Member states

-Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, Philippines, Thailand, Singapore, Vietnam

The ASEAN , One Vision, One Identity, One Community

The Levels of Schooling as a Teaching Meliu
1. Primary level
2. Secondary level
Basic Education levels in ASEAN Countries- 12 yrs. Of formal schooling divided
into primary and lower secondary and upper secondary with compulsory
education. While in some other countries the secondary level is voluntary
except the Philippines.
3. Tertiary- ladder of educational system, Teacher Education System required LET
TESDA-Technical and Vocational tracks
 - provides diploma and training certificates for life long learning.
TEP- appropriate qualification is needed
B. The Teacher Professionals Across the ASEAN
1. Academic preparation of Teacher Professionals for Basic Education
Laos, Indonesia, Myanmar, Cambodia Pre-school, Pre-Primary of Kindergarten
future Teachers
-10 years of basic education + 3 years of teacher preparation

Lower Secondary Level

- 12 years basic education + 4-5 years of baccalaureate Degree + Diploma Graduate
- All teacher education provides a teaching practicum – to provide opportunity to
apply the theories & concept in content & pedagogy in real classroom situation.
Differences among ASEAN- according to content and needs and educational system of a particular member
country, their culture, history and aspiration
2. Components of Teacher Preparation
Quality = qualified, professionally trained, motivated & supported teacher
1. General knowledge and understanding- Gen.Educ. Subjects + Core subject
2. Pedagogy= provides variety of teaching delivery approaches beyond the traditional method of teaching
/ innovative methods (How to teach)
a. student-centered approaches c. cooperative learning
b. project-based learning
3. Teaching Practicum/ Experiential Learning- this cluster, knowledge, theories, principles, and
pedagogies learned are validated in real life situation
( Immersion/ Practicum/ Teaching Internship

4. Specialized knowledge/ major Courses= what to teach in specific discipline or subject area.
- BEED,BSED
THE TEACHER AND THE TEACHING PROFESSION BEYOND
1. China
- The largest teaching force in the world
- Centralized
- Syllabi written by expert and professors
- Subject matter and instructional content are uniform to all
- Class size-40-60
- University education- pass the National University Entrance
- “Education was used as vital tool for centralization & unification of country
- 6 yr. primary educ.,3 yrs. Junior middle school, 3 yrs. Senior middle school
- 6 yrs. Of university
- Varieties of technical vocational schools
- Political & ideological orientation of teacher education – to cultivate cultured person as teacher
with lofty ideas , high morality, strong discipline, a sense of mission as educators, engineers of the
human soul and the gardeners of nation flowers
- Teaching profession is regarded equal to the doctor
- Cultural uniqueness in delivering the lesson
Categories of teachers
a. Gong ban-
1. super grade teacher
2. Senior grade teacher
3. Third grade teacher
4. Second grade teacher
5. First grade teacher
b. Minban

Teacher Licensing
- Secondary teacher- central government
- Primary- province

2. JAPAN
- Centralized and administered by Mombusho ( Ministry of Education)
- 24 m students- 10% to university, 1/3 private & the rest in public schools
- Free and compulsory 6-15 yrs. Old
- Lecture is the teaching method
- Curriculum Language, Social studies, math, Science, Arts, Music HE, PE
- Female teachers’ majority
- Japanese teachers are an essential element in the success story of the country, moral education,
character dev. Instilling values, attitudes and living habits

Educational System
1. 6 yrs. – kinder ,elem
2. 3 yr. lower secondary
3. 3 yrs. Upper secondary (academic & vocational)
4. 3-4 yrs. University

Teacher certification
a. 1st class
b. 2nd class

3. USA
-greatly influenced Phil. Educational system, specifically the making of fil.teacher

How Do You Define 21st-Century Learning?

The term "21st-century skills" is generally used to refer to certain core competencies such as collaboration,
digital literacy, critical thinking, and problem-solving that advocates believe schools need to teach to help
students thrive in today's world. In a broader sense, however, the idea of what learning in the 21st century
should look like is open to interpretation—and controversy.