercise vibrant.
and enjoyment of religious profession and worship,
without discrimination or preference, shall forever be Let us remember this, “Learning and the areas to be
allowed. No religious test shall be required for the learned should not have boundaries. Education, as a
exercise of civil or political rights.” public property, should belong everyone, not just the
academically successful but also those who have wisdom
Opportunities for School-Community Partnership outside the school.” Sayer and Williams, 1989~
Partnership implies two parties helping each
other. Both parties benefit. This means that if a school- Sociological Basis of School-Community Partnership?
community partnership exists, both parties benefit from The functionalist theory states that institution
the relationship. Thus in the following paragraphs we must perform their respective functions for the stability
shall present what communities can do for schools and of society. Other institutions must come in if one
what schools can do for communities. institution fails to do its part for the sake of society.

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The school cannot do it all. “It takes a village to
educate a child”, African Proverb. It has to work in
partneship with other institutions in the community such
as the church, government organizations and non-
government organizations. With the breakdown of
families, schools face greater challenge in education the
young.
The rearing and education of child is the primary
obligation of parents. The school, the Church and other
social institutions come in to assist parents and families
to fulfill their irreplaceable obligation. So, families,
schools, and other social institution need to work
together to save the youth.

Legal Bases for Parents and Community Involvement

It is no wonder why even our laws support

school-community partnership.
1. Republic Act 9155 “Governance of Basic Education
Act of 2001” Section 1.2 The parents and the
community shall be encouraged for active
involvement in the education of the child. The
participation, coordination between and among the
schools, the, local school boards, the Parent
Teachers Associations (PTAs) must be maximized;
2. Republic Act 10410 “Early Years Act (EYA) of 2013”.
Section 5. (b) Parent Education and Involvement,
Advocacy and Mobilization of Communities. – This
component shall harness and develop parents’
strengths as providers of ECCD programs at home, as
active partners of other stakeholders, as advocates
for community concerns that affect children, and as
pillars of support for local and national ECCD
programs through community organization efforts;
3. Republic Act 8525 “Adopt-a-School Program Act”, it
allows “private entities to assist public school,
whether elementary, secondary, or tertiary,… in, but
not limited to, the following areas; staff and faculty
development for training and further education;
construction of facilities; upgrading of existing
facilities, provision of books, publications and other
instructional materials; and modernization of
instructional technologies.”
4. Philippine Education for All (EFA) 2015 Plan, then a
vision and a holistic programs of reforms that aimed
to improved the quality of basic education for every
Filipino by end 2015 likewise states: Schools shall
continue to harness local resources and facilitate
involvement of every sector of the community in the
school improvement process. This EFA 2015 Plan was
extended in Education for All Beyond 2015 – Agenda
2030.

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