Global and Glocal Education in the Teaching Profession

Vocabulary flashcards covering the concepts of global and glocal education, UNESCO's Education 2030 Incheon Declaration, Sustainable Development Goal 4 targets, 21st-century learning goals, and the core characteristics of a glocal Filipino teacher.

Global Education (UNESCO definition)

A goal to develop countries worldwide, aimed at educating all people in accordance with world standards.

Global Education (Curriculum definition)

A curriculum that is international in scope which prepares today's youth around the world to function in a one-world environment under teachers who are intellectually, professionally, and humanistically prepared.

Education 2030 Incheon Declaration

A declaration established during the World Education Forum that set forth the vision: "Towards inclusive and equitable quality education lifelong learning for all."

Sustainable Development Goal (SDG) 4

The United Nations goal dedicated to education among the 17 SDGs, comprising ten targets: seven expected outcome targets and three means of achieving those outcomes.

Target 4.1 (Universal primary and secondary education)

An SDG 4 target to ensure all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes.

Target 4.2 (Early childhood development and universal pre-primary education)

An SDG 4 target to ensure that all boys and girls have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education.

Target 4.3 (Equal access to technical/vocational and higher education)

An SDG 4 target to ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university.

Target 4.4 (Relevant skills for decent work)

An SDG 4 target to substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship.

Target 4.5 (Gender equality and inclusion)

An SDG 4 target to eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations.

Target 4.6 (Universal youth literacy)

An SDG 4 target to ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.

Target 4.7 (Education for sustainable development and global citizenship)

An SDG 4 target to ensure all learners acquire knowledge and skills needed to promote sustainable development, human rights, gender equality, peace and non-violence, global citizenship, and appreciation of cultural diversity.

Goals of Global Education (James Becker)

An article emphasizing that global education incorporates knowledge and empathy of national and world cultures into each student's curriculum and experiences, encouraging students to view the world as a whole.

21st Century Content

Emerging content areas in 21st-century learning goals that include global awareness; financial, economic, business, and entrepreneurial literacy; civic literacy; and health and environmental awareness.

Learning and Thinking Skills (21st Century)

Curriculum goals consisting of critical thinking and problem-solving skills, communication, creativity and innovation, collaboration, contextual learning, and information and media literacy.

ICT Literacy

The practice of using technology in the context of learning so students know how to learn.

21st Century Assessments

Authentic assessments designed to measure specific areas of learning in 21st-century education.

Glocal Education

An educational approach centered on diversity, understanding differences, and teaching different cultural groups in their own context to achieve the global education goals presented by the United Nations.

Glocal Teacher

A global teacher who is competent, equipped with skills, appropriate attitudes, universal values, and both time-tested and modern technologies; someone who thinks and acts both locally and globally with worldwide perspectives while teaching in their situated community.

Robertson (1992)

The scholar who advanced the concept of blending globalization and localization, underscoring the rootedness and sustainability of education.

Philippine Professional Standards for Teachers (PPST, 2017)

The professional framework whose Beginning Teacher competencies must be mastered by glocal Filipino teachers.

Cultural and Historical Rootedness

A distinct characteristic of Filipino teachers under the Master Plan for Teacher Education (2017) demonstrated by building on the culture and history of the learners and the place.

Ability to Contextualize Teaching-Learning

A core competency of glocal teachers involving the use of local and indigenous materials, content, and pedagogy whenever appropriate.

Ecological Sensitivity

A characteristic of Filipino teachers defined by being resilient and acting as a steward of the environment for sustainability.

Nationalism/Filipinism

A core value of Filipino glocal teachers defined as being a responsible citizen and upholding the Filipino identity amidst globalization (glocalization).

Accountability and Integrity

A core value of Filipino teachers shown by being a positive role model with strong moral character, being committed, conscientious, credible, honest, and loyal.