St.

Paul University Philippines

Tuguegarao City, Cagayan 3500

FINAL WRITTEN EXAM

EDU 206 GLOBAL TRENDS IN EDUCATION

Name: LORAINE L. GAMMAD

Program: MST ENGLISH Date: NOVEMBER 18, 2022
Instructor: DR. ROSALINDA TANGUILAN

1. How should we teach global education?

Answer:

Global education emphasize about unity and interdependence of human society, develop a sense of self
and appreciation of cultural diversity, affirm social justice and human rights, and build peace and actions
for a sustainable future in different times and places. In teaching Global Education, the teacher must be
able to deliver the lesson into two categories: A.)According to Purpose and B.) According to Delivery.

A global teacher must teach this subject by doing the following:

A. Consolidate available learning resources to be used in a classroom setting

B. Evaluate Curricula if it fits or aligned with the content area standards with global lens
C. Integrate global learning themes and global competency skills into existing curricula
D. Enhance existing lessons to incorporate or integrate global issues or concerns
E. Design multiple educational experiences to students like infusing ICT subject or TRENDS.

Example: Provide Global Theme

to make the discussions
thematic

Present Essential
Questions to guide
Align curriculum
students learning standards with
and target focus on available
topic concepts resources/materials

Image source: https://www.ednc.org/global-education-and-competency-in-the-classroom

As asserted by Molina and Lattimer (2013), the world is becoming increasingly flat, it has become
important for educators to prepare students to understand global perspectives and engage with people
from countries and cultures around the world. Although there is no question as to the importance of global
education to meet with the demands of a flat world, what internationalization and globalization mean in the
classroom is still an area that is met with some level of uncertainty. However, clarity around language and
instructional objectives is essential if educators are to ensure that K-12 students learn what they intend.

In their statement, it is important to begin teaching Global Education by discussing its impact from Micro-
level to Macro-level. We start by letting the students explore and observe based from their own
environment to be able to have a wide array of perspective with the global issues.

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2. Discuss the 21st century teaching/learning in the context of Philippine education. Cite some scenarios.

Answer:

The 21st century teaching and learning in the context of Philippine education is far different from any other
developing or developed countries. With the transition from face-to-face learning to blended learning,
many issues arise due to a lot of factors. It involve the readiness of Philippine educational system,
teachers, learning materials, facilities, and etc. Since 21 st Century is more on online learning, both the
teaching and learning process faced many challenging issues that involve meeting the different learning
needs, continuous assessment, active learning and learner-centered instruction and collaboration.
Philippine education strives to level itself with the demands of Globalalization.

Below are the following scenarios in teaching and learning:

Issue Teaching Scenario Learning Scenario

Learning Facility Filling up request form for computer
Students practice photo-taking
appliances and technical rather than note-taking. When
equipment, facing internet asked to copy or take down
connection problems important notes, they just take a
caption or image of the lessons
through their smartphones.
Curriculum and Evaluation Doing item analysis under the Indicators of effective curriculum or
Project GADGET 2023 not.
MELC’S The teacher tries to select MELCS Students were able to attain
due to congested MELC’s selected MELC’s under a selected
3. Does accreditation lead to quality assurance in Philippine Education? framework
Why and why not?
Skills Teachers uses video clips or Students foster understanding if the
educational vlogs as a means to teacher will add supplementation
discuss the topics and not just watched the video-clip
or presentations. Sometimes,
translating using mother-tongue
enhances their understanding of
the lesson.
Content Working on PowerPoint Students practice searching an
presentations and projects on the answer from the internet by copy-
LMS portal pasting and lack internet etiquette
4. How do we provide support for high quality instructional materialsand and professional
media development?
information literacy.
School Heads, Teachers and Provide a school-based Indicators of effective strategy or
Stakeholders assessment or project. Teachers not.
and parents have mutual
understanding and has their roles in
achieving success and quality
education.

Teacher and school heads doing

SIP (School Improvement Plan)
under BEDP 2023.
5. Discuss your views on the implications of COVID-19 in the global information society and in the
Philippine education system?

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3. Does accreditation lead to quality assurance in Philippine Education? Why and why not?

Answer:

Accreditation in Philippine Education both from DepEd and CHED and its quality assurance is a hot topic
to discuss. The PAASCU, PACUCOA and ACSCU-ASCI have been very active in ensuring and checking
if schools have met the standards of effective teaching and learning. The higher the accreditation level, the
more benefits there are. For example, from accreditation level 1 (Level I) onwards, educational institutions
no longer need to apply for an SO number from the CHED for that study programme.

Based from my own observation, these accreditation agencies so far, is making a daring move to surpass
any educational challenges. My answer is YES. Quality is no longer perceived as an institutional internal
matter but as one which is of concern to various stakeholders both internally and externally.

Accreditation is both a status and a process. As a status, accreditation provides public notification that an
institution or program meets standards of quality set forth by an accrediting agency. As a process,
accreditation reflects the fact that in achieving recognition by the accrediting agency, the institution or
program is committed to self-study and external review in seeking not only to meet standards but to
continuously seek ways in which to enhance the quality of education and training provided.

Generally, these accreditation agencies has led many changes to improve quality assurance in Philippine
Education by providing assessments, enhancing reputation, creating public accountability and supporting
the obtainment of financial aid and support of international cooperation.

Since accreditation agencies has the power to make the school be recognize as a center of excellence,
especially state universities and private schools, the outcome of quality assurance is based from its
incremental achievements, national and international standards.

A case study conducted by Ordonez and Ordonez (2009) reiterated that as countries progress along the
development trajectory, the availability of a competent human resource base becomes a determining
factor of progress. Countries progressing from an agricultural economy to a manufacturing economy to a
technological and knowledge economy recognize that an adequate supply of higher education graduates
is a necessary precondition for achieving and sustaining advanced levels of development in this
globalized, competitive, fast-changing world, as the tiger economies of Asia have proven.

Arcelo, Adriano A. (2003). In Pursuit of Continuing Quality in Higher Education through Accreditation:
The Philippine Experience. Paris: International Institute for Educational Planning, stated that the quality of
such institutions varies widely, from world-class universities to those that are little more than glorified high
schools.

According to Corpus, Manuel T. (2003) “Historical Perspectives of the Philippine Quality Assurance
System.” Journal of Philippine Higher Education Quality Assurance, The accrediting agencies would like to
hold on to the autonomy they have traditionally enjoyed, but with the entry of government into the picture
of the accreditation system armed with stick and carrot, there is a need for a scheme of defining the roles
of the accrediting agencies vis-à-vis the government.

To sum it up, quality assurance in Philippine Education needs a hand-in-hand support both from the
government, stakeholders, administrators and teachers.

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4. How do we provide support for high quality instructional materials and professional development?

Answer:

Quality instructional materials require quality professional development, is a saying I once read. Since
Teachers’ jobs are changing in real time. And the COVID-19 pandemic has only added to that challenge
by requiring new modes of teaching and learning, both in the classroom and remotely.

But a new paper entitled “The Elements: Transforming Teaching through Curriculum-Based Professional
Learning” released by the Carnegie Corporation of New York argues that innovations in professional
development are not keeping pace with evolving expectations for teachers, the instructional materials they
are using, and the rigorous content standards teachers are responsible for helping students meet.

Research shows that students learn primarily through their interactions with teachers and content, and that
aligned instructional materials affect classroom practice and the instruction students receive. However,
materials are only as good as the professional learning provided to implement them.

Villegas (2022) suggested that there should be reforms in teacher certification, hiring, distribution and
promotion of teachers. Continuing professional development should be made available to teachers.
Priority should be given to developing large pool of early childhood educators. Honestly speaking,
webinars are not enough for teachers if there is scarcity in the production of quality instructional materials
(and are we sure that these materials were really quality-proven) and providing the necessary materials if
both the teacher and the learner lack competency skills.

However, these are the ways that we can provide support for high quality instructional materials and
professional development:

QUALITY INSTRUCTIONAL MATERIALS PROFESSIONAL DEVELOPMENT

Quarterly Teachers’ evaluation and Attending both national and international
classroom teaching observation to be done Webinars
by master teachers or school heads like
OPCRFS and IPCRFS
Regular inspection of Daily Lesson Log of Attend and engage in LAC (Learning Action
teachers by School Coordinators Cells ) Sessions
Align and integrate Syllabus with 21 st Enrol for higher education for continuous
century skills learning
School heads to monitor the performance- Decrease auxiliary roles to have focus in
based assessment of teachers teaching
Teachers Presenting or preparing Try enrolling or applying for exchanging
Portfolios/RPCRF’s teachers in the different programs and
countries (If the school can afford/provide)

5. Discuss your views on the implications of COVID-19 in the global information society and in the
Philippine education system?

Answer:

Officials in the Philippines confirmed in early June 2020 that schools would not reopen until a vaccine
against COVID-19 became available. This decision leaves approximately 27 million children to continue
their education via the internet. Education officials worry that two months is too short a period to extend a
successful distance-learning model, especially when many children lack access to computers or the
internet. For younger children, this adjustment in education style arrives at a crucial period in their
schooling where they start developing social skills, literacy and numeracy.

Reading Coordinators and School Heads heve been pressured on thinking of remediations, projects or
interventions to aid these academic concerns.

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Continuation….

But for physical distancing not to also engender social distancing and inter-personal disconnectedness,
certain societal conditions need to be met and made available indiscriminately. These include, first and
foremost, access to basic infrastructure such as shelter, internet and basic everyday living needs. Sadly,
across the world, and even within some developed societies, this has not always been the case.
Entrenched social inequalities and economic marginalization have resulted in large proportions of the
world’s populations being deprived of the most basic of human needs, let alone the capacity to be
physically distant while at the same time socially connected and adequately supported to meet living
needs. Teachers and administrators were forced to do distance-remote alternative learning.

The implication of Covid 19 pandemic to Philippine education build a large/wide gap in terms of the
learning of students and preparedness of teachers by doing blended learning. Sad to say, it highlights
failures of Philippine Education.

According to Varcas (2021) of Philippine Star, the pandemic would have given the government a chance
to use technology to reboot the country’s education system, but it highlighted serious problems instead,
including slow internet connectivity. He also asserted that ‘hysteresis’ effect in education requires specific
attention.

Local schools have had issues on accessibility especially for the poor, and the lack of infrastructure
complicates it. Lazaro (2021) said that problems in education reflect bigger problems in society — labor,
infrastructure, economic and social development, and healthcare. The pandemic would have given the
government a chance to use technology to reboot the country’s education system, but it highlighted
serious problems instead, including slow internet connectivity.

My view on this, is that our country lacks preparedness measures. We should always visualize any
possibilities so that we will always be the frontliners of quality education and not viewed as stationary
“academic puppets”.