Mount Carmel College of Escalante, Inc.

Carmelite Street, Escalante City

College Department

Building and Enhancing New Literacies

Across the Curriculum

(P. Ed. 10)

Submitted to: Dr. Brenda G. Santander

Submitted by: Princess Dianne P. Balsa

BSED – SUPPLEMENTAL
MODULE 1
Application:

1. How would you apply your knowledge of the four pillars of education in your day-to-day
living? Cite concrete illustrations.

Answer: The four pillars of education are all significant to each other. It will be hard if
one is lacking since the rest will be affected. It is not only the parent who will be develop
these skills but the teacher must also help to achieve a Full development of individual.
On my own daily activities, the main purpose of these 4 pillars is to help us live and
become a better person who loves learning, putting it into action what we learned, brings
peace to everyone and live a life with good conscience who respects others as himself.
And participate in plans and projects, celebrating achievements with family and friends
and at work. The discovery of the other allows us to know each other better, because it
involves acting in the field of attitudes and values.
Learning to know
-is the foundation of the pillars of education. This starts at home and then school
knowing all the basic knowledge we need in order for us to master the learning tools.
Learning to do
-is applying what you have learned in the school. It will be easy for us to do what we have
learned in school after we have mastered, the developing of skills is being emphasized.
The pillars of education are very important as a future teacher because it is critical to
peace and mutual understanding to emphasized the value if education as a manifestation
of the spirit of unity. The system of live together as active members of a global village
and contribute to attainment of a culture of peace. Teacher must always remember that
these pillars of education are essential for them in guiding.

Post Activity:
Multiple Choice. Select the letter of your correct answer.
1. B
2. D
3. D
4. C
5. B
MODULE 2

Application:

In your own idea:

1. Explain why globalization is both a theory and a process?

Answer: Globalization links individuals and institutions across the world with unprecedented
interconnection. As a theory, globalization seeks to explain the integration of economics and
societies around the world as they are knit together by travel. Language, values and ideas,
trade, labor and financial flows, communication, and technology. It also addresses the political
interconnectedness of nations via global governance arrangements and expanding cultural
exchange via the internet, mass media, travel, etc. As a process, globalization affects all
countries, some more favorably than the other in terms of economic growth, national
sovereignty, and cultural identity. Education systems constitute the core of the globalization
process. One could think that globalization is only a matter of industry and business, and that
education as a moral process is not part of this development. However, if we understand
education as a part of the information business, education systems can be seen as the core of
the globalization process. Global education extends students’ awareness of the world in which
they live by opening them to the diverse heritage of human thoughts and action, and
creativity.

2. How do socio-cultural, environmental, geographical, economic, political,

and equity issues affect globalization? Globalization is a longstanding
trend that is in the process of changing and possibly slowing. There are
advantages to the more open border and free trade that globalization
promotes, as well as negative consequences.

In a modern, post-pandemic world, individuals, businesses and countries

must consider both sides of the globalization issue.

In the light of these arguments, it is extremely risky to advance a

description of the characteristics of globalization that most closely affect
education which include at the very least the following:

1. Socio-Cultural Issues One of the paradoxes of globalization is that

difference is becoming increasingly normative. Globalization and massive
migrations are changing the new ways we experience national identities
and cultural belonging.
2. Political Issues on Globalization At the political level, there has been the
constraint on national/state policy making posed by external demands
from transnational institutions. Yet, at the same time that economic
coordination and exchange have become increasingly well-regulated, and
as stronger institutions emerge to regulate global economic activity, with
globalization there has also been a growing internationalization of global
conflict, crime, terrorism, and environmental.
3. Economic Issues on Globalization In “Globalization and Education: An
Economic Perspective”, Harvard economist David Bloom argues that
because of globalization, education is more important than ever before
the history. He deploys a vast array of up-to-date date on the state of
global education in much of the developing world. Bloom’s materials
prompt both optimism and caution. He claims that the growing
worldwide inequality, indexed by increasing gaps and income and well-
being, generally mimics a continuing and growing global gap in education.
While primary education enrolments have improved worldwide
consistency and quality of educational experiences remain” patchy”.
Furthermore, secondary education in developing countries remains quite
weak. Education will need rethinking and restructuring if schooling is to
best prepare the children and the youth of the world to engage
globalization’s new challenges, opportunities, and costs.
Post Activity:

1. Discuss globalization and education in the perspective of conflict and consensus

theorists.

Answer: An education for globalization should therefore nurture the higher order
cognitive and interpersonal skills required for problem finding, problem-solving,
articulating arguments, and deploying verifiable facts or artifacts. These skills
should be required of children and youth who will as adults, fully engage the
larger world and master its greatest challenges, transforming it for the betterment
of humanity regardless of national origin or cultural upbringing. Globalization has
become a widespread idea in national and international dialogue in recent years.
But what do we mean when we invoke each of these terms, and is there really a
meaningful distinction between the two. Globalization’s shifting and controversial
parameters make it difficult to describe it as clearly as a dominant force, both
positively and negatively, shaping the environment in which we live. Motivated by
economic forces and driven by digital technologies and communications,
globalization links individuals and institutions across the world with
unprecedented interconnection. In doing so, it, income ways, democratizes and
intensifies interdependence and in other ways creates new forms of local reaction
and self-definition. While it may spread certain freedoms, higher living standards,
and a sense of international relatedness, it also threatens the world with a
“universal” economy and culture rooted in the North American and Western ideals
and interests. Despite the ambiguities in the definition and significance, and the
anxieties and backlashes it generates, globalization will remain a dominant
paradigm for the foreseeable future. Global education, as distinct from
globalization, does what higher education has traditionally
aimed to do: extend students’ awareness of the world in which they live by
opening them to the diverse heritage of human thoughts and action, and
creativity. Global education places particular emphasis on the changes in
communication and relationships among people throughout the world
highlighting issues as human conflict, economic systems, human rights and
social justice, human commonality and diversity, literatures and cultures, and the
impact of the technological revolution. In seeking to understand and theorize the
nature of globalization and its effects in education, itis argued that globalization
has both potentially negative as well as potentially positive effects. It is also
argued that the restructuring of the state under the impact of neo-liberalism,
which has been the underpinning ideology of economic globalization, has had a
real effect upon the structures of education, as well as potentially positive effects.
It also argued that the restructuring of the state under the impact of neo-
liberalism, which has been the underpinning ideology of economic globalization,
has had a real
 effect upon the structures of education, as well as upon educational policies in
the form of new managerialism and human capital theory.

2. Explain the implications of the ASEAN Integration 2015 in Philippine Education.

What are its challenges?
ASEAN countries are rich in culture, diverse in language and religion but have one
common goal, to be united as one. Mostly, the language barrier has always been a
constant problem among the people of the member countries. This is a great
challenge to the ASEAN Community to further create programs on how to address
this issue. The increase of usage of English language is one of the focal areas to
be considered.
Regardless all those differences, these ten countries share a similar emphasis on
human resource development as a key in developing the whole nation to enter the
knowledge-based economy and global environment. It is realized that we are
moving fast forward the situation in which all nations operate in a global market
environment. No country can grow in isolation. We are facing unprecedented
challenges, brought by the convergent impacts of globalization, the increasing
importance of knowledge as a principal driver of growth and the ICT revolution.
Education, as a fundamental human right, is considered very important and
strategic for developing their human resources. The right to education imposes an
obligation upon countries to ensure that all children and citizens have
opportunities to meet their basic learning needs. Promoting Quality and Equity in
Education is a common policy for countries in Southeast Asia region regardless
of their different levels of development.

Other common higher education challenges in Southeast Asia are:

 Lack of qualified faculty staff, declining academic community
 Limited experience of quality assurance processes
 Lack of equitable access for all students
 Lack of infrastructures
 Geographic spread and diversity of universities
 Facility of the usage of English
 Limited research expertise.

THANK YOU
TEACHER 😊