1.

What are the educational realities on the ground (using your respective workplaces as
context) which you think are barriers to achieving what education is portrayed to look like
in 2030? Think of as many issues as possible.

My workplace, like all other institutions, faces challenges in fulfilling the educational
goals set for 2030. Here are some of the most pressing issues in global education that
our school is dealing with right now in order to meet Global Goal 4: Quality Education by
2030.

A. Deteriorating quality of education

In the span of my teaching experience in our school, I encountered many High
School students who couldn't even construct a correct sentence or much less a
paragraph. Low-quality instruction contributes to students' poor performance. The
poor quality of teachers; poor school management; poor school facilities such as
laboratories and libraries; poor learning environment; the content of the curriculum;
inadequate books and science equipment; the poor method of instruction; classroom
shortages; and others are all contributing to the declining quality of education.
Science supplies, teaching gadgets, and audio-visual aids are also in short supply.
Graft and corruption have long been observed in the purchasing of books and the
construction of school buildings. This circumstance makes it difficult for teachers to
do their jobs.

B. Education Funding Shortage and Education Affordability

Education concerns have grown in number and complexity as a result of COVID 19.
Distance learning modalities via the internet or TV broadcasts were ordered in
response to the unexpected occurrences brought on by the health crisis. In addition,
our school has implemented a blended learning approach that includes online
classes, printouts, and lessons broadcast on television and social media. As a result,
the new learning pathways rely on students and teachers having internet connection.
Another concern in our school has arisen as a result of this. A large number of our
students do not have access to computers or other digital tools at home, making their
blended learning ineffective. As a result, the importance of technology in education
has an impact on our students. Money for mobile load, lack of gadget, bad internet
signal, students' trouble to focus and learn online, and parents' lack of understanding
of their children's lessons are among the top concerns of parents and guardians.

C. Having no teacher or a teacher who isn't properly trained.

This pandemic has shown that some of our teachers are unprepared and untrained
for online learning. Our teachers require professional development in the areas of
ICT, online teaching practices, and research. The majority of teachers are unfamiliar
with these areas because the change from face-to-face to online instruction was
unexpected. Traditional classrooms had become the norm for teachers, but the
pandemic changed everything. This inadequacy in skills makes them uncomfortable
and stressed about giving quality education to their students. Moreover, some
students were also unable to access education due to unfavorable learning
 conditions and poor internet connectivity. These factors have caused stress among
teachers, which has negatively affected their performance.

In seeking to meet teachers’ professional development requirements, policy makers

and practitioners need to consider both how to support and encourage participation
and how to ensure that opportunities match teachers’ perceived needs. This must be
balanced with the cost in terms both of finance and teachers’ time. Teachers’
perceived needs should also match the wider goals of school development and how
well teachers’ professional development is coordinated with appraisal and feedback
practices in schools and school evaluations more generally.

D. Overworked and underpaid teaching staff

Aside from classroom instructions, teachers in our school perform a host of
backbreaking and time-consuming jobs unrelated to the teaching function. Such
activities include Operation Timbang, Clean and Green Drive, Alay-Tanim, Alay-
Lakad, fund raising campaigns, etc. To do all these, teachers are forced to work two
or three hours overtime every day. They also have to report during weekends and
holidays and even during their yearly vacation time.

E. Drop-out Rate (Out-of-school youth)

Due to the adverse impact of COVID-19, the rising rate of OSY has become a major
concern. Due to a lack of internet access and technology, several of our students
struggle with distant learning. Despite the fact that we provide modular learning,
some students find it difficult to concentrate and learn without the help of teachers in
the physical classroom. Some students have to work to meet their necessities, and
as a result, they do not have time to complete their modules. Some of them decide to
quit their studies due to personal problems.

2. Having watched the video material, how ready or how far are you from being or
becoming a global teacher or school administrator? What gaps need to be filled? What
existing competencies do you already have which you can build on and strengthen to
become the global teacher - administrators we are envisioned to be by 2030?

After watching the film, I realized a number of things about myself as a young
educator. As a newly hired teacher, I suddenly learned that I am far from being ready or
capable of becoming a global educator. However, this serves as a reminder to me that I
still have a long way to go in terms of gaining experience and learning from my
coworkers who have been teaching for several years. The video also made me realize
the advantages of continuing my doctorate degree and enrolling in this course, which will
help me build and develop the attitudes and characteristics I need to become a global
teacher.
Continue my professional training and realize what global competence means for
me to reflect on the qualities I need to build is one of the gaps that I need to fill in order
 to become a global teacher-administrator. As a teacher, I must assist students in
preparing for a world that is becoming increasingly complex, interrelated, and
interdependent as a result of technological advancements. To be a globally competent
teacher, I must adopt a mindset that allows me to apply my personal global competence
in the classroom in a professional manner. A vision of equitable teaching and learning
that allows students to succeed in a world that is constantly changing.
To become the global teacher and administrator I imagine myself to be by 2030, I
believe I've built existing skills on which I may grow and strengthen in order to achieve
my goals. Among the competencies is the capacity to act purposefully and constructively
to direct professional growth and contribute to the growth of my students and colleagues.
I was able to acquire this skill because I put a high value on my teacher education and
the creation of learning settings that encourage student independence through
professional development. Being a teacher who is knowledgeable in digital technologies
is also one of the competencies that will help me become a global teacher. I made sure
that my students developed media and information literacy as I used online learning to
teach them. With the rise of "fake news" and the use of digital technology to disrupt
traditional news media, schools are being pressured to improve students' media literacy,
or the capacity to make sense of and evaluate the reliability of diverse media sources
through critical thinking. As a teacher, I also make it a point to show my students that I
am a good role model. During my two years as a teacher, I make an effort to educate my
students how to be accountable for their actions. I make them realize that taking
responsibility is connected to the ability to reflect upon and evaluate one’s own actions in
light of one’s experience and education, and by considering personal, ethical and
societal goals. Students become ethically and intellectually mature by critically analyzing
and assessing alternatives through an ethical lens.

The DepEd sees the K to 12 graduates with discipline knowledge

and skills, critical analysis, problem solving, ethical decision-making,
communication, social interaction, global perspective, lifelong learning, and
citizenship. These qualities and attributes are clearly stipulated in the SDG 4
targets and indicators. Truly, the efforts of the NEDA and DepEd
complements one another in the attainment of the new vision of education
2030. This has been the context of the Philippines for promoting SDG 4 and
making actions for Incheon Declaration 2030.
The DepEd sees the K to 12 graduates with discipline knowledge
and skills, critical analysis, problem solving, ethical decision-making,
communication, social interaction, global perspective, lifelong learning, and
citizenship. These qualities and attributes are clearly stipulated in the SDG 4
targets and indicators. Truly, the efforts of the NEDA and DepEd
complements one another in the attainment of the new vision of education
2030. This has been the context of the Philippines for promoting SDG 4 and
making actions for Incheon Declaration 2030.
I can say that I am a teachers equip with qualities and attributes with
discipline knowledge and skills, critical analysis, problem solving, ethical
decision-making, communication, social interaction, global perspective,
lifelong learning, and citizenship.

3. Prepare your own 1-2 minute self- presentation video,

specifically focusing on who you are in terms of competencies and
skills set, and what you can significantly contribute towards
realizing the future of education by 2030? The short video clip is
for submission and grading, instead of a reflection paper. 

As our society evolve, so does our education system. I’m Ma. Sharlyn Navia, a proud SHS teacher from
Marcial O. Ranola Memorial School. After watching the video clip, I made some reflections of who I am
as a teacher? And what competencies and skills do I have to contribute towards realizing the future of
education by 2030. I realize that before I became a public-school teacher, I pursued my Master’s degree,
where I concentrated on helping students in improving their performance by developing metacognition,
self-awareness, critical thinking, and decision-making abilities. In my life and in my teaching profession, I
have come to build these talents as I guide my students. I'd made a point of including the development
of these skills throughout my lessons in Physical Science. I’ve also experienced teaching Media and
Information Literacy where I guide my student on how to use and access technology effectively and
responsibly. I encourage my students to use technology to express themselves creatively in order for
them to improve their digital and technological skills, which will be in high demand by 2030. I also feel I
possess the transformative competencies indicated in the video. Assisting my students in developing
new information, insights, approaches, strategies, and solutions, as well as applying them to problems,
is how I encourage them to think outside the box. During our group exercises, my students also like
interacting with others and try to think "outside the box." They can develop a better sense of purpose
and self-worth as a result of this, as well as being more prepared and resilient when faced with
uncertainty and change. Students acquire new thinking, ideas, and insights through pedagogical
approaches that allow them to apply what they've learned to real-life circumstances and challenges.

Improving the education of hundreds of millions of children sound insanely ambitious. But if ever there
is a right moment, then it’s now. And I think we can actually get that done. These devices will transform
the lives of the poor even more dramatically than ours. If we can get the smartest people on earth to
realize that they could use these devices to overcome our biggest challenges in the Philippines. We
could actually solve all those problems. The UN has set 17 Global Goals to be accomplished by 2030.
Goal # 4 is quality education for all. For 2030 that is just 8 years from now. If facebook was founded 13
years ago.This means that there is an enough time but we have to get started. In my case I’ll start
developing globally competitive students inside my classroom. Thank you.

Metacognition, self-awareness, critical thinking and decision making are all skills that are
developed through reflection
 Every day people take decisions with more or less awareness and understanding. While
anticipation, action and reflection are competencies in their own right, when combined in a
cycle, they can accelerate the development of both agency and transformative competencies to
help shape a future of individual and societal well-being.