A Closer Look on the Education System Of

7/29/2019 A Closer Look on the Education System Of

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GlobalEducation


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-is a curriculum that is

international in scope which

prepares todays youth around

the world to function in one

world environment underteachers who are intellectually,

professionally and humanisticallyprepared.


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James Becker

-Global Education as an effort to help

individual learners to see the world as a

single ad global system and to see

themselves as a participant in that system.

-Global Education- is all about diversity,

understanding the differences andteaching the different cultural groups in

order to achieve the goals of global

education


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Goals to achieve to somestandards of Education in place

by 2015 worldwide.

1. Expand early childhood care education

2. Provide free and compulsory primary for all

3. Promote learning and life skills for young and adult

4. Increase adult literacy by 50%

5. Achieve gender parity by 2005, gender equality by 2015

and

6. Improve quality of education


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Global

Teacher


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-is a competent teacher who is

armed with enough skills,appropriate attitude and

universal values to teach

students with both time tested

as well as modern

technologies In education inany place in the world.


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- He or she someone who thinks and acts both

locally and globally with worldwide

perspectives, right in the communities wherehe or she is situated.

- Should have the following qualities and

characteristics in addition to knowledge, skillsand values:


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Understand how this world is interconnected

Recognizes that the world has rich variety of ways oflife

Has a vision of the future sees what the future wouldbe for himself/herself and the students

Must be creative and innovative

Must understand, respect and be tolerant of thediversity of cultures

Must believe and take action for education that willsustain the future

Must be able to facilitate digitally-mediated learning

Must have depth of knowledge; and

Must possess god communication skills

Must possess the competencies of a professionalteacher


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The course syllabi are written by

scientist and professors hired by

the NATIONAL EDUCATION

COMMISSION.


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The first six years of school make

up the primary grades.This is mainly focused on the

development of cognitive skills of a

children and will be followed byanother six years of high schools.


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The average class size is 40-60

students.Students have to cover all

topics in order to pass thenational examination


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Students wishing to attend

university must pass one of thetwo version of National

University EntranceExamination.


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Six years of primary education.Three years of junior middle school, three

years of senior middle school.

Six years of university.Variety of technical and vocational schools.


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Kindergarten

Elementary

Lower Secondary

Upper Secondary


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The entire educational systemseems to be built on a principle

that if you do well in

examinations, you will get into

good schools, or universities and

automatically into a good life-

time job.


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Primary School Junior primary (grades1-3) Senior primary (grades 4-6)

Secondary Education Junior secondary (grades 7-9) Senior secondary (10-12)


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Certificate and Diplomas

Bachelors Degrees

Honors Degrees

Masters Degree Doctorate


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f h d


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Map of the U.S. Education System


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The American School System

General Information

The American education system is unlike that in

many other countries. Education is primarily theresponsibility of state and local government, andso there is little standardization in thecurriculum, for example. The individual stateshave great control over what is taught in theirschools and over the requirements that astudent must meet, and they are alsoresponsible for the funding of schooling.


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Therefore, there is huge variationregarding courses, subjects, and other

activities

it always depends on wherethe school is located. Still, there are somecommon points, as e.g. the division of the

education system into three levels:elementary/primary education, secondaryeducation, and postsecondary/highereducation (college or university).


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Formal schooling lasts 12 years, until around

age 18. Compulsory schooling, though,ends by age 16 in most states; theremaining states require students toattend school until they are 17 or 18. All

children in the United States have accessto free public schools. Private schools(religious and non-sectarian) are available,

but students must pay tuition to attendthem.


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Structure

U.S. educators frequently use the terms K-12education, and sometimes PK-12 education, torefer to all primary and secondary educationfrom pre-school prior to the first year or grade

through secondary graduation. One of thefollowing three patterns usually prevails in thecommunity:

Elementary school (K-5), middle school (6-8),high school (9-12);

Elementary school (K-6), junior high school (7-9), senior high school (9-12); or

Elementary school (K-8), high school (9-12).


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The majority of U.S. children begin theireducations prior to entering regularschool. Parents who send their children topre-schools/nursery schools (age 2-4) and

kindergartens (age 5-6) have to financethese institutions privately. Children learnthe alphabet, colors, and other elementary

basics.


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U.S. children enter formal schooling around age6. The first pattern (see above) is the most

common one. Elementary students are typicallyin one classroom with the same teacher most ofthe day.

After elementary school, students proceed tomiddle school, where they usually move fromclass to class each period, with a new teacher

and a new mixture of students in every class.Students can select from a wide range ofacademic classes and elective classes.


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In high school, students in their first yearare called freshman, in their second year

sophomore, in their third yearjunior, andin their last and fourth year senior.

There is an even greater variety of subjects

than before. Students must earn a certainnumber of credits (which they get for asuccessfully completed course) in order to

graduate and be awarded with a HighSchool Diploma there is no finalexamination like in many other countries.


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EDUCATIONINNEWZEALAND


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BASIC EDUCATION

School is compulsory for all children in NewZealand from age 6-16

Children are eligible for free education ifthey are New Zealand citizens or residents, orif they qualify as a domestic student

Average number of students to a teacher in

every classroom is 18 to 1 in primaryschooling and 15 to 1 in secondary schoolingin state schools


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3 TYPESOFSCHOOLINNEWZEALAND

State-funded

State integrated

private


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CORESUBJECTSINNATIONAL

CURRICULUMFORALLSTATESCHOOLSARE:

English

Health and Physical Education

Language

Mathematics and Statistics

Science

Social Science Technology

The Arts


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5 COMPETENCIESCOVEREDBYTHENATIONALCURRICULUM

1 . THINKING

2. USING LANGUAGE, SYMBOLS AND TEXTS

DIFFERENCE WAYS TO COMMUNICATE ANDUNDERSTAND INFORMATION

3. MANAGING SELF A CAN DO ATTITUDE

4. RELATING TO OTHERS BEING ABLE TOLISTEN , SEE THE DIFFERENT POINTS OF VIEWAND SHARE IDEAS.

5. PARTICIPATING AND CONTRIBUTING BIGA GROUP MEMBER AND INCLUDING OTHERS


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ITALSOREQUIRESTHEIMPORTANCEOFDIFF. CULTURESTOVALUES:

excellenceInnovation, inquiry an

curiosity

diversity respect

equityCommunity and

participation

Ecological sustainability Integrity

NEWZEALANDLEVELSOF


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EDUCATION

Schooling

Level

Years/Grades Age

Early Childhood Pre-school Birth- 5 years

Primary school Years 1-8 5-13

Intermediate schoolNot always applicableas some primaryschools include theseyears

Years 7-8 11-13

Secondary School Years 7-13 11-17 or 18

TertiaryAlso includes Institue ofTechnology andPolytechnics

University or Similar 17 onwards

NATIONAL CERTIFICATE IN


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NATIONALCERTIFICATEINEDUCATIONACHIEVEMENT (NCEA)

is the official secondary school qualificationin New Zealand

it was phased in between 2002 and 2004,replacing three older secondary school

qualifications Authority administers NCEA.

there are three NCAE qualifications:

Level 1

Level 2

Level 3


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SCHOOLTERMINNEWZEALAND

TERM 1 Early February until mid- April

TERM 2 Late April until the beginning of

July

TERM 3 Mid- July until later September

TERM 4 Mid- October until Mid- December


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HIGHER EDUCATIONUniversities in New Zealand

there are eight government-fundeduniversities in New Zealand and all haveinternationally respected academic andresearch standards

a university education is open to anyonewho meets the common standards prescribedby the New Zealand Qualifications Authority(NZQA)

the academic year for Universities starts in

March to November, however, there are alsocourses in the universities that start in July

Institutes of Technology and


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Institutes of Technology andPolytechnics

state-owned

they offer courses that are equivalent in

merit to those offered as degrees inuniversities

there are 20 polytechnic and technicalinstitutes in the country

Colleges of Education in most cases are

merged with the regional universities

Private Training Institutions and EnglishLanguage Programs

there are 800 private education providers inthe country, many of which are offering short-term English language courses

Registered and accredited by New ZealandQualifications Authority


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EDUCATIONIN

PHILIPPINES


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BASICEDUCATION (K-12)consists of Kindergarten six (6) years of elementary,four (4) years of junior high school and two (2) yearsof senior high school

Kindergarten became mandatory in SY 2012-2013

the subjects from Grades 1 to 10 are the Languages(Mother Tongue, Filipino, English),Math, Science, SocialStudies, Technology and Livelihood Education (TLE)and Music, Arts. Physical Education and Health.

(MAPEH)

in grades 11 and 12, the subjects are Languages(Filipino and English), Math, Science, Social Studiescombined with TLE- Career Pathways

Elementary Education is concerned with the learners

mastery of basic skills and competencies. Secondaryeducation is geared towards the consolidation of theseknowledge and skills mastered at the elementary leveland is focused on equipping the learner withemployable gainful skills or preparing him/her formiddle level skills development or higher education.


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K-12 BASICEDUCATIONPROGRAMLevel ofSchooling

Age (Years) Description

Kindergarten 5 PRE-ELEMENTARY

Grade 1 6 ELEMENTARY (6YEARS)

Grade 2 7

Grade 3 8

Grade 4 9

Grade 5 10

Grade 6 11

Grade 7 12 JUNIORHIGHSCHOOL(4 YEARS)Grade 8 13

Grade 9 14

Grade 10 15

Grade 11 16 SENIORHIGHSCHOOL

(2 YEARS)

Grade 12 17


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HIGHER EDUCATION students who graduate in high schoolconsisting of four years may proceed to colleges,

universities or technical vocational institutions,which are classified as higher institutions

Higher educations institutions are supervisedby a government agency called the Commissionon Higher Education or CHED

Most college programs are four years for

baccalaureate degrees, other highly specializedfield like medicine and law take around 8 yearsto complete

For technical vocation education or postsecondary education, there are 2 year courses

Most of the college degree programs requirepassing a licensure examination for Nursing,Dentistry, Medical technology, Engineering,Medicine and Teaching

Examinations are given by the ProfessionalRegulation Commission (PRC) while for Law, theexamination is given by the Supreme Court.


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By nature all men are pretty much alike. Itis only by culture that they are set apart.

Confucius


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What is CULTURE?

the values, traditions, social andworldview shared by a group of people

bound together by a combination offactors.


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Students may differ in: Race

Ethnic or religious groups

Economic status

Languages spoken

Family background

Some could be stricken by poverty, unemployment,

relocations etc.


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Multicultural Education Enables teachers and educators to give value to thedifferences in prior knowledge , experiences oflearners from diverse background and familiarity with

students histories of diverse culture.

Curricular and instructional modifications

(Different) Teaching styles

Re-examination of teachers attitudes, beliefs, andperception.


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Goals of Multicultural EducationDevelop and foster a democratic and just society whereall groups experience cultural democracy andempowerment.

Improve academic achievement of all students.

Help the students to develop the knowledge ,attitudes and skills needed to function within theirown and other cultures, and within global community.

Provide opportunities to gain cultural competency.


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How do we achieve theseGOALS?


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a caring environmentwill

always enhance academicachievement.


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LESSON 4: BroadeningTeaching Perspectives:Teacher ExchangeProgramsWe cannot hold a torch to light anotherspath

without brightening our own.Ben Sweetland


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How to become a globalteacher?

Why do teachers confined in our

country need to expand theirexperiences to the wider

learning environment of the

world?

T b l b l t h d


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To become a global teacher, you need

to broaden your teaching

perspectives. Expanding yourexperiences beyond the confines of

your classroom to the wider learning

environment of the world is one of themany avenues in order to achieve a

level of global competitiveness.

Opportunities for this endeavor can beachieved through teacher exchange

programs.


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Few programs will be used asexamples for your informationand knowledge.

1. Visiting International Faculty

Program (VIF)

Visiting International Faculty Program

(VIF) is the United States largest

cultural exchange program for teachers

and schools. It is dedicated to transforming lives

through international exchange of

teachers.

VIF offers highly qualified teachers from


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around the world serving as teachers and

cultural ambassadors in the US.

FUNCTION:

VIF provides school in the United States

with world class teachers who teach a

new generation of students for success

in globally integrated world.

a.History of Visiting International FacultyProgram

Started nineteen (19) years ago


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Founded in 1987 and began

accepting teachers from other

countries of the world to teach

kindergarten up to grade 12 in

1989. In 2996, VIF was asked by the

North Carolina Department of

Public Instruction to recruitteachers in other subject areas.


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ABOUT VIF: VIF International Education, a privately-held

education company headquartered in Chapel Hill,North Carolina, helps K-12 schools create learning

and effective international learning environment.

VIF develops and manages comprehensiveinternational education programs that emphasize

cultural exposure and early language skills.

Designated by the U.S. Department of State as an

Exchange Visitor Program, VIFs 20 year history isrooted in providing greater student exposure to the

worlds language, cultures and diverse perspectives

through international teachers.


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VIF Purposes and BeliefsAll schools should have at least one

international exchange teacher.

All students should be exposed to a

variety of exchange teachers during their

academic careers.

All communities should have an equal

opportunity to develop globally literatecitizens to help builds foundation for

success in the global marketplace.

FULLBRIGHT TEACHER


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FULLBRIGHT TEACHER

EXCHANGE PROGRAM

Since 1946, the Fullbright TeacherExchange Program has helped nearly23,000 teachers and school administratorsto promote mutual understandingbetween the United States and countriesaround the world. For the U.S. teachers,this opportunity involves a year orsemester direct exchange with acounterpart in another country teachingthe same subject at the same level.

IMPACT OF THE FULLBRIGHT


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CLASSROOM TEACHER EXCHANGE Impact to Teachers:

Increased understanding of host

country, language and academic field.

Opportunity for career-enhancing

professional development experience

which allows teachers to gain new

perspectives, be exposed to newteaching methods, develop new

curricula and share professional

expertise

Opportunity to develop lifelong


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Opportunity to develop lifelong

friendship and professional

relationships and become a memberof an international community of

Fulbright alumni

Additional benefit to accompanying

family members, who gets to live or

go to school in a different culturalenvironment.

I t t S h l


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Impact to Schools: Increased global awareness on the

part of students taught byInternational exchange teachers andby the returning Fulbright Teachers

Increased knowledge and

international awareness on the partof professional colleagues throughinteractions with exchangeteachers

Opportunity for students to learnforeign languages from nativespeakers

Impact on Communities:


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Impact on Communities:

Presence of an International

teacher and his or her family asresources in the community,

providing the whole community the

opportunity to learn about anothernation

Opportunity for increased

awareness of and respect fro,diverse ideas, values, world views

and ways of life.

INTER-AFRICAN TEACHER


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EXCHANGE

The objectives of this program areto provide opportunity for Africanteachers to learn from teaching

environment in other Africancountries and also aimed to extendexperiences and widen the horizon

of African teachers by encouragingvisits to countries outside theAfrica as well.

The teacher will travel to neighboring


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The teacher will travel to neighboring

countries to work for over a period of

the two weeks after which in pairs theywill engage in following activities:

1. Be stationed at one school for one week andanother school for another week.

2. Observe teaching in the said teachers subject.

3. Guest teach using ICTs at the schools that the

teacher is visiting

4. Engage in discussions with teachers in anotherschool.

5. Write a journal of their exchange visit.


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CANADIAN EDUCATORSEXCHANGE The Canadian Education Exchange

Foundation is a non-profit foundationwhich handles both student and

educator exchanges.

International educational exchangesoffer educators and their students anopportunity to broaden theirunderstanding of one anothers culture,custom and languages.


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2 KINDS OF EXCHANGES:a. ONE YEAR EXCHANGES

Enable teachers in Alberta to swap theirjobs (and homes) with teachers in countriessuch as Australia, New Zealand, UnitedKingdom and the United States, Germany

and others for a period of one year.

b. SHORT TERM EXCHANGES

Occurs during the spring and summerholidays, enable the teacher andadministrators to job shadow with thecounterpart in other country.

JOB SHADOWING


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JOB SHADOWING

Is a popular on the job learning, careerdevelopment , and leadershipdevelopment intervention.

Involves working with another employeewho might have a different job in hand,

might have something to teach, or canhelp the person shadowing him or her tolearn new aspects related to the job.

Helps both parties to learn and exchange

ideas. It helps in networking, exploring

opportunities, feedbacking andcollaboration with departments.

Organizations have been using this as


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g g

a very effective tool for learning.

APPLICATIONS OF JOB SHADOWING:New Job Training

Career Development

Developing Expertise

Leadership Development

GLOBAL TEACHERS


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MILLENIUM AWARDSAlthough this program is

limited only to participating

countries, it is important tolearn the Global Teacher

Exchange Program contribute

to the quality of teachersworldwide.


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THE PROGRAM AIMS TO:Change the live UK educators

personally and professionally by

encouraging them to fulfill their

aspiration and use their talents ininnovative ways,

Ensure benefits for staff and pupils of

UK schools under local communitiesthrough the dissemination of

innovative development education.

S t th i d ti iti


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Support the aims and activities

ifLinks educational program in

South Africa, Ghana, and

Uganda.

Set a standard and develop a

model for other similar scheme.


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How can youdescribe aglobal teacher?


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QUESTIONS:1. If you want to be a part of any teacher

exchange program, what are the

qualifications do you have?

2. Among the following teacher

exchange program, what program doyou think suit your qualifications?

It is interesting to note that these


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It is interesting to note that theseprograms give teachers the opportunity

to live their professional lives inanother context, in another setting, inanother country, thus strengtheningtheir skill in understanding diversity

and multiculturalism.

Thank you!By: MS. VERONICA ROSE S.BUENAVENTURA

TECHNOLOGY


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TECHNOLOGY


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1. Technology provides


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1. Technology provides

support to the solutionof meaningful problems

Finding answer to complexproblems brought to the

classroom is one importantfunction of technology

Technology act as


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Technology act as

cognitive support

The use of technology providescognitive support to learners.

Ex. Multimedia Database on CD-

ROMSVideodisc

Web

Technology promotes


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Technology promotes

collaboration as well asindependent learning

Interconnectedness in networkingthrough technology supportcollaboration. Technology

provides avenues for discussionand communication amonglearners.

Technology Programs for Teacher


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Technology Programs for TeacherStand-alone program

Software CD-ROMS

Information Database

Print-based form now in electronic form

Programs available in the Internet

Knowledge Integration Environment GLOBE PROGRAM(Global Learning and Observations

to Benefit Environment)

Electronic field trip

MODIFIED TECHNOLOGYEDUCATION REQUIREMENTS FOR


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EDUCATION REQUIREMENTS FOR

PROSPECTIVE TEACHERS

1. Technology operations andconcepts

Demonstrate introductory knowledge, skillsand understanding of concepts related totechnology

Demonstrate continuous growth intechnology knowledge and skills to keepabreast of current and emerging technologies


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2. Planning and designing learning

environments and experiences Apply current research on teaching and learningwith technology when planning the learningenvironments and experiences

Identify and locate technology resources andevaluate them for accuracy and suitability.

Plan for the management of technologyresources within the context of learningactivities.

Plan strategies to manage student learning in atechnology-enhanced environment

3. Teaching ,learning and curriculum.Teachers implement curriculum plans that


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p pinclude methods and strategies for applying

technology to maximize student learning. Use technology to support learner-centered

strategies that address the diverse needs ofstudents.

Apply technology to develop students higher orderskills and creativity.

Facilitate equitable access to technology resourcesfor all students.

Manage student learning activities in technology-enhance environment


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4. Assessment and evaluation Use technology resources to collect and

analyze data, interpret result and

communicate findings to improveinstructional practice and maximizestudent learning.

Apply multiple methods of evaluation todetermine students appropriate use oftechnology resources for learning,communication and productivity

P d ti it d P f i l


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5. Productivity and Professional

practice Use technology resources to engage in ongoing

professional development and lifelong learning.

Continually evaluate and reflect on professionalpractice to make informed decisions regardingthe use of technology in support of studentlearning.

Apply technology to increase productivity.

Use technology to communicate and collaboratewith peers ,parents and larger community in

order to nurture student learning


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6. Social, ethical , legal andhuman issues Apply technology resources to enable and

empower learners with diverse backgrounds,

characteristics and abilities. Identify and use technology resources that

affirm diversity.

Promote safe and healthy use technologyresources.

Facilitate equitable access technology resourcesfor all students.

How should Technology be used?


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How should Technology be used?

Use technology linked to district and school initiatives to support

the content of the learning area.

Integrate technology with the curriculum rather than makingtechnology a separate subject area.

Use technology to assist with data driven decision makingtechnology

Use technology to support different learning styles to meet the

needs of all learners including those with disabilities.

Use technology as a vehicle for professional development.


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With substantial knowledge, skills and appropriate

attitude in the use of technology, you can now applyinnovative teaching strategies in your classroom.

As technology becomes increasingly useful forteaching, administration and management withinschools, all staff need to be confident ICT users.

This means devoting time to developing technologyskills and ensuring they are updated regularly in order

to keep up with rapid changes in the digital space.

A Closer Look on the Education System Of

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