T

RIGHTS AND PRIVELIGES

HE
Civilization in A
OF TEACHERS IN THE
sia

P HILIPPINES
There is no other constitution in the history of
the country that has given importance to
teachers more than the
1987 Philippine Constitution.
 The 1987 Philippine Constitution
guarantees that the State shall “enhance the
right of teachers to professional
advancement;” “assign the highest
budgetary priority to education;” and
“ensure that teaching will attract and
retain its rightful share of the best
available talents through adequate
remuneration and other means of job
satisfaction and fulfillment.”
 Commonwealth Act 578 amended the
Revised Penal Code to include teachers,
professors, and persons charged with the
supervision of public or duly recognized
private schools, colleges, and universities,
within the term
“persons in authority.”
 RA 4670 otherwise known as THE
MAGNA CARTA FOR PUBLIC
SCHOOL TEACHERS
Details the rights, privileges, and benefits of
teachers such as:

1) consent to transfer;
2) safeguards in disciplinary procedure;
3) no discrimination;
4) married couples to be employed in the
same locality;
5) academic freedom;
6) not more than 6 hours of actual classroom
teaching;
Details the rights, privileges, and benefits of
teachers such as:

7) additional compensation for activities

outside normal duties;
8) salaries comparable to other occupations
to insure teachers a reasonable standard
of life for themselves and their families;
9) salaries appropriated by local
governments not to be less than those
paid to teachers of the national
government;
10) cost of living allowance;
Details the rights, privileges, and benefits of
teachers such as:

11) special hardship allowance;

12) medical examination free of charge once a
year during the teachers’ professional life;
13) prohibition of unauthorized deduction
from teachers’ salaries;
14) study leave;
15) indefinite leave;
16) salary increase upon retirement and
17) freedom to establish or join organization
of their choice.
After all, there is no truth to what is
often said about teachers
“overworked and underpaid.”
 O
GLOCAL TEACHER
N BECOMING A
Our world has been called a
“global village.”
 Global education poses a variety of
goals ranging from increased knowledge
about the peoples of the world to
resolutions of global problems, from
increased fluency in foreign languages
to the development of more tolerant
attitudes towards other cultures and
peoples.
 Contemporary curricula
respond to the concept of this
global village.
 To become a global teacher you
should be equipped with a wider range
of knowledge of the various educational
systems outside the country; master
skills and competencies which can
address global demands; and possess
attitudes and values that satisfy these
benchmark requirements, then you can
safely say, you have prepared well to be
a great teacher of the world.
 Why
a shift in the use of
global to glocal
as our chapter title?
Roland Robertson (1992) a sociologist, in his
article “Glocalization: Time – Space and
Homogeneity-Heterogeneity, suggests
replacing the concept of globalization to
glocalization with the view in mind to blur the
boundaries between global and local.

Further, he said that the term glocalization

means it is local culture which assigns meaning
to global influences, and that the two are
interdependent and enable each other.
Glocalization in Oxford Dictionary
of New Words (1991:134) defines the
word glocal and the process noun word
glocalization as a blending of global
and local conditions a global outlook
adapted to local condition and the local
condition to global perspectives.
As the future teacher, you have to blend
both global and local perspective. As the
saying goes:
“think globally, but act
locally.”
 The
Global and Glocal
Teacher Professional:
is there a difference?
 A. Global and Glocal Teacher
Education
Global education has been best described
by two definitions:
 a goal to develop countries worldwide and is
aimed at educating all people in accordance with
world standards. – UNESCO
 is a curriculum that is international in scope
which prepares today’s youth around the world
too function in one world environment under
teachers who are intellectually, professionally
and humanistically.
 UNESCO’s Education 2030
Incheon Declaration during the
World Education Forum
established a vision
“Towards inclusive and
equitable quality educational
lifelong learning for all.”
Sustainable Development Goal
(SDG) 4 for Education is one of
the seventeen goals of the United
Nation’s SDG’s. The seven of the
ten targets are expected outcomes
while three are means of achieving
the outcomes.
By 2030, the seven outcome targets of SDG
4 must have been achieved. These are:
4.1 Universal primary and secondary
education.
4.2 Early childhood development and universal
pre-primary education.
4.3 Equal access to technical/vocational and
higher education.
4.4 Relevant skills for decent work.
4.5 Gender equality and inclusion.
4.6 Universal youth literacy.
4.7 Education for sustainable development and
global citizenship.
One of the means to achieve the
target is to increase the supply of
qualified teachers.
 James Becker (1998) defined
global education as an effort to
help individual learners to see the
world as a single and global system
and to see themselves as a
participant in that system.
It is a school curriculum that has a
worldwide standard of teaching
and learning.
To meet the various global challenges of the
future, the 21st Century Learning Goals
have been established as bases of various
curricula worldwide. These learning goals
include:
1. 21st Century Content
2. Learning and Thinking Skills
 ICT Literacy
 Life Skills
 21st Century Assessments
 Glocal education 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.
Global teacher education addresses
the need of the smallest schools to the
largest classrooms in the world.
B. From Global Teacher to Glocal
Teacher Professionals
A glocal teacher is 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 in any place in the world.
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;
 posses good communication skills (for
Filipino teachers to be multilingual);
 aware of international teacher
standards and framework; and
 master the competences of the
Beginning Teacher of the Philippine
Professional Standards for Teachers
(PPST, 2017).
 Glocal teachers in addition to the above
qualities must possess the following distinct
characteristics and core values of Filipino teachers
(Master Plan for Teacher Education, 2017):
 cultural and historical rootedness
 ability to contextualize teaching-learning
 excellence
 responsiveness
 accountability and integrity
 ecological sensitivity
 nationalism/Filipinism
 faith in the Divine Providence
 The need of glocal teachers
is on the rise of several countries
worldwide who will teach in rural and
urban classrooms imbued with the
characteristics and attributes of a glocal
teacher.
 GROUP 5

JIM RHODEL AMIGO

DIANE DELANTAR
ANGELINE JOYCE ALPECHE
KIMBERLY LINA
RITZELLE LAMBO