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.