Bicol University

GRADUATE SCHOOL
Legazpi, City

COURSEWORK 1

Student : Ma. Sharlyn A. Navia

Subject : EDDELM-3 17 Global Trends and Issues in Education: Policy Studies
Program : Doctor of Education in Educational Leadership and Management
Professor : Dr. Hennie P. Lomibao

……
OECD Future of Education and Skills 2030
1. What are the educational realities on the ground (using your respective
workplaces as context) which you think are barriers to achieving what education
is portrayed to look like in 2030? Think of as many issues as possible.

My workplace, like all other institutions, faces challenges in fulfilling the educational
goals set for 2030. Here are some of the most pressing issues in global education that
our school is dealing with right now in order to meet Global Goal 4: Quality Education by
2030.
A. Deteriorating quality of education
In the span of my teaching experience in our school, I encountered many High
School students who couldn't even construct a correct sentence or much less a
paragraph. Low-quality instruction contributes to students' poor performance. The
poor quality of teachers; poor school management; poor school facilities such as
laboratories and libraries; poor learning environment; the content of the curriculum;
inadequate books and science equipment; the poor method of instruction; classroom
shortages; and others are all contributing to the declining quality of education.
Science supplies, teaching gadgets, and audio-visual aids are also in short supply.
Graft and corruption have long been observed in the purchasing of books and the
construction of school buildings. This circumstance makes it difficult for teachers to
do their jobs.
B. Education Funding Shortage and Education Affordability
Education concerns have grown in number and complexity as a result of COVID 19.
Distance learning modalities via the internet or TV broadcasts were ordered in
response to the unexpected occurrences brought on by the health crisis. In addition,
our school has implemented a blended learning approach that includes online
classes, printouts, and lessons broadcast on television and social media. As a result,
the new learning pathways rely on students and teachers having internet connection.
Another concern in our school has arisen as a result of this. A large number of our
students do not have access to computers or other digital tools at home, making their
blended learning ineffective. As a result, the importance of technology in education
has an impact on our students. Money for mobile load, lack of gadget, bad internet
signal, students' trouble to focus and learn online, and parents' lack of understanding
of their children's lessons are among the top concerns of parents and guardians.
C. Having no teacher or a teacher who isn't properly trained.
This pandemic has shown that some of our teachers are unprepared and untrained
for online learning. Our teachers require professional development in the areas of
ICT, online teaching practices, and research. The majority of teachers are unfamiliar
with these areas because the change from face-to-face to online instruction was
unexpected. Traditional classrooms had become the norm for teachers, but the
pandemic changed everything. This inadequacy in skills makes them uncomfortable
and stressed about giving quality education to their students. Moreover, some
 students were also unable to access education due to unfavorable learning
conditions and poor internet connectivity. These factors have caused stress among
teachers, which has negatively affected their performance.
D. Overworked and underpaid teaching staff
Aside from classroom instructions, teachers in our school perform a host of
backbreaking and time-consuming jobs unrelated to the teaching function. Such
activities include Operation Timbang, Clean and Green Drive, Alay-Tanim, Alay-
Lakad, fund raising campaigns, etc. To do all these, teachers are forced to work two
or three hours overtime every day. They also have to report during weekends and
holidays and even during their yearly vacation time.
E. Drop-out Rate (Out-of-school youth)
Due to the adverse impact of COVID-19, the rising rate of OSY has become a major
concern. Due to a lack of internet access and technology, several of our students
struggle with distant learning. Despite the fact that we provide modular learning,
some students find it difficult to concentrate and learn without the help of teachers in
the physical classroom. Some students have to work to meet their necessities, and
as a result, they do not have time to complete their modules. Some of them decide to
quit their studies due to personal problems.

2. Having watched the video material, how ready or how far are you from being or
becoming a global teacher or school administrator? What gaps need to be filled?
What existing competencies do you already have which you can build on and
strengthen to become the global teacher - administrators we are envisioned to be
by 2030?

After watching the film, I realized a number of things about myself as a young
educator. As a newly hired teacher, I suddenly learned that I am far from being ready or
capable of becoming a global educator. However, this serves as a reminder to me that I
still have a long way to go in terms of gaining experience and learning from my
coworkers who have been teaching for several years. The video also made me realize
the advantages of continuing my doctorate degree and enrolling in this course, which will
help me build and develop the attitudes and characteristics I need to become a global
teacher.
Continue my professional training and realize what global competence means for
me to reflect on the qualities I need to build is one of the gaps that I need to fill in order
to become a global teacher-administrator. As a teacher, I must assist students in
preparing for a world that is becoming increasingly complex, interrelated, and
interdependent as a result of technological advancements. To be a globally competent
teacher, I must adopt a mindset that allows me to apply my personal global competence
in the classroom in a professional manner. A vision of equitable teaching and learning
that allows students to succeed in a world that is constantly changing.
To become the global teacher and administrator I imagine myself to be by 2030, I
believe I've built existing skills on which I may grow and strengthen in order to achieve
my goals. Among the competencies is the capacity to act purposefully and constructively
to direct professional growth and contribute to the growth of my students and colleagues.
I was able to acquire this skill because I put a high value on my teacher education and
the creation of learning settings that encourage student independence through
professional development. Being a teacher who is knowledgeable in digital technologies
is also one of the competencies that will help me become a global teacher. I made sure
that my students developed media and information literacy as I used online learning to
teach them. With the rise of "fake news" and the use of digital technology to disrupt
traditional news media, schools are being pressured to improve students' media literacy,
or the capacity to make sense of and evaluate the reliability of diverse media sources
through critical thinking. As a teacher, I also make it a point to show my students that I
am a good role model. During my two years as a teacher, I make an effort to educate my
students how to be accountable for their actions. I make them realize that taking
responsibility is connected to the ability to reflect upon and evaluate one’s own actions in
light of one’s experience and education, and by considering personal, ethical and
societal goals. Students become ethically and intellectually mature by critically analyzing
and assessing alternatives through an ethical lens.