ON BECOMING A GLOBAL TEACHER 

GLOBAL AND GLOCAL TEACHER 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 v 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." Sustainable Development Goal (SDG) 4 for Education is one of the seventeen goals of the United Nation's SDGs. The seven of the ten targets are expected outcomes while three are means of achieving the outcomes. These outcome targets bring together all member nations to expand beyond their geographical territories for global education.

By 2030, the seven outcome targets of SDG 4 must have been achieved. These are:

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 effective 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.

  4.4 Relevant skills for decent work. Substantially increase the number of youth and adults who have relevant skills including technical and vocational skills, for employment, decent jobs and entrepreneurs. 

  4.5 Gender equality and inclusion, Eliminate gender disparities in education and ensure equal access to all levels of education and vocational trainings for vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.

  4.6 Universal youth literacy. 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. Ensure all learners acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promote culture of peace and non-violence, global citizenship and appreciation of cultural diversity and cultures contribution to sustainable development.

Thus, to meet the various global challenges of the future, the 21" Century Learning Goals have been established as bases of various curricula worldwide. These learning goals include: 

1. 21" 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 how to learn.

      • Life skills: leadership, ethics, accountability, personal responsibility, self-direction, others

      • 21st Century Assessments: Authentic assessments that measure the areas of learning

FROM GLOBAL TEACHER TO GLOCAL TEACHER PROFESSIONALS

   A glocal teacher 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 time tested as well as modern technologies in education in any time and any place in the world. A glocal teacher is someone who thinks and acts both locally and globally with worldwide perspectives, but is teaching in 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 is 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 the 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 

    • 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.

   The need for glocal teachers is on the rise in several countries worldwide. Even developed countries are in dire need of competent teachers who will teach in rural and urban classrooms imbued with the characteristics and attributes of a glocal teacher.

THE ASEAN: ONE VISION, ONE IDENTITY, ONE COMMUNITY

 The teaching profession and professional of the ten ASEAN member countries as a whole.

A. The Levels of Schooling as a Teaching Meliu 

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., 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 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 Grades 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 Grades 7, 8, 9, 10 while Grades 11 and 12 belong to the Senior High school.

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 and Skills 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 teacher gets appropriate private qualification degree in the tertiary level in order to teach in either the elementary or secondary levels of the education system in either the public or school in a particular country. In addition to the degree, most countries have specific recruitment policies and guidelines.

B. THE TEACHER PROFESSIONALS ACROSS THE ASEAN

1. Academic Preparations of Teacher Professionals in Basic Education

The admission to pre-service teacher education varies from the graduates of Grade 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 (9 yrs of basic education + 3 years teacher preparation) or 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 of 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 of basic education plus 4 to 5 years of Baccalaureate Degree plus one year of Graduate Diploma.

ASEAN countries have comparable academic teacher education preparations, however there are those who have gone beyond their borders, while others are still strengthening their programs. Differences are according to the context and needs and the education system of the particular member country, their history culture and aspirations. Here are some commonalities in the teacher preparation.

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 the ASEAN countries, are four important components which are being addressed in the preparation of teachers:

1. 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 the person-hood of the future teacher. (What to Know about Oneself and World.)

2. Pedagogy - This component provides variety of teaching delivery approaches beyond the traditional methods of teaching. The more innovative methods including student-centered 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. Pedagogical theories and principles are also included. (How to Teach).

3. Teaching Practicum/Experiential Learning - In this cluster, knowledge, theories, principles and pedagogies learned are validated 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)

4. 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); and Diploma in Education either Pre-baccalaureate/ Post Graduate (PGDip). There are variations from country to country.

The most common are standards that revolve around or anchor on the following domains: 

1. Skills in the 21 Century

2. Professionalism and accountability 

3. Pedagogical competence

4. Teacher's characteristics/ qualities 

5. Knowledge competence

C. 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 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 civic holiday or religious holidays.

• 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 vary from country to country and from school to school. Sometimes actual teaching refers to contact time or time on task.

• Management of Learning - refers to activities that support the actual teaching. This can be beyond actual teaching time like remediation or enhancement, homework, or co-curricular activities. 

• 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.

2. Teacher Licensing and Recruitment

Most teachers are licensed as professionals or are certified to teach by the country's appropriate agencies. Those who are not 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 authority to applicants while in Indonesia, Akta IV teacher license is given by the teacher colleges for an teach. In other countries where no licensing is 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.

D. THE TEACHER AND THE TEACHING PROFESSION BEYOND THE ASEAN

  There are three examples of countries beyond the ASEAN. These are China, Japan and the United States of America. These countries were included as samples in the 2013 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 that 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 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 topics in order to pass national examinations.

Education, one of the fundamental Chinese traditions, entered 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 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.

State-paid teachers are categorized into grades according 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-grade teachers 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 teachers are the responsibility of each province. Generally, primary teachers should have at least graduated from secondary normal schools or senior secondary school while the junior secondary teachers should at least have a teaching diploma from junior teacher colleges. The senior 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 assumption in the Chinese society is that the teacher tells the single and absolute truth, and the job of the students is to absorb the knowledge conveyed by the teacher without question. While some 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 teacher. It is a common experience of students to complete a 45 minute 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 espoused by the teacher and the textbook is not to be challenged.

Because of the cultural uniqueness in delivering the lessons by the teachers, China Ranked 1 in the Global Teacher Status Index, where teaching profession is regarded equal to the doctor. This will further be 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. The school system from 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 the 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 of obedient, quiet school children sitting on their desks, listening to the teacher and 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 their respect." 

In Japan, education is free and 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 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.

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 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 in the pre-school, elementary school, lower secondary school and upper secondary school.

First Class Certificate 

is 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 is a 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.

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 examinations.

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 a 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 applicants gain entry to the teaching profession, they are assured of lifetime employment. They are promoted essentially on the basis of seniority, as in all public sector and most major private corporation employment. Because of the lifetime employment policy, all prefectural and municipal boards of education are very careful in selecting new teachers. Dismissals are extremely rare and normally occur only for unethical conduct.

Teachers are rotated from one school to another within the prefecture on various schedules.

3. United States of America

The American Educational 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 country provided a very strong foundation for teacher education.

Basic Education, the Avenue for Teaching Jobs in 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 programmes, 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 7-8, 7-9, or 8-

• Senior high school. Grades 9-12, or 10-12 

• Duration of 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 or 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 prospective 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 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 towns typically earn more than teachers in either urban or rural districts. Some teachers work at another job during the school year or summer. On the average according to the Global Teacher Status report, the average income of teachers $44,917.00.

TEACHER STATUS

Social Status of Teachers - Contextual understanding of the teachers status was done by ranking teaching along side other professions in the country.

• Two thirds of the countries judged the status of teachers to be most similar to social workers (Germany, Italy, Spain, Switzerland and the Netherlands). The second closest status was to librarians (USA, Brazil, France, Turkey) and in New Zealand, people think that the job of teaching is most similar to nursing. Only one country (China) think of teachers as being most closely compared to doctors. The result seems to show the type of work the teachers do in the different parts of the world. However, to determine the social standing of the teaching profession in the order of how they are respected, the results show that:

• There is a higher regard of teachers in the primary/ elementary school teachers than in the secondary school teachers, and head teachers against 14 other occupations included.

Teaching: Sought-After Profession - When parents were asked if they could encourage their children to become teachers, the summarized answers are as follows:

• 50% of parents in China provide positive encouragement for child to become teachers. China is joined by South Korea, Turkey and Egypt while parents in Israel, Portugal, Brazil and Japan are least likely to encourage their children to become teachers.

Pupil Respect for Teachers - Parents were asked to respond whether they believed that teachers are respected by their pupils.

• In China, 75% of the respondents believe that students respect their teachers, compared to only 27% average per country.

• Turkey, Egypt, and Singapore have a high level of  belief that pupils respect teachers with an average of 46%.

•  Across Europe, there are higher levels of pessimism about students' respect for teachers than in Asia and the Middle East. In most of the European countries. respondents thought that the pupils disrespect teachers than respect them.

2. Perception of Teacher Reward

• • Most countries judged a fair rate of pay as similar to teacher's actual pay.

  • 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 teachers 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. 

• 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.

A. THE CHANGING GLOBAL LANDSCAPE AND THE 21" CENTURY SKILLS FOR TEACHERS

  We are in an era of borderless "flat" world. Barriers have been broken by new information and communication technologies. Globalization has opened doors that led nations to co-exist and be interdependent. However, the common future will still be more dependent on the knowledge, skills and values of its people, thus glocalization can be the response.

As future teachers of the 21" century, there is an urgent need to understand the new landscape that is brought about by the changes in leaps and bounds of the century. Furthermore, the development of the 21 century skills is a necessary tool for teachers. Without these 21" century tools, no teacher can survive.

Zhou, 2006 as mentioned in SEAMEO, INNOTECH 2011, identified some key categories of the different changes and developments in the 21" century teaching and learning. To understand the categories, we will attempt to:

1. describe the new learning environment,

2. identify the new learning contents,

3. explain the new processes of learning and how these will be facilitated, 

4. describe the new type of learners, and

5. describe the new type of teachers.

The New Learning Environment. 

  The idea of learning environment has broadened from the confines of the four walls of the classroom to places and spaces that support learning. It is a place where interactions of the learners among one another, with the teacher and the surroundings happen. It is characterized by the following:

• learner-centered,

• new spaces and borderless,

• enhanced opportunity for creativity and innovations, and

• use of ICT.

The New Learning Contents. 

 With the new learning environment and the explosion of knowledge, content or subject matter of learning has been modified. From a specific discipline or subject area, 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, local concepts.

The New Processes of Learning and How These will be Facilitated 

With advancement in the 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 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 learners and teachers 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 a 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 to

 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.

The New Types of Learners- The new breed of learners does not have age boundaries. 

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 the new generation: pop-culture, different ways of thinking, responding.

Life and Career Skills

• Flexibility and Adaptability -  Learners adapt to various roles, responsibilities and schedules. Despite the complex condition, they are able to do the different tasks at one time. Recognition of this potential will give a signal to the teacher to provide all learners the opportunities to develop their individual potential of being adaptable and flexible. Rigidity runs counter to the development of this skill.

• Initiative and Self-direction - A self-directed learner demonstrates life and career skills. Goals are set and managed by themselves. There is a commitment to learning as a lifelong process. Many of the young learners are capable of doing things without being told. They take initiatives. They do not need to be given detailed instructions. They plan and work out their plans. Like the learners, the teachers should also possess the same skills

• Social and Cross-cultural skills - This life and career skills require learners to respect cultural differences and work effectively with others, to be open-minded to different ideas in order to innovate and improve quality of work. If one understands the other's culture, it will be easy to respect. Disrespect may spring from ignorance and bias. To be able to appreciate the mores, tradition, history of others, one needs to be open and willing to accommodate and compromise. 

• Productivity and Accountability - Individuals who possess these skills are able to produce results. They respect teamwork and cooperation. They manage time very well and can do multitask. The most tangible proof that one has done something is the product or result. It can be an idea, or a material product. When one is tasked to do something. that person has an accountability to produce results as evidence of a job done. Better results are accomplished if done together through collaboration and cooperation.

• Leadership and Responsibility - Good leaders use interpersonal and problem-solving skills with integrity and ethical behavior to influence and guide others. Leadership and responsibility are life skills that should be developed by all learners and teachers. Leadership is not assigned, it is earned. As the saying goes: "Leaders are born, but they can also be made."

The New Type of Teachers

  As teachers are currently preparing students for jobs and technologies that don't even exist yet, the challenge then is to produce the 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 the 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 end of their schooling:

• Use broad pedagogies including inquiry-based learning, cooperative learning, other pedagogies; 

•  Skillful in the integration of ICT in pedagogy;

• Skillful in the use of assessment to guide teaching and learning:

• Great understanding of local and global 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)

B. UNESCO'S FOUR PILLARS OF LEARNING FROM DELOR'S REPORT: LEARNING: A TREASURE FROM WITHIN

 Our common future will depend on the degree to which we all become better world citizens. There are huge changes that take place in our world. Too much is being asked of schools and teachers hence there is a greater demand to cope and strike a balance between what is unchanging and what is changing. What is unchanging must remain, and so what is changing, should be dealt with?

When Jaques Delor wrote a report for the UNESCO entitled: Learning: A Treasure from Within, it was because he believes that "within each child lies a treasure." (Delors, 1996). The four pillars are seamlessly linked to each other.

• Learning to Know - This implies thirst for knowledge and acquisition of such knowledge. More so, it is learning how to learn throughout one's life. After completing formal education, there should be a great desire to gain more understanding of the world and other people. An individual who is knowledgeable is literate. Being literate is always related to being knowledgeable. Thus the definition of the word literacy evolved through time. Here are some definitions made by the UNESCO.

• Learning to Do - How can the knowledge and the methods be incorporated and enhanced towards the development of skills? To apply knowledge, one must have the 21" century skills. Qualifications now is equated to skills and not to knowledge alone. Can the knowledge gained be translated to application? Learning by doing is a pragmatist's view of life. Knowledge acquired is nothing unless applied in daily life.

• Learning to Be - One of the most difficult things to do among the pillars is Learning to Be. It implies developing the potentials of each individual. Continuing education must improve self-knowledge and self-esteem. What would you like to BE? Answer to this question will require self-analysis, reflection, social skills, creativity and personal discovery. At this point in time, have you decided that you should really BECOME a TEACHER? Do you have now the skills that enable you to become one?

• Learning to Live Together - This refers to the relationships among people. It is bringing in together a community to work harmoniously, to live in peace and prosperity and to show respect and concern for others. It also refers to interpersonal skills that will enable people to live side by side with others at home, in school, in the community and the whole world.

All the pillars are interrelated with each other as basic principles. One pillar will not function if it stands alone. There is a need to connect in order to address the 21st century demands for teaching and learning.