The Effectiveness of Global Education Principles

in Salawagan Central Elementary School

A Research Article in fulfilment of the requirements for

Education in Educational Perspectives and Researches in Educational System

at

CENTRAL MINDANAO UNIVERSITY

College of Education

Department of Professional Education

Submitted by:

Christine B. Abordo MAED - 2020400170

Charity Q. Bongabong MAED - 2020400174

Harold R. Maribojoc MAED - 2020400171

Submitted to:

GLADYS S. ESCARLOS, PhD

JULY 22, 2022

MAED 281_The Globally Engaged School 2

INTRODUCTION

It is well acknowledged that both individuals and societies can benefit greatly from
education. In fact, basic education is today seen in the majority of nations as both a duty and
a right. While governments are normally expected to facilitate its free and equal access,
citizens are frequently mandated by law to complete education up to a particular minimum
level (Roser and Ortiz-Espina, 2016).

Schools urgently need to address and integrate global education into their curricula,
programs, and strategies in light of our society's rapid change. An international education
focus is necessary due to the numerous difficulties that both educators and students are being
exposed to more frequently especially with the rapid growth and change around us. A global
education will be necessary as a result of pupils and instructors dealing with a new world
order, claims Kirkwood (2001). Global education encourages responsiveness, which results in
fresh perspectives on the world and a desire to effect change. Learning to accept full
responsibility as citizens, valuing respect and diversity, and make ourselves known as
contributing factors towards globalization and internalization towards a more harmonious,
just, and sustainable world are all skills that the community, including educators and students,
learn through embracing global education principles. (Rae, Baker, and McNicol, 2011). In
addition, these principles include a focus on giving individuals the tools they need to take part
in creating a better, more shared future for everyone on Earth. It emphasizes the
interconnectedness and oneness of human society, the growth of an individual identity and an
awareness of cultural diversity, the assertion of human rights and social justice, the
promotion of peace, and taking steps toward a sustainable society in various contexts.
Building partnerships with our neighboring nations is given special priority. Thus, global
education principles is pertinent in all subject areas because of its focus on fostering positive
values and involvement in addition to the development of information and skills. Furthermore
it is highly expected to promote collaboration among countries thereby enhancing systems
and technological advancements and knowledge exchange. Implementation of global
education principles in schools and community plays an important role towards rearing
global-ready citizens.

This paper study was conducted to assess the level of implementation effectiveness
does Salawagan Central Elemntary School embrace in the principles of global education.
MAED 281_The Globally Engaged School 3

Moreover it further looks into the level of effectiveness in terms of School and Community,
Curriculum and Classroom, and as Global Citizens.

OBJECTIVE OF THE STUDY

The purpose of this study is to determine the level of implementation effectiveness

does the school embrace in the principles of global education in the following indicators:
a. School and community;
b. Curriculum; and
c. Global citizens.

REVIEW OF RELATED LITERATURE

PARTICIPANTS OF THE STUDY

Participants of the study are the 50 regular and permanent basic education teachers
of Salawagan Central Elementary School located in Quezon II District, Division of
Bukidnon. The school was selected by the researchers due to its accessible midpoint location.
The locale’s existing plans, programs, linkages are also evident of global perceptiveness
which is found relevant to the study survey conducted. A roster list of teachers was obtained
and purposive random sampling method was used in the selection process of the population.
It is widely understood that no gender, age, race, skin color, or educational and training
background discrimination or in any form was deemed allowed in the conduct of the study.

RESULTS AND DISCUSSION

INTERPRETATION

CONCLUSION

RECOMMENDATION
MAED 281_The Globally Engaged School 4

References:

Ariunaa Enkhtura, Ming Lia, and Xixi Zhang (2021), Case Studies of Japanese Universities’

Collaborations with ASEAN, China, and Mongolia. Journal of Comparative &

International Higher Education, Volume 13, Issue 5, Pages 145-16

Association of Southeast Asian Nations (ASEAN) Secretariat. (2017). First ASEAN youth

development index. https://asean.org/storage/2017/10/ASEAN-UNFPA_report_web-

final-05sep.pdf

Appendix:

Research Instrument. The Globally Engaged School

Directions: Please indicate the extent of effective implementation or engagement the

school embraces the principles of global education by putting an X mark on the box
matching your answer. Please refer to the following scales:

Verbal Description Explanation

5 - Strongly Agree
4 - Agree
3 - Moderately Agree
2 - Disagree
1 - Strongly Disagree
The teacher agrees to the statement on degree of 81 – 100%
The teacher agrees to the statement on degree of 61 – 80%
The teacher agrees to the statement on degree of 41 – 60%
The teacher agrees to the statement on degree of 21 – 40%
The teacher agrees to the statement on degree of 1 – 20%

INDICATORS 5 4 3 2 1
School and Community
1. The school incorporates global education principles in
its mission statements and formal curriculum
MAED 281_The Globally Engaged School 5

documents.
2. The school actively supports and resources the
inclusion of global perspectives in the curriculum and
wider school programs.
3. The school builds links and partnerships with
individuals and groups beyond the local community.
4. The school promotes equal participation by all teachers
and students and has structures to facilitate decision
making.
5. Teachers and students encourage each other to take
action to address community and global issues related
to justice, poverty, peace and environment.
6. Everyone takes responsibility to ensure that other
individuals behave in ways that promote the safety and
wellbeing of the school community.
Curriculum: What We Learn and Teach
7. The curriculum reflects awareness of Philippines’ place
as part of a regional and global community.
8. The curriculum has strong relevance for all students,
including Indigenous students and those from language
backgrounds other than English.
9. The curriculum challenges and counters stereotypes of
other countries and cultures.
10. The curriculum reflects concern about local and global
poverty, injustice, conflict and sustainable development.
11. Global perspectives influence teaching and learning
across all the learning areas.
12. Global perspectives influence teaching and learning at
every stage of schooling.
Classroom: How We Learn and Teach
13. The classroom set-up and environment promotes
cooperative interaction and effective communication.
14. Teaching and learning activities are designed to foster
students’ sense of their own value and encourage them
to take responsibility for their own learning.
15. Students have opportunities to take part in decision
making and to learn processes of negotiation and
consensus building.
16. Students are encouraged to think critically using a
diversity of media and other resource materials.
Global Citizens: Who We Are and How We Behave
1. Teachers and students are open to learning about the
world and how it is organized from a range of social,
cultural, political and environmental perspectives.
2. Teachers and students have positive values – they
believe in the potential of others, have compassionate
concern for the rights of others, and care for the
environment.
3. Teachers and students are actively learning skills of
intercultural communication, peaceful conflict
resolution, visioning and contributing to a fairer and
MAED 281_The Globally Engaged School 6

more just world.

4. Teachers and students are committed to taking action
to build a better world for all and providing a sense of
hope for the future.