The global teachers: knowledgeable of k to 12

program of various countries

Global teachers: multicultural skills
Ensuring the teacher quality through
competency framework and standards

GROUP 2
 1.
The global teachers: knowledgeable
of k to 12 program of various
countries

2
✘ Basic Education - a whole range of education activities
either formal or informal or non formal setting with the
goal of meeting the learners’ basic learning needs.

✘ No Country will achieve rapid economic growth without

investing in education.

3
THE PRESENT BASIC EDUCATION SCENARIO IN THE PHILIPPINES

✘ To enhance the quality of basic education

✘ Enactment of Kindergarten Education act in 2012 and
the Republic Act 10533 known as Enhanced Basic
Education Act of 2013.
✘ Enhanced basic education is popularly known as K to 12
✘ Flagship reform strategy which initiated by the DepEd
Secretary
4
✘ Objective of Producing more productive and responsible
citizens fully equipped with the essential competencies,
skills for both lifelong learning and employment.
✘ Kindergarten
✘ 6 years elementary education
✘ 4 years junior high school
✘ 2 years senior high school

5
 The Reason For Coming Up To k-12 Program

1. The additional two years hope to address the

deteriorating quality of Philippine Education System as
revealed by the low achievement score of the Filipino
students in the NAT. The Philippine also had low
performance in the Trends in International Mathematics
and Science Study (TIMSS) as revealed in the 2003 and
2008 TIMSS
6
 PHILIPPINE AVERAGE TIMSS SCORES
(TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY)
Score International Rank Participating
Average Countries
2003 Results
Grade IV
Science 322 489 23 25
Mathematics 358 495 23 25
2008 Results
Advanced
Mathematics 355 500 10 10
7
 The Reason For Coming Up To k-12 Program

2. Unpreparedness for employment, entrepreneurship or

higher education of the Filipino High School graduates
because of the congested ten year curriculum.

✘ Still lack the basic competencies and emotional

maturity for employment

8
 The Reason For Coming Up To k-12 Program

3. Meeting international standards.

✘ Graduates of the 12 education cycle has potential

to be globally competitive

9
 WHAT IS K TO 12 PROGRAM EDUCATION PROGRAM?

✘ K to 12 is a term for the sum of primary and secondary

education. It is used in countries like United States,
Canada, turkey, Australia and now in the Philippines. The
expression is a shortening of Kindergarten (K) for 4-6
year old learners, through twelfth grade (12) for learners
who are 17-10 years old.

10
 How Do K to 12 Programs Of Various Countries Differ?

A. Salient Features Of K to 12 Program

✘ Universal Kindergarten or the Mandated Kindergarten for

5 years old learners
✘ Contextualization and enhancement by making the
curriculum relevant to learners
11
 How Do K to 12 Programs Of Various Countries Differ?

A. Salient Features Of K to 12 Program

✘ Mastery of Knowledge and skills is done by introducing simple
concepts in spiral progression in subject areas like Mathematics
and Science
✘ The two years of Senior High School is a specialization based on
the learners’ aptitude. Grade 11 and 12 of Senior high School will
define the choice of career track the students choose to take up.
12
 How Do K to 12 Programs Of Various Countries Differ?

A. Salient Features Of K to 12 Program

✘ Academic Track
- General Academic
- Accountancy, Business and Management (ABM)
- Humanities and Social Sciences (HUMSS)
- Science, Technology, Engineering, Mathematics (STEM)
✘ Technical- Vocational Livelihood Track and Arts and Design Track
13
 How Do K to 12 Programs Of Various Countries Differ?

A. Salient Features Of K to 12 Program

✘ Completing the enhanced basic Education from Kindergarten

elementary, Junior High school curriculum and the specialized
Senior High School Program. The focus skills are the 21st century
skills namely: Information, media and technology skills, learning and
innovation skills, effective communication skills and life and career
skills.
14
 How Do K to 12 Programs Of Various Countries Differ?

Brunei Darussalam
✘ Brunei Darussalam starts with one year primary education and
then 6 years elementary education. Students take and should
pass the end-of-cycle public examination before they Progress
to diversified secondary level.
✘ Secondary levels two categories
✘ General Secondary Education Program (2-3 year)

15
 How Do K to 12 Programs Of Various Countries Differ?

Brunei Darussalam
✘ Upper Secondary Education (-2-3 years and grouped according
to their academic liabilities, talents and interests.
✘ Students take four core subjects and three complementary
subjects and at least two elective subjects with Science as one
required elective.
✘ Students who excel academically can take secondary education
in two years.
16
 How Do K to 12 Programs Of Various Countries Differ?

Brunei Darussalam
✘ Preschool in Brunei is a playschool which aims to impart socio-
emotional personality development for young learners in an
informal preschool program.

17
 How Do K to 12 Programs Of Various Countries Differ?

Canada

✘ Canada usually starts with Kindergarten.

✘ By the law, Canadians must be in school starting ages 5 or 6
and remain in school until ages 16 and 18 depending on the
province or territory.

18
 How Do K to 12 Programs Of Various Countries Differ?

Canada

✘ All provinces or territory provide universal, free and until

secondary schooling of 12 years with the exemption of
Quebec where it offers education until 11 years.

19
 How Do K to 12 Programs Of Various Countries Differ?

Canada

✘ Elementary school include Grades 1-6 in regions where there are

2 years of middle school or junior high school, but those without
middle or junior high school have elementary until grade 8. In
Quebec, grade school is 6 years and their students proceed
immediately to High School.

20
 How Do K to 12 Programs Of Various Countries Differ?

Canada

✘ Secondary High School with middle school or junior high

school, begins in Grade 7 to Grade 12 and those without begin
Secondary high school in Grade 9.
✘ Post secondary education includes career college or
vocational school, community college or university.
21
 How Do K to 12 Programs Of Various Countries Differ?

Korea

✘ It follows 6-3-3-4 education ladder which is 6 years of

elementary, 3 years of middle school and 3 years of high
school and 4 years of either junior college, college or
university to complete higher education.

22
 How Do K to 12 Programs Of Various Countries Differ?

Korea
✘ High School in two categories:
1. General High School
2. Vocational High School
✘ ”Comprehensive High School”
✘ Kindergarten or Early Childhood curriculum includes physical,
social, expression language and inquire life areas.
23
 How Do K to 12 Programs Of Various Countries Differ?

Korea

✘ The middle school curricula are a combination of 11 subjects or

required subjects, elective subjects and extra-curricular activities.
✘ Blending of education and readiness for occupation is reflected in
the technical and vocational courses which are elective subjects.
✘ They may continue high school depends upon their results of high
school entrance examination.
24
 How Do K to 12 Programs Of Various Countries Differ?

Malaysia

✘ Begins with Preschool where the medium of instruction is

both Malaysian and English,
✘ Preschool that use Tamil or Chinese as medium of
instructions also conduct technical-learning process for
learners ages 4-5.
25
 How Do K to 12 Programs Of Various Countries Differ?

Malaysia

✘ Personality development is being followed in Malaysian for the

young learners in Standards-based preschool curriculum.
✘ Elementary education is 6 years with a requirement of passing
the public examination as determining factor of the students’
readiness to secondary or high school level.

26
 How Do K to 12 Programs Of Various Countries Differ?

Malaysia

✘ Malaysia has two levels category for Secondary or High School:

-Lower Secondary (level 2)
- General unidentified curriculum for 2-3 years
✘ Upper Secondary (level 3)- take subjects according to their
appropriate streams (Arts, Science, Technical and Religious)
27
 How Do K to 12 Programs Of Various Countries Differ?

Singapore

✘ Begins with kindergarten or Preschool at the age of 4-6 years

old. In kindergarten, although not compulsory, a 3-4 hour
provision of language development, literary skill, basic number
concepts, social skills, creative skills and appreciation of music
and movement is being provided to the young learners.

28
 How Do K to 12 Programs Of Various Countries Differ?

Singapore

✘ Mother Tongue language include Chinese, Malay, Tamil and

Indian
✘ Preschool is followed by six years of Primary Education
✘ English language, Mathematics, Mother Tongue language are the
significant subjects in the primary education curriculum.
29
 How Do K to 12 Programs Of Various Countries Differ?

Singapore

✘ Special (Secondary 1-4 years)

✘ Express (Secondary 1-4 years)
✘ Normal (Academic - Secondary 1-5 years)
✘ Depending on the measure academic ability of the PSLE scores.

30
 How Do K to 12 Programs Of Various Countries Differ?

Singapore

✘ Special and Express

- lead to Singapore - Cambridge General Certificate of (GCE ‘O’)
✘ Education (Ordinary level) examination.
-Students in Normal (Academic) course take academically
based subjects while those in the Normal (Technical) course receive
curriculum that is practice oriented.
31
 How Do K to 12 Programs Of Various Countries Differ?

Singapore

✘ Students who pass the GCE ‘O’ level examination at the end of 4 or 5
years of secondary education can qualify for Junior College (2 years), a
Polytechnic (3 or 4 years) or a Pre-university center (3 years).
✘ Only those who qualify after passing GCE ‘A’ level examination at the
end of Junior College 2, Pre-university 3 or Polytechnic Year 3/4 can
enroll in local university or to the National University of Singapore.

32
 How Do K to 12 Programs Of Various Countries Differ?

United States

✘ Varies according to the state, between 5-7 years old with 6

years old being the most common as an entry age for
Kindergarten. Kindergarten Certificate is awarded to allow
learner’s entry to Elementary School/Primary Education.

33
 How Do K to 12 Programs Of Various Countries Differ?

United States

✘ The length of Primary Education varies from four to seven

years depending on the states or local districts.

34
 How Do K to 12 Programs Of Various Countries Differ?

United States
Mandatory Subjects (in almost US High School)
✘ Science- Biology, Chemistry, Physics
✘ Mathematics- Algebra, Geometry, Trigonometry, Calculus, Statistics
✘ English- Literature, Humanities, Composition, Oral Language
✘ Social Sciences- History, Government, Economics
✘ Physical Education
35
 How Do K to 12 Programs Of Various Countries Differ?

United States

✘ Usually during their Grade 11 take one or more standardized tests

depending on their education preferences and also as
requirements for admission to most Colleges.
✘ Most common standardized tests taken by US student are
Scholastic Assessment Test (SAT) and American College Testing
(ACT).
36
 How Do K to 12 Programs Of Various Countries Differ?

United States

✘ High School diploma is awarded upon completion of Grade 12 and

the diploma covers a variety of awards for different curricula and
standards like general/basic tracks, vocational and
academic/college preparatory.

37
 2.

GLOBAL TEACHERS: MULTICULTURAL

SKILLS

38
INTRODUCTION

Globally, there has been an increasing interest for cross-

cultural education programs for both teachers and learners.

Readiness to this phenomenon requires retooling of teachers to

become globally ready.

A global teacher therefore needs to possess skills. competencies

and attitudes in caring and in teaching diverse and multicultural
learners.
39
 TEACHING IN MULTICULTURAL CLASSES

✘ Teachers are often faced with diverse learners.

✘ Philippines are considered to be the third largest
English speaking nation provides multicultural learning
atmosphere.

40
 TEACHING IN MULTICULTURAL CLASSES

✘ The challenge of globalization goes with the challenge of

teacher education program on multicultural education.
✘ There is a great demand for teachers teaching
multicultural classes to recognize identity, encourage
respect and promote mutual understanding across
different cultures and traditions.

41
 To be or not to be
✘ Think about the following questions as your guide in
understanding the skills teacher teaching multicultural
classes:

1. Who is a multicultural literate teacher?

2. What global literacy can help a multicultural teacher?
3. How can 21st century teaching and learning skills help
a teacher teaching multicultural classes?
42
 What are the Roles of the teachers teaching
Multicultural classes?
1. Multicultural teacher uses multicultural approach
in curriculum delivery.

✘ Expands the curriculum in acknowledgment of the

experiences of the diverse groups not only the
point of view of the dominant group.
43
 What are the Roles of the teachers teaching
Multicultural classes?

2. The multicultural teacher promotes good human

relationship.

✘ The teacher discourages prejudice by developing

positive and caring attitude to people of different races
and ethnicities.
44
 What are the Roles of the teachers teaching
Multicultural classes?

3. Multicultural teacher promotes social reform and

cultural change.

✘ Advocates social equalities by modifying teaching styles

and approaches with the intent of facilitating academic
achievement for all students.
45
P21

According to P21, learning skills include:

1. Information and communication skills which include:

✘ media literacy
✘ information literacy
✘ ICT literacy
46
P21

2. Thinking and problem solving skills (Learning and

Innovation Skills) which include:

✘ critical thinking
✘ creativity
✘ intellectual curiosity

47
P21

3. interpersonal and self-directional skills (Life and Career Skills)

which include:

✘ flexibility and adaptability

✘ initiative and self-direction
✘ social and cross-cultural skills
✘ productivity and accountability
✘ leadership and responsibility
48
 To assist you in understanding your multicultural
learners. Fraser-Abner (2001) offers the following
suggestions:

49
✘ Learn as sensitive to and aware Of racial, ethnic, neutral,
and gender other than own
✘ Never make assumptions about an individual based your
perception of that individual's race, ethnicity, culture
gender.
✘ Avoid stereotyping.
✘ Get to know each student as a individual.

50
Other suggestions includes:
✘ Look into your own conscious and unconscious biases about the
people who are different from yourselves in race, ethnicity, 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.
51
 “
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.

52
 “
2. Teachers should ensure that all students have
equitable opportunities to learn and to perform to a
standard.

53
 “
3. Teachers should help students acquire social skills
needed to interact effectively with students from other
racial, ethnic, cultural, language of social groups.

54
 “
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.

55
 “
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.

56
 “
6. Teachers and students should learn to reduce or
eliminate stereotyping and other related biases that have
negative effects on racial and ethnic relations.

57
 “
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.

58
 “
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

59
 MULTICULTURALISM

✘ Has broadened and deepened our traditional curriculum

into a wider range of accommodating cultures not of the
teachers' culture alone. It has underscored fundamental
concepts which before were given less importance. This
section has clarified some of basic assumptions that
enhance teacher development.

60
✘ No two learners are exactly the same.
✘ Children in all classrooms are heterogenous.
✘ Strategies that work with one learner may not work
with another.

61
 3

ENSURING THE TEACHER

QUALITY THROUGH COMPETENCY
FRAMEWORL AND STANDARDS

62
 Are qualified teachers,
really qualify teachers?

63
✘ Teacher quality matter, it is one of the most important
school-related factor that can influence the learning
outcome and achievements of students. The
attractiveness of teaching profession is lesser than
other profession which makes it hard to ensure teacher
quality. It does not always get the best material, this is
one of the concerns of many teaching professions in
other countries as well.

64
 “
A. Quality Teachers and Teacher quality defined.

✘ Quality teachers are characterized by the different skills

needed in the 21st century education. The 21st century skills
framework are clustered into three:
○ Learning and Innovation skills framework
○ Information Media and Technology skills Framework
○ Life and Career Skills Framework

65
 “
Quality teachers are competent teachers. They are competent in
demonstrating knowledge, skills, values, and dispositions such as:

✘ Understand one’s cultural identity and its influence on personal

dispositions and classroom practices
✘ Know and integrate global dimensions in the subject one
teaches
✘ Engage students in learning
✘ Use real-life local and global examples
66
✘
“
Value the inputs of culturally and linguistically diverse
learners
✘ Create environment that encourage positive cross-cultural
interactions
✘ Model social responsibility in local and global context, and
✘ Help learners find appropriate actions to improve local and
global conditions

67
A quality teacher have the appropriate competencies for
teaching.

✘ Teacher quality, on the other hand, is a big harder to define.

Some countries like US, define teacher quality based on what
students know and what they are able to do with what their
teachers taught them. While other countries use standard for
teacher quality. The OECD proposed that teacher quality
standard should include:
68
✘ Planning and Preparation
✘ Classroom environment
✘ Instruction
✘ Professional responsibilities

69
Since there are differences on how teacher quality is defined,
therefor there is no universal standard for teacher quality.

Quality teachers are defined by their attributes and

characteristics, while Teacher Quality is defined by the
standards set for the profession and validated through student
outcomes.
70
 “
B. Southeast Asia Teachers Competency Framework (SEA – TCF)

✘ The SEA-TCF is a set of skills, knowledge, behaviors, and

attributes which the eleven Ministries of Education have
agreed that teachers in their respective countries need to
have.

71
 “
✘ The purpose of this was to revitalize teacher education.
Teachers should commit to promote teaching as a profession
of first choice by professionalizing teachers’ pre and in-
service development using a regional competency framework
as a guide.
✘ The SEA-TCF consists of four essential competencies and
twelve general competencies that high performing teachers
in the region must possess.
72
 “
FOUR ESSENTIAL COMPETENCIES

1. Knowing and Understanding what to teach.

2. Helping Students to Learn
3. Engaging the Community
4. Becoming a better teacher everyday

73
“

74
“

75
“

76
“

77
“

78
“

79
“

80
“

81
“

82
“

83
“

84
“

85
“

86
“

87
“

88
 “
C. THE PHILIPPINE QUALIFICATIONS FRAMEWORK (PQF)

✘ As part of the ASEAN convergence, the Philippines adopts national

standards and levels for outcomes in education called the Philippine
Qualifications Framework (PQF).
✘ PQF is provided by law, (RA 10968, s 2018)
✘ The PQF describes the career path for baccalaureate degree
programs.
✘ Graduates of baccalaureate degrees are expected to exhibit
outcomes as described in Table 4.
89
TABLE 4. Philippine Qualifications Framework (PQF) 6
Levels of Outcomes and Descriptions
PQF6 LEVEL OF OUTCOMES
Knowledge, Skills, and Values
Application (Knowledge, Skills, and
Values
Degree of Independence
PQF6 DESCRIPTORS OF OUTCOMES
Graduates possess a broad level of coherent
knowledge and skills in their field of study for
professional work (teaching) and lifelong learning.
Application of professional work (teaching) in a broad
range of discipline and/or for further study.
Independent (as a teacher) and/or in teams of related
field with minimal supervision.
90
 “
What are the purposes of the Philippine Qualifications Framework?
✘ Adopts national standards and levels for outcomes of education in the
country.
✘ Assists individuals to move easily between different education and
training sectors and the labor market.
✘ Aligns the international qualifications for full recognition of the value
of Philippine Qualifications.
✘ Used as basis for accrediting certificates and licenses recognized by
the government.
91
 “
D. PHILIPPINES PROFESSIONAL STANDARDS FOR TEACHERS (PPST)

Based on the Teacher Education and Development Map in 2006,

Philippine Education is defined as a lifelong journey.

○ Basic education in the DepEd

○ Teacher Education Institutions of the CHED
○ Licensing as professional teachers of the PRC
○ Employment to DepEd
- with attestation of the Civil Service or private basic education.
92
 “
D. PHILIPPINES PROFESSIONAL STANDARDS FOR TEACHERS (PPST)

✘ Newly Recruited Teacher

- undergoes a Teacher Induction Program (TIP) led by the Teacher
Education Council (TEC) and the private institutions are assisted by the
Private Education Assistance Council (PEAC)
✘ Professional Teachers
-trainings by the duly authorized service providers of the PRC
-advancement in education or other activities of their own

93
 “
D. PHILIPPINES PROFESSIONAL STANDARDS FOR TEACHERS (PPST)

✘ The professional teacher standards, know before as National Competency

Based Teacher Standards (NCBTS, 2006) now known the Philippines
Professional Standards for Teachers (PPST, 2017, DepEd Order 42, s. 2017).
✘ The PPST, 2017 define teacher quality in a broader perspective.
■ Reforms of K to 12
■ Outcomes-Based Education of Higher Education
■ ASEAN integration
■ UNESCO’s SDGs 2030
■ Ambisyon Natin 2040
94
 “
D. PHILIPPINES PROFESSIONAL STANDARDS FOR TEACHERS (PPST)

✘ Teacher education institutions have a responsibility of graduating

students with PQF 6 qualifications and to master the PPST
Beginning Teacher Standards as well as the Program Outcomes of
CHED’s PSG for teacher education (CMO 74-82, s. 2017).

95
 “
D. PHILIPPINES PROFESSIONAL STANDARDS FOR TEACHERS (PPST)

✘ Beginning Teacher’s Competencies for Stage Level 1.

✘ There are seven domains in the PPST, it is comprised of 37 strands

that refers to a more specific dimensions of teacher practices.

96
 “
D. PHILIPPINES PROFESSIONAL STANDARDS FOR TEACHERS (PPST)

Career Stage 1: Beginning Teachers

✘ This refers to the newly qualified to teach as a professional teacher. They have
acquired the appropriate degree in education and have passed the licensure
examination. Since they are qualified, they are assumed to have
competencies in terms of content, knowledge and pedagogy, 21st century
skills and values that will support both teaching and learning. Since they are
new to the profession, they are expected to seek for advice and assistance
from their peers and experienced colleagues to improve their teaching.

97
“

98
“

99
“

100
“

101
“

102
“

103
“

104
“

105
 “
THAT ENDS OUR PRESENTATION!
THANK YOU FOR LISTENING!

106
 GROUP 2

De Leon, Tricia Magne

del Prado, Gissel
Ebias, Chesa Marie
Elumir, Krishia Joy
Fernandez, Manilyn
Garcia, Jovelyn
Gonzales, Fatima
Sebastian, Alvin

December 16, 2020

107