PROFED 5 FINALS REVIEWER

A. What is Global education?

• It is a goal to develop countries worldwide and is aimed at educating all people in accordance with world
standards. – UNESCO

• It is a curriculum that is international in scope which prepares today’s youth around the world to function in
one world environment under teachers who are intellectually, professional and humanistically prepared. -UNESCO

UNESCO’s Education 2030 Incheon Declaration during the World Education forum established a vision “Towards
inclusive and equitable quality educational lifelong learning for all.” It proposes the Sustainable Development Goal
(SDG) 4 with seven outcome targets that must be achieved by 2030. And one of the means to achieve the target is to
increase the supply of qualified teachers, through international cooperation for teacher training in developing
countries, especially the least developed countries and island developing states.

Global education is a form of and approach to education that prepares students for this rapidly interconnected new
world. It is believed that being globally educated will allow students the opportunity to not only gain a prestigious
education but also a uniquely multifaceted academic experience. Through exposure to diverse systems, perspectives
and cultures, globally educated students understand the inextricable links between the lives of individuals across the
world. They also understand the way each nation’s economic, cultural, political and environmental changes influence
one another. Hence, globally educated students possess the skills, attitudes and values needed to thrive in this new
rapidly changing world.

21ST CENTURY LEARNING GOALS

To meet the various global challenges of the future, the following 21st Century Learning Goals have been established
as bases of various curricula worldwide.

1. 21st century content: emerging content areas such as global awareness; financial,
economic, business, and entrepreneurial literacy; civic literacy; health and environment
awareness.
2. Learning and thinking skills: critical thinking and problem-solving skills, communication,
creativity and innovation, collaboration, contextual learning, information and media
literacy.
3. ICT literacy: using technology in the context of learning so students know how to learn.
4. Life skills: leadership, ethics, accountability, personal responsibility, selfdirection,
others
5. 21st century assessments: Authentic assessments that measure the areas of learning
B. What is Glocal Education?
• It is about diversity, understanding the differences and teaching the different cultural groups in their own
context to achieve the goals of global education as presented by the United Nations.
• It provides equal opportunity and access to knowledge and learning tools which are the basic rights of every
child in every community, locality within the global community,

What is a Glocal Teacher?

• 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.
• 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.

Qualities and Attributes of 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 teachers standards and framework; and
• master the competencies of the beginning teacher in the Philippine professional standards for teachers
(ppst, 2017)

The lesson will focus on the teachers in the 10 member states of the ASEAN: Brunei, Cambodia, Indonesia, Lao PDR,
Malaysia, Myanmar, Philippines, Thailand, Singapore, and Vietnam.

THE ASEAN: ONE VISION, ONE IDENTITY, ONE COMMUNITY

A. The Levels of Schooling as a Teaching Milieu

In all the countries, in the ASEAN, the levels of formal schooling in the educational system are as follows:

1. Primary Level
• Composed usually of Pre-primary (Play-school, Pre-K, Kindergarten) and the Primary Level which is composed
of Grade 1, aged 6 years old; Grade 2, aged 7 years old; Grade 3, age 8 years old; Grade 4, aged 9 years old; Grade 5,
aged 10 years old, and Grade 6 aged 11 years old.
• In the Philippines, the label primary level refers to elementary level. The elementary level has two sub-levels,
the primary grades which include Kindergarten to Grade 4 and the intermediate grades which include Grade 5 and
Grade 6.
2. Secondary Level
• This follows the primary level.
• Generally, across the ASEAN it is composed of Junior High School and the Senior High School. The graduate
from the senior high school can proceed to college or find a job appropriate to the qualification. However, there are
slight variations in some countries such as Lower Secondary level is three years with Grade 7, 8 and 9 while the
Upper Secondary level is composed of Grades 10, 11 and 12.
• In the Philippines, the Junior High School is composed of Grade 7, 8, 9, 10 while Grade 11 and 12 belong to
the Senior High school.

VARIATIONS IN THE NUMBER OF YEARS IN BASIC EDUCATION LEVEL ACROSS THE ASEAN MEMBERS

*ASEAN State of Education Report 2013

Basic education levels in most ASEAN countries have 12 years of formal schooling, divided into primary, lower
secondary levels. All primary education levels are compulsory, while in some countries the secondary level is
voluntary except the Philippines.
In Singapore, the Last two year levels are preuniversity levels. For the secondary level; there is a variation of 5, 6 or 7
years which are either labeled as middle school, junior high school, senior high school or lower or upper secondary
level.

• There is universal kindergarten and preschool education for all. The number of years in the primary is from 5
to 6 years.
• The basic education levels of Elementary/Primary and the Secondary levels will provide the future jobs of
teacher education pre-service graduates.
3. Tertiary level
• The college level which is beyond the basic education in all the countries in the ASEAN. It is the ladder of
educational system where the student earns a bachelor’s degree in teacher education, which is a requirement to take
a license examination to become a professional teacher.

B. The Teacher Professionals Across the ASEAN

1. Academic Preparations of Teacher Professionals in Basic Education

•The admission to pre-service teacher education varies from the graduates of Grade 9 or Grade 12. In remote
places of Lao PDR, Indonesia, Myanmar and Cambodia, pre-school, preprimary of kindergarten future teachers
can have 9 years of basic education (Grade 9) and get an advanced training for 3 years to become teachers (9
yrs of basic education + 3 years teacher preparation) or 10 years of basic education plus 3 years of teacher
preparation.
• For teacher of lower secondary level, future teachers should have 12 years of basic education and 2 years of
teacher preparation to earn a Diploma in Teaching.
• For upper secondary level, the requirement is 12 years of basic education plus 4 to 5 years of teacher
preparation to earn a Bachelor’s degree. However, for non-education degree graduates they can take the post
graduate diploma in Education/Teaching. This will mean an equivalent to 12 years of basic education plus 4 to
4 years of Baccalaureate Degree plus one year of Graduate Diploma.
• Almost all teacher education provides a teaching practicum, student teaching or field experiences course. This
will provide them the opportunity to apply the theories and concepts in the content and pedagogy courses in
real class situation.
• ASEAN countries have comparable academic teacher education preparations, however there are those who
have gone beyond their borders, while others are still strengthening their programs. Differences are according
to the context and needs and the education system of the particular member country, their history culture and
aspirations. Here are some commonalities in the teacher preparation.
2. Components of Teacher Preparation

• Qualifies, professionally trained, motivated and well supported teachers are the key to quality education.

Four Important Components to Prepare the Teachers

1. General knowledge and understanding (What to Know about Oneself and World) – this are embedded in the
general education or liberal arts education subjects in college as preparatory to the core content subjects the
professional education.
2. Pedagogy (How to Teach) – it provides variety of teaching delivery approaches beyond the traditional
methods of teaching.
3. Teaching Practicum/Experimental Learning (Immersion to the real world of teaching / Practicum / Teaching
Internship) – knowledge, theories, principles and pedagogies learned are validated in real life situation as teachers.
4. Specialized knowledge/ Major courses (What to teach in specific discipline or subject area) – for those who will
teach the content or discipline in the upper elementary or the secondary levels, major content courses are learned.
For the early years (Pre-school to Grade 3) a more comprehensive knowledge is given emphasis.
Common Degree Titles:
Bachelor of Education (BEd)
Bachelor of Elementary Education (BEEd) Bachelor of Secondary Education (BSEd) Diploma in Education either Pre-
baccalaureate/ Post Graduate (PGDip)

Most Common Domains

1. Skills in the 21st Century
2. Professionalism and accountability
3. Pedagogical competence
4. Teacher’s characteristics/ qualities
5. Knowledge competence

C. The Teaching Profession Practices in the ASEAN

1. Teacher’s Major Responsibilities
• Actual Teaching – the time of engagement of the teacher with the learner.
• Management of Learning – the activities that support the actual teaching.
• Administrative work – the teacher’s job that includes writing test items, checking and recording of test paper
results, attending to parents, making reports and other related activities.

2. Teacher Licensing and Recruitment

• Licensed teachers as professional are certified to teach by the country’s appropriate agencies.
• Not certified or licensed become paraprofessional or assistant teacher.
Gives Licensed Examination for Teachers
Philippines – Professional Regulation Commission (PRC)
Singapore – National Institute for Education (NIE)
Thailand – Teacher Education Council (Khurusapha)
Indonesia – Akta IV
*Countries without licensing, certification is issued from the Ministry of Education or the teacher education colleges
or universities.
D. The Teacher and the Teaching Profession Beyond the ASEAN
1. China
• Teachers in china form the largest teaching force in the world.
• The educational system is highly centralized
• Syllabi are written by scientists and professors hired by the National Educational Commission.
• The subject matter and instructional contents are uniform for all.
• New educational system includes:
Primary grades – the first six years (focus on cognitive skills) High School – six years (cover all topics in order
to pass national examinations). Three years of junior middle school, three years of senior middle school Six
Years of University Varieties of technical and vocational schools
Two main categories of teacher :

1. Gongban (state-paid) –they are teachers who earn salary comparable with other state employees in state-owned
enterprises. - they are categorized into grades according to their years of service and their standard performance.
➢ Super-grade teachers – highest level which occupy the upper level of 5% of the teaching force.
➢ Senior-grade teachers occupy 6% of the teaching force in 1990 where most of the primary level teachers
belong.
➢ Third-grade teachers
➢ Second-grade teachers include the majority of the secondary teachers
➢ First-grade teachers – some of the newly hired primary teachers

2. Minban (community-paid) – they are teachers who paid by local community depending on the community
income.
China’s Teacher Licensing
• The examination are standardized for the secondary teachers by the central government, while examination
for the elementary teachers are the responsibility of each provinces.
• Primary teachers should have at least graduated from secondary normal schools or senior secondary school
while the junior secondary teachers should at least have a teaching diploma from junior teacher colleges. The
senior secondary teacher colleges and holder of degree from tertiary institutions.
Chinese Teachers Enjoy Unquestionable Authority
• The teacher tell the single and absolute truth, and the job of the students is to absorb the knowledge
conveyed by the teacher without question. In English and Mathematics subject, questioning is determined by the
teacher.
• Students are guided by the following tenets:
- Important knowledge comes from teachers and textbooks.
- Learning involves listening, thinking and silent practice.
- Knowledge espoused by the teacher and the textbook is not to be challenged.
• China Ranked 1 in the Global Teacher Status Index, where teaching profession is regarded equal to the doctor
2. Japan
• Japanese education system is highly centralized and is administered by the
Mombusho or Ministry of Education.
• Education is free and compulsory for children from 6 to 15 years.
• Classes are large and teaching methods are usually lectures.
• Japanese students 243 days a year in school.
• Standard curriculum includes Japanese language, social studies, math and science along with art, music, home
economics, physical education, with the greatest emphasis on learning the Japanese language.
Five Basic Levels in Japanese Educational System
1. Kindergarten
2. Elementary school (Grade1 to Grade 6
3. Lower secondary school (Grade 7 to Grade 9)
4. Upper secondary school (Grade 10 to Grade 12) – offer academic, technical and vocational program
5. University (usually around four years)
The Teaching Profession in Japan
• Major responsibilities are entrusted upon the Japanese teachers for moral education and character
development and for instilling values, attitudes and living habits in students at all levels.
• Teaching is one of few lifetime profession career opportunities readily available to women in Japan.
• The average annual salary of teachers is equivalent to $43,775.00 annually, which is second to Singapore
Teacher Certification in Japan

First Class Certificate – issued to teach in the preschool, elementary or secondary teachers with basic qualification of
having earned a Bachelor’s Degree. To teach in the upper secondary level, the basic qualification is Master’s degree.

Second Class Certificate – a basic qualification of 2 years of study (62 credit units) in a university or other post-
secondary institution. While to teach secondary level, without a Master’s degree, the Second Class Certificate will be
issued.

Becoming Employed as a Teacher

• Prefectural play an important role in the selection and hiring of teachers.
• In addition to completing a degree, the teacher applicant must secure a license to teach from the prefectural
board of education.
• Teacher applicant is required to take prefectural appointment examination (Written tests and interview)
• Teacher applicant must be under the age of 30.
• Teachers get promoted on the basis of seniority.
• Teachers are rotated from one school to another within the prefecture on various schedules.

3. United States of America

• American Educational System has greatly influenced the Philippine Educational System specifically the
making of the Filipino teacher.
• The coming of the first American teachers called the Thomasites and the opening of the normal schools in
different provinces of thecountry provided a very strong foundation for teacher education.

Levels of Education in the USA

1. Pre-primary education – kindergarten, nursery schools, preschool programmes, child/day care centers. Age
level is 4-6 years old and the duration is 2 years.
2. Primary Education (elementary school) – there are varied levels of schooling in primary education.
3. Middle school education – Grade 4-6, 5-7, or 6-8.
4. Secondary education (high school) – Grades 7-12 or 8-12
5. Junior high school – Grade 7-8, 7-9, 0r 8-
6. Senior high school – Grade 9-12, or 10-12
• Duration of compulsory education is from entry of 6 years old to exit of 18 years old.

Becoming a Professional Teacher in the USA Earning Teaching Certificates

• USA has a decentralized educational system and each State Education Agency (SEA) has its own guidelines ad
requirements for earning and maintaining a teaching certificate.
• National Teacher Examination (NTE) or on Praxis I or Praxis II – competency examination for prospective
teachers
• Teachers are required to renew their certification by continuing to take “renewal credits”.
• Permanent certification is granted if the teacher performs adequately according to the standards established
by the state.
Recruitment of Teachers
•After following the successful completion of an application process, a superintendent approves the applicant and
then forwards a recommendation to hire to the local school board. Once signed, a teacher has a legally binding
contract to work, unless guilty of a crime, fails to show teaching competency, or demonstrates egregious professional
conduct. He/She is expected to complete teaching during the term of his/her contract, with exception for pregnancy,
medical leaves and unforeseen emergencies. Salaries of Teachers
• Salary range for teachers is determined by education and experience as by locale.
•Teachers who have earned “masters plus 30 doctorate units” earn more than those with master’s degrees, while
teachers with master’s degree receive a higher salary than the bachelor’s degree holder.
•Merit pay has been adopted by some school districts.
• The Average income of teachers is $44,917.00

E. The Global Teacher Status Index of 2018

The Global Teacher Status Index 2018 shows for the very first time that there is a direct link between teacher status
and pupil performance as measured by Program for International Student Assessment (PISA) scores. Countries which
have higher teacher status are more likely to record higher PISA scores. This new finding for the 2018 Index shows that
high teacher status is not just a nice to have – increasing it is likely, all things being equal, to lead to greater student
outcomes in that country.
It is based on in-depth opinion by Populus in 35 countries that explores the attitudes on issues ranging from what is a
fair salary for teachers to whether they think pupils respect teachers to how highly people rank their own education
system.

KEY FINDINGS – INTERNATIONAL:

Overall, teacher status is rising globally. Of the 21 countries polled in 2013 and again in
2018, 13 have seen their teacher status score increase, while 7 have seen it fall and one, China, continues to have the
highest score possible. The biggest increases were seen in Japan (which rose from 17th place out of the 21 countries
polled in 2013 to 11th of 21 in 2018) and Switzerland (15th of 21 in 2013 and 8th out of 21 now), while the biggest
drops were seen in Greece (2nd out of 21 in 2013 down to 6th of 21 now) and Egypt (6th of 21 in 2013 down to 12th
of 21 now).

Out of the 35 countries polled in 2018, the Asian nations of China, Malaysia, Taiwan, Indonesia, Korea and India rank
higher in terms of teacher status than every European country and every Western nation - including the US, New
Zealand and Canada. South Americans accord teachers lower status than any other region. Every South American
nation polled ranked in the bottom half of the survey, with Brazil coming bottom and Argentina fifth from bottom.

In 28 of the 35 countries surveyed in 2018, teachers are being paid less than the amount people consider to be a fair
wage for the job. The only countries in which teachers are being paid more than the amount people consider fair for
the job are Finland, Italy, Portugal, Germany, Switzerland, Spain and Singapore.

In all but six countries of the 35 countries polled in 2018, the general public underestimates – often considerably - the
number of hours teachers work per week. Latin Americans underestimate teachers’ working hours more than any
other, particularly in Peru (by 13 hours), Argentina (by 12.5 hours) and Panama (11.4 hours). These were followed by
Egypt, Brazil, Malaysia, Chile and Colombia. In both the UK and the US, the public underestimated teachers’ working
hours by around five hours per week. The only countries in which teachers report working fewer hours than the
general public thinks they do are Canada, Finland, China, Indonesia, Uganda and Japan.

Support for performance related pay has fallen precipitously across the world. Every single country polled in 2013 and
again in 2018 reports (often considerably) lower support for teachers being paid according to the results of their pupils
now than they did five years ago. In Finland, 80% of people surveyed in 2013 supported performance related pay, but
this has fallen to 21% today, while in the UK 74% supported performance related pay five years ago, compared with
34% now. Support for performance related pay is generally higher in emerging and lower income countries than in
more established economies.

People’s confidence in their own country’s education system is increasing around the world. In 17 of the 21 countries
surveyed in both 2013 and 2018 people rate their national education system higher now than they did five years ago.
The only countries where confidence in education has fallen since they were last polled are Egypt, Brazil, Turkey and
Japan. Japan is unusual as a country that scores highly in PISA and yet reports low public confidence in its education
system.

In the majority of countries (13 out of 21) surveyed in both 2013 and 2018, more people would encourage their
children to become teachers now than five years ago. Only in the UK, Japan, New Zealand, Egypt, Singapore, Turkey,
Greece, and Korea would fewer people encourage their children to become teachers in 2018 than in 2013. There are
huge disparities across the countries polled on whether people would encourage their children to be teachers. While
54% in India said they would encourage their child to become a teacher, only 6% would do so in Russia. Generally,
countries with a higher respect for teachers are more likely to encourage their child to enter the profession.

In China 81% of respondents believe that pupils respect teachers, compared with an average of 36% across the survey
of 35 countries polled in 2018. Across Europe and Latin America there are generally higher levels of pessimism about
students’ respect for teachers than in Asia, Africa and the Middle East. In most of the European countries surveyed,
more respondents thought that pupils disrespect teachers than respect them.

Over half of the countries (18 of 35) surveyed in 2018 judge the professional status of teachers to be most similar to
that of social workers. Ten countries consider the most similar profession to teachers to be librarians. Three countries
say the most similar profession to teachers are doctors - China, Russia and Malaysia. This is an increase from 2013
when China was the only country that said teachers were most similar to doctors.

A. THE CHANGING GLOBAL LANDSCAPE AND THE 21ST CENTURY SKILLS

FOR TEACHER

• We are in an era of borderless “flat” world. Barriers have been broken by new information and communication
technologies.
• The development of the 21st century skills is a necessary tool for teachers. Without these 21st century tools, no
teacher can survive.
The changes and developments in the 21st century education fall into the following key categories (Zhou, 2006):
1. New environment of learning,
2. New content of learning,
3. New process of learning,
4. New types of learners, and
5. New spaces/dimensions of learning.

1. The New Learning Environment

It is characterized by the following:
• Learner-centered
• New spaces and borderless
• Enhanced opportunity for creativity and innovations, and
• Use of ICT
2. The New Learning Contents
With the new learning environment and the explosion of knowledge, content or subject matter of learning has been
modified. From a specific discipline or subject area, subject matter of learning has the following characteristics:
• Integrated/interdisciplinary;
• Demand-driven
• Emphasis on learning tools on how to retrieve knowledge; and
• Balance of scientific, technological, cultural, global, local concepts
3. The New Processes of Learning and How These will be Facilitated
With the advancement in the study of the mind and cognition, various processes of learning evolved with human
intervention of teachers and peers as well as non-human intervention of artificial intelligence (AI) of robots. With
these advancements, different processes of learning and the methods to facilitate these have evolved. These include
the idea of multiple ways of learning which can be mediated by the following:
• Face-to-face when learners and teachers are confined in the same learning space at the same time with the
teacher facilitating learning.
• Distance learning- when teaching learning is mediated by traditional (modules in print) or modern technology
(on-line or off-line) without the physical presence of the teacher in a virtual class. It can be synchronous or
asynchronous.
• Blended modalities. When teaching and learning is facilitated through face-to face or distance learning which
enable to the teachers and learners to have both physical presence and physical absence in the teaching-
learning process.
• Experiential and lifelong-when learners are immersed into the real life situation, such that learning becomes
more authentic and meaningful.
4. The New Types Of Learners
The new breed of learners does not have age boundaries. Learners maybe are in an informal, formal or informal setting.
• a confident person who thinks independently and critically and who communicates effectively;
• self-directed and who questions, reflects and takes responsibility for his/her own learning;
• a concerned citizen, informed about the world and local affairs, has a strong sense of civic responsibilities
and participates actively in improving the lives of others;
• a member of the new generation: pop-culture, different ways of thinking, responding.
-The new types of learners, are those coming from diverse background, multicultural, and multigenerational as
coming from different age groups of lifelong learners.
- In order for every learner to address the challenges of the century, he/she has to develop life and career skills. Life
and career skills are enhanced in schools as part of the learning outcomes.

5. Life and Career Skills

• Flexibility and adaptability.
- Learners adapt to various roles, responsibilities and schedules. Despite the complex condition, they are able
to do the different tasks at one time.
- Recognition of this potential will give a signal to the teacher to provide all learners the opportunities to develop
their individual potential of being adaptable and flexible. - Rigidity runs counter to the development of this skill.
• Initiative and Self-direction
- A self-directed learner demonstrates life and career skills. Goals are set and managed by themselves.
- They don’t need detailed instructions. They plan and work out their plans.
• Social and Cross- Cultural skills
- This requires learners to respect cultural differences and work effectively with others, to be open-minded to different
ideas in order to innovate and improve quality of work. - To be able to appreciate the mores, tradition, history of
others, one needs to be open and willing to accommodate and compromise.
• Productivity and accountability.
- Able to produce results (can be an idea, or a material product)
- Respect teamwork and cooperation
- Manage time very well and can do multitask
- When one is tasked to do something, that person has an accountability to produce results as evidence of a
job done.
• Leadership and responsibility
- Good leaders use interpersonal and problem-solving skills with integrity and ethical behaviour to influence and guide
others - Leadership is not assigned, it is earned. - Leaders are born that they can also be made.
6. The New Type of Teachers
• As teachers are currently preparing students for jobs and technologies that don’t even exist yet, the challenges
then is to produce the new type of teachers.
• Teachers for the 21st century learners teach within the context of new environment, new content or
knowledge and new processes of teaching and learning.
Characteristics of the New Types of Teachers:
• Clear standards and accountability that their learners should know and be able to do at the end of their
schooling;
• Use broad pedagogies including inquiry-based learning, cooperative learning, other pedagogies.
• Skillful in the integration of ICT in pedagogy.
• Skillful in the use of assessment to guide teaching and learning;
• Great understanding of local and global cultures;
• Skillful in action research to diagnose and solve classroom problems based on evidence;
• Practice the core value of inspiring teachers; and
• Develop life and career skills for the 21st century and beyond

The four pillars are seamlessly linked to each other. These are;

1. Learning to know
• Implies thirst for knowledge and acquisition of such knowledge.
• Learning how to learn throughout one’s life.
• An individual who is knowledgeable is literate

What is literacy?
- UNESCO (1958) defined literate as one who can, with understanding, both read and write a short simple
statement on his or her everyday life.
- In 1970, a functionally literate person is one who can engage in all the activities to use reading, writing and
calculation for the community’s development.
- In 2000, literacy was defined as the ability to read and write with understanding a simple statement related
to one’s daily life, It involves continuum of reading and writing skills and often includes numeracy.
- In 2003, UNESCO redefined literacy as the ability to identify, understand, interpret, create, communicate and
compute using printed and written materials associated with varying contexts. Literacy involves a continuum of
learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate
fully in their community and wider society.
* With the changing global landscape, literacy in the 21st century is not limited to the definitions given previously.
Century Literacies
1. The arts and creativity – solving problems and creating art works
2. Ecoliteracy – Acquisition of knowledge about climate change, pollution, loss of natural habitats and
biodiversity. Solutions on how these environmental problems could be addressed must be practiced.
3. Cyberliteracy/digital literacy (Information and ICT Knowledge) – Being in the rapid changes in the use of
technology for teaching and learning, teachers and learners need to develop and enhance the use of digital
gadgets whether on-line or off-line.
4. Financial literacy – basic knowledge about the basics of economics and financial management.
5. Media literacy – Teachers and learners must learn how to discern about any information which are transmitted
via various forms and media.
6. Social/Emotional literacy – Knowledge about social dimensions and social skills that are appropriate in the
context of society. Emotional intelligence must also be developed to be able effectively manage the stresses
due to the changing environments of the 21st century society.
 7. Globalization and Multi-cultural Literacy – Respecting multicultural diversity, aware of the global trends,
acknowledge differences and similarities, respect each other’s dignity.

2. Learning to Do
• To apply knowledge, one must have the 21st century skills
• Qualifications now is equated to skills and not to knowledge alone.
• Learning by doing (pragmatist’s view of life)
3. Learning to Be

• It implies developing the potentials of each individual.

• Continuing education must improve knowledge and self-esteem.
• What would you like to be? – answer to this question requires self-analysis, reflection, social skills, creativity
and personal discovery.

4. Learning to Live Together

• Refers to the relationships among people.

• Bringing in together a community to work harmoniously, to live in peace and prosperity and to show respect
and concern for others.
• Refers to interpersonal skills that will enable people to live side by side with others at home, in school, in the
community and the whole world. All pillars are interrelated with each other as basic principles. One pillar will not
function if it stands alone. There is a need to connect in order to address the 21st century demands for teaching and
learning.

QUALITY TEACHERS AND TEACHER QUALITY DEFINED

Quality teachers are characterized by the different skills needed in the 21st century education. Partnership 21
identified themes that are relevant to the changing times.
These are
1) Global awareness 1st ; 2) Financial, Economic, Business and Entrepreneurial Literacy 3) Civic Literacy and 4) Health
Literacy.

21st Century Skills Framework are clustered into three:

• Learning and Innovation Skills Framework include Critical Thinking and Problem Solving, Creativity and
Innovation and Communication and Collaboration and Technology Skills
• Information, Media and Technology Skills Framework include Information Literacy, Media Literacy
Information, Communications and Technology Literacy)
• Life and Career Skills Framework which was discussed thoroughly in Lesson 3 Teachers with global
competence are able to demonstrate knowledge, skills, values and dispositions below:

1. Understand one’s own cultural identify and its influence on personal dispositions and classroom
practices;
2. Know and integrate global dimensions in the subject one teaches;
3. Engage students in learning
4. Use real-life local and global examples;
5. Value the inputs of culturally and linguistically diverse learners;
6. Create environment that encourage positive cross-cultural interactions;
7. Model social responsibility in local and global context;
8. Help learners find appropriate actions to improve local and global conditions
The Organization Economic Co-operation and Development (OECD) has proposed that the core elements of the
teacher-quality standards should include:
 • Planning and Preparation: including knowledge of content and pedagogy, knowledge of students, coherent
instructional plans and knowledge on how to assess students learning;
• Classroom environment: including creating a culture for learning and managing student behavior
• Instruction: including communicating effectively using appropriate discussion techniques, engaging
students and providing responsive feedback to learners;
• Professional responsibilities: including reflecting on teaching, communicating with families, contributing to
the school and community and developing professionally.

Quality teachers are defined by their attributes and characteristics while teacher quality is defined by the standards
set for the profession and are validated by the students learning outcomes.

2. The Competency Framework for Teachers in Southeast Asia (CFT SEA)

In collaboration with the Thailand’s Teacher Education Council, SEAMEO Secretariat

(SEAMES) and the SEAMEO Regional Center for Educational Innovation and Technology (INNOTECH) initiated the
Competency Framework for Teachers in Southeast Asia which was developed in 2017. The purpose was to revitalize
teacher education and to promote teaching as a profession of first choice by professionalizing teachers’ pre-service
and inservice development using this Regional Competency Framework as a guide.

4 Essential Competencies

1. Knowing and understanding what to teach. It is the ability of teachers to deepen and broaden their
knowledge on what to teach, understand education trends, policies and curricula and be updated on local, national,
regional, and global developments.
2. Helping students to learn. It is the ability to know students, use most effective teaching and learning
strategies, assess and give feedback on how students learn.
3. Engaging the community. It is the ability to partner with parents and caregivers, involve the community to
help students learn and encourage respect and diversity.
4. Becoming a better teacher everyday. This is the ability to know oneself and others, practice human goodness
and then master the teaching practice.
 Philippine Qualifications Framework
(PQF).— A PQF shall be established
which shall describe the levels of
educational qualifications and sets the
standards for qualification outcomes. It
is a quality assured national system for
the development, recognition and
award of qualifications based on
standards of knowledge, skills and
values acquired in different ways and
methods by learners and workers of the
country.

The PQF shall have the following

objectives:

(a) To adopt national standards and

levels of learning outcomes of
education;

(b) To support the development and

maintenance of pathways and
equivalencies that enable access to
qualifications and to assist individuals to
move easily and readily between the
different education and training sectors
and between these sectors and the
labor market; and

(c) To align domestic qualification

standards with the international
qualifications framework thereby
enhancing recognition of the value and
comparability of Philippine qualifications and supporting the mobility of Filipino students and workers.
PHILIPPINE QUALIFICATIONS FRAMEWORK (PQF 6) LEVELS OF OUTCOMESAND
DESCRIPTORS

PQF 6 Descriptor of Outcomes

Graduates possess a broad level of coherent
PQF 6 Level of Outcomes knowledge and skills in their field of study for
Knowledge, Skills and Values professional work (teaching) and lifelong learning

Application values of knowledge, skills and 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
Degree of Independence

NATIONAL ADOPTION AND IMPLEMENTATION OF THE PHILIPPINE PROFESSIONAL

STANDARDS FOR TEACHERS DepEd Order No. 42, s. 2017
 1. In line with the new professional standards for teachers, the Department of Education (DepEd), through the
Teacher Education Council (TEC), issues this DepEd Order entitled National Adoption and Implementation of
the Philippine Professional Standards for Teachers (PPST).

2. The DepEd recognizes the importance of professional standards in the continuing professional development
and advancement of teachers based on the principle of lifelong learning. It is committed to supporting
teachers, and taking cognizance of unequivocal evidence that good teachers are vital to raising student
achievement. Quality learning is contingent upon quality teaching. Hence, enhancing teacher quality becomes
of utmost importance for long term and sustainable nation building.

3. The changes brought about by various national and global frameworks such as the K to 12 Reform, ASEAN
Integration, globalization, and the changing character of the 21st century learners necessitate the
improvements and call for the rethinking of the National Competency-Based Teacher Standards (NCBTS);
hence, the development of the PPST.

4. The PPST aims to:

5. set out clear expectations of teachers along well-defined career stages of professional development from
beginning to distinguished practice;
6. engage teachers to actively embrace a continuing effort in attaining proficiency; and c. apply a uniform
measure to assess teacher performance, identify needs, and provide support for professional development.

7. The PPST shall be used as a basis for all learning and development programs for teachers to ensure that
teachers are properly equipped to effectively implement the K to 12 Program. It can also be used for the
selection and promotion of teachers. All performance appraisals for teachers shall be based on this set of
standards.

8. The regional offices shall be supported by their training and development personnel to organize and orient all
the schools divisions within their jurisdiction for the PPST. In addition, it shall take charge of the monitoring
and evaluation at the division level implementation. The schools division office shall have the same functions
and responsibilities in the school districts and secondary schools

9. Reporting of the orientation and related activities shall be done by the regional office to the Office of the
Secretary through the Teacher Education Council.
Role of Teachers
Teachers play a crucial role in nation building. Through quality teachers, the Philippines can develop holistic learners
who are steeped in values, equipped with 21st century skills, and able to propel the country to development and
progress. This is in consonance with the Department of Education vision of producing: “Filipinos who passionately
love their country and whose values and competencies enable them to realize their full potential and contribute
meaningfully to building the nation” (DepED Order No. 36, s. 2013).

Evidences show unequivocally that good teachers are vital to raising student achievement, i.e., quality learning is
contingent upon quality teaching. Hence, enhancing teacher quality becomes of utmost importance for long-term and
sustainable nation building.
The changes brought about by various national and global frameworks such as the K to
12 Reform and the ASEAN integration, globalization, and the changing character of the 21st century learners
necessitate improvement and adaptability of education, and a call for the rethinking of the current teacher standards.

PROFESSIONAL STANDARDS FOR TEACHERS

The Philippine Government has consistently pursued teacher quality reforms through a number of initiatives. As a
framework of teacher quality, the National Competency-Based Teacher Standards (NCBTS) was institutionalized
through CHED Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s. 2009. It emerged as part of the
implementation of the Basic Education Sector Reform Agenda (BESRA), and was facilitated by drawing on the learning
considerations of programs, such as the Basic Education Assistance for Mindanao (BEAM), the Strengthening
Implementation of Visayas Education (STRIVE) project and the Third Elementary Education Project (TEEP).

The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher quality requirements in the
Philippines. The reform process warrants an equivalent supportive focus on teacher quality – high quality teachers
who are properly equipped and prepared to assume the roles and functions of a K to 12 teacher.

The Philippine Professional Standards for Teachers, which is built on NCBTS, complements the reform initiatives on
teacher quality from pre-service education to inservice training. It articulates what constitutes teacher quality in the
K to 12 Reform through well-defined domains, strands, and indicators that provide measures of professional learning,
competent practice, and effective engagement. This set of standards makes explicit what teachers should know, be
able to do and value to achieve competence, improved student learning outcomes, and eventually quality education.
It is founded on teaching philosophies of learner- centeredness, lifelong learning, and inclusivity/inclusiveness, among
others. The professional standards, therefore, become a public statement of professional accountability that can help
teachers reflect on and assess their own practices as they aspire for personal growth and professional development.

TEACHER QUALITY IN THE PHILIPPINES

The Philippine Professional Standards for Teachers defines teacher quality in the Philippines. The standards
describe the expectations of teachers’ increasing levels of knowledge, practice and professional engagement. At the
same time, the standards allow for teachers’ growing understanding, applied with increasing sophistication across a
broader and more complex range of teaching/learning situations.
The following describes the breadth of 7 Domains that are required by teachers to be effective in the 21st Century
in the Philippines. Quality teachers in the Philippines need to possess the following characteristics:
* recognize the importance of mastery of content knowledge and its interconnectedness within and across curriculum
areas, coupled with a sound and critical understanding of the application of theories and principles of teaching and
learning. They apply developmentally appropriate and meaningful pedagogy grounded on content knowledge and
current research. They display proficiency in Mother Tongue, Filipino and English to facilitate the teaching and learning
process, as well as exhibit the needed skills in the use of communication strategies, teaching strategies and
technologies to promote high-quality learning outcomes.

PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS (PPST)

Professional standards are important in the continuing professional development and advancement of teachers as
articulated in DepEd Order 42, s. 2017. Titled, "National Adoption and Implementation of the Philippine Professional
Standards for Teachers (PPST)," it shall serve as framework for teacher quality and teacher development.

PPST was developed as a result of the changes brought about by the K to 12 reform, ASEAN integration,
globalization, 21st century learners and the call for the rethinking of the National Competency-Based Teacher
Standards (NCBTS).

Specifically, PPST is designed to set out clear expectations of teachers along well defined career stages of
professional development from beginning to distinguished practice, engage teachers to actively embrace a continuing
effort in attaining proficiency, and apply a uniform measure to assess teacher performance, identify needs, and to
provide support for professional development.

The PPST defines teacher quality in the Philippines. It has seven domains and 37 strands that pertain to more specific
dimensions of teacher practices.

Domain 1, Content Knowledge and Pedagogy - emphasizes the importance of mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a sound and critical understanding of the
application of theories and principles of teaching and learning. Teachers apply developmentally appropriate and
meaningful pedagogy grounded on content knowledge and current research. They display proficiency in Mother
Tongue, Filipino, and English to facilitate the teaching and learning process, as well as exhibit the needed skills in the
use of communication strategies, teaching strategies and technologies to promote high-quality learning outcomes.
Domain 2, Learning Environment - refers to learning environments that are safe, secure, fair and supportive in order
to promote learner responsibility and achievement. Teacher create an environment that is learning-focused and
efficiently manage learner behavior in a physical and virtual space. They utilize a range of resources and provide
intellectually challenging and stimulating activities to encourage constructive classroom interactions geared toward
the attainment of high standards of learning.

Domain 3, Diversity of Learners - highlights the establishment of learning environments that are responsive to
learner diversity. Teachers respect learners' diverse characteristics and experiences as inputs to the planning and
design of learning opportunities. They encourage the celebration of diversity in the classroom and the need for
teaching practices that are differentiated to encourage all learners to be successful citizens in a changing local and
global environment.

Domain 4, Curriculum and Planning - focuses on the interaction with the national and local curriculum requirements.
Teachers translate curriculum content into learning activities that are relevant to learners and based on the principles
of effective teaching and learning. They apply their professional knowledge to plan and design well-structured and
sequenced lessons that are contextually relevant, individually or in collaboration with colleagues, responsive to
learners' needs and incorporate a range of teaching and learning resources. They communicate learning goals to
support learner participation, understanding and achievement.

Domain 5, Assessment and Reporting - deals with the application of a variety of assessment tools and strategies in
monitoring, evaluating, documenting and reporting learners' needs, progress and achievement. Teachers use
assessment data in a variety of ways to inform and enhance the teaching and learning process and programs. They
provide learners with the necessary feedback about learning outcomes that informs the reporting cycle and enables
teachers to select, organize and use sound assessment processes.

Domain 6, Community Linkages and Professional Engagement - focuses on the establishment of school-community
partnerships aimed at enriching the learning environment, as well as the community's engagement in the educative
process. Teachers identify and respond to opportunities that link teaching and learning in the classroom to the
experiences, interests and aspirations of the wider school community and other key stakeholders. They understand
and fulfill their obligations in upholding professional ethics, accountability, and transparency to promote professional
and harmonious relationships with learners, parents, schools and the wider community.

Domain 7, Personal Growth and Professional Development - emphasizes teacher's personal growth, professional
development and high personal regard for the profession by maintaining qualities that uphold the dignity of teaching
such as caring attitude, respect, and integrity. They value personal and professional reflection and learn to improve
their practice. They assume responsibility for personal growth and professional development for lifelong learning.

Moreover, PPST offers four career stages.

Career Stage 1 or Beginning Teachers (Novice Teachers) are those who have gained the qualifications recognized for
entry into the teaching profession. Teachers at this stage are supported to reach Career Stage 2 within two to three
years.

Career Stage 2 or Proficient Teachers are professionally independent in the application of skills vital to the teaching
and learning process. This stage shows the acceptable standards for all teachers, which should be reached within the
first two or three years of teaching.

Career Stage 3 or Highly Proficient Teachers consistently display a high level of performance in their teaching
practice. They are accomplished practitioners who mentor and work collegially with other staff. This is the stage that
Master Teachers are expected to be at.

Career Stage 4 or Distinguished Teachers embody the highest standards for teaching grounded in global best
practice. They are recognized as leaders in education, contributors to the profession and initiators of collaborations
and partnerships.