Global Education – (UNESCO)

-develop countries worldwide and is aimed at educating all people in accordance with world standards.
-is a curriculum that is international in scope which prepares
today’s youth around the world to function in one world environment under teachers who are intellectually,
professionally and humanistically prepared.
Global to “Glocal” means combination of Glo for Global and Cal for Glocal (ROLANDO ROBERTSON)

Sustainable Development Goal

(SDG) 4 for Education
 Universal primary and secondary education. Ensure all girls and boys complete, free, equitable and
quality primary and secondary education leading to relevant and effective learning outcomes.
 Early childhood development and universal pre-primary education. 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.
 Equal access to technical/vocational and higher education. Ensure equal access for all women and men
to affordable and quality technical vocational and tertiary education including university.
 Relevant skills for decent work. Substantially increase the number of youth and adults who have
relevant skills including technical and vocational skills, for employment decent jobs and entrepreneurs.
 Gender quality and inclusion. Eliminate gender disparities in education and ensure equal access to all
levels of education and vocational trainings for vulnerable, including persons with disabilities,
indigenous peoples and children in vulnerable situations.
 Universal youth literacy. Ensure that all youth and substantial proportion of adults, both men and
women achieve literacy and numeracy.
 Education for sustainable development and global citizenship. Ensure all learners acquire knowledge
and skills needed to promote sustainable development, including among others through education for
sustainable development and sustainable lifestyles, human rights, gender equality, promote culture of
peace and non- violence, global citizenship and appreciation of cultural diversity and cultures
contribution to sustainable development.

SUSTAINABLE DEVELOPMENT
 Human Rights
 Gender Equality
 Promote Culture of Piece
 Non-violence
 Global Citizenship
 Cultural Diversity
 Cultures Contribution

James Becker (1988) 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. This curriculum prepares learners in an international
marketplace with a world view of international,” Understanding. In his article “Goals of Global Education,’
Becker emphasized that global education incorporates into the curriculum and educational experiences of each
student knowledge and empathy of cultures of the nation and the world. 21st Century learning Goals have been
established as bases of various curricula worldwide. These learning goals include:
1. 21st century content: emerging content areas such as global awareness; financial, economic, business, and
entrepreneurial literacy; civic literacy; health environmental awareness.
2. Learning and thinking skills: critical thinking and problem solving skills, communication, creativity and
innovation, collaboration, contextual learning, information and media literacy.
 ICT literacy: using technology in the context of learning so students know how to learn.
 Life skills: leadership, ethics, accountability, personal responsibility, self- direction, others
 21st century assessments: Authentic assessments that measure the areas of learning

CONTENT
 Global Awareness
 Financial
 Economic
 Business – Advantage, Promotion, Advertisement
 Entrepreneurial Literacy
 Civic
  Health Environment Awareness

LEARNING AND THINKING SKILLS

 Critical Thinking
 Problem Solving
 Communication
 Creativity
 Innovation- Creating new ideas, product
 Collaboration
 Contextual
 Information

LIFE SKILLS
 Leadership
 Ethics
 Accountability- Integrity. Dignity
 Personal Responsibility
 Self-direction- you can do things by your own, Self-sufficient, independent
ASSESSMENT
 Authentic Assessment- real life situations

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.
-provides equal opportunity and access to knowledge and learning tools which are the basic
rights of every child in every community, locality within the global community.
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 any place in the world.
- someone who thinks and act both locally and globally with worldwide perspective, but is teaching in the
communities, localities, towns, provinces and regions where he or she is situated.
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 by building on the culture and the history of the learners and the
place;
 Ability to contextualize teaching- learning by using local and indigenous materials, content and
pedagogy whenever appropriate;
 Excellence in personal and professional competence, leadership, research,
technology, innovation and creativity;
 Responsiveness through social involvement and service, learner-centeredness, respect and sensitivity
for diversity and inclusiveness;
 Accountability and integrity by being a positive role model with strong moral character, committed
and conscientious, credible, honest and loyal;
 Ecological sensitivity by being resilient and a steward of the environment for sustainability;
 Nationalism/ Filipinism by being a responsible citizen and upholding the Filipino identity amidst
globalization (glocalization); and
 Faith in the Divine Providence by being humane, just, peace- loving and respectful of human rights.
Iin the ASEAN, the levels of formal schooling in the educational system are as
follows:
Primary level is composed usually of Pre-primary (Play School, Pre- K, kindergarten) and the Primary Level
which is composed to
grade 1 aged 6 yrs. Old; grade 2 aged 7 yrs. Old; grade 3, aged 8 yrs. Old; grade 4 9 yrs., grade 5 aged 10 yrs.
Old, grade 6 aged 11 yrs. Old.

In the Philippines, the label primary level refers to elementary level.

The elementary level has two sub- levels, the primary grades which include Kindergarten to Grade 4 and the
intermediate grades which include grade 5 and grade 6.
2. Secondary level follows the primary level. Generally across the ASEAN it is composed of Junior High
School. The graduate from the senior high school can proceed to college or find a job appropriate to the
qualification. However, there are slight variations in some countries such as lower
Secondary level is three years with grade 7,8 and 9 while the
Upper Secondary Level is composed of Grades 10,11 and 12.
In the Philippines, the Junior High School is composed of Grade 7,8,9 and 10 with
Grades 11 and 12 belong to the Senior High School.
3. Tertiary level is the college level which is beyond the basic education in all the countries in the ASEAN. It is the
ladder of educational system where the student earns a bachelor’s degree in teacher education, which is a requirement to
take a licensure examination to become a professional teacher

B. The Teacher Professionals Across the ASEAN

1. Academic Preparation of teacher Professionals in Basic Education
The admission to pre- service teacher education varies from the graduates of Grade 9 or Grade 12. In
remote places of Lao PDR, Indonesia, Myanmar and Cambodia, pre-school, pre-primary of kindergarten future
teachers can have 9 years of basic education (Grade9) and get an advanced training for 3years to become
teachers (9yrs of basic education + 3 years teacher preparation) or 10 years of basic education plus 3 years of
teacher preparation.
For teachers of lower secondary level, future teachers should have 12 yars of basic education and 2 years
of teacher preparation to earn diploma in teaching.
For upper secondary level, the requirement is 12 years of basic education plus 4 to 5 years of teacher
preparation to earn a Bachelor’s degree. However for non-education degree graduates they can take the post
graduate diploma in Education/Teaching. This will mean an equivalent to 12 years of basic education plus 4 to
5 years Baccalaureate Degree plus one year of Graduate Diploma.
Almost all teacher education provides a teaching practicum, student teaching or field experiences
course. This will provide them the opportunity to apply the theories and concepts in the content and pedagogy
courses in real class situation.
ASEAN countries have comparable academic teacher education preparations, however there are those
who have gone beyond their borders, While others are still strengthening their programs. Differences are
according to the context and needs and the education system of the particular member country, their history
culture and aspirations. Here are some commonalities in the teacher preparation.

Components of Teacher Preparation

Qualified, professionally trained, motivated and well supported teachers are the key to quality education. The
future teacher academic preparations should be responsive to this call. Common to all the ASEAN countries, are
four important components which are being addressed in the preparation of teachers! :
1. General knowledge and understanding – this cluster of knowledge and understanding are embedded in the
general education or liberal arts education subjects in college as preparatory to the core content subjectsin the
liberal education provides the development of the person-hood of the future teacher. (What to know about
oneself and the world.)
2. Pedagogy – this component provides variety of teaching delivery approaches beyond the traditional methods
of teaching. The more innovative methods including student-centered approaches, cooperative learning, project-
based learning and many more based on international values to enhance, peace, education, sustainable
development, respect for diversity, inclusive education, and global citizenship. Pedagogical theories and
principles are also included. (How to teach).
3. Teaching practicum/experimental learning – In this cluster, knowledge, theories, principles and pedagogies
learned are validated in real life situation as teachers. In all ASEAN countries, teaching practicum and
experiential learning are required as practicum and experiential learning are required as a component of training
or for certification to teach. ( Immersion to the real world of teaching/ Practicum/ teaching internship)
4. Specialized knowledge/ Major Courses - For those who will teach the content or discipline in the upper
elementary or the secondary levels, major content courses are learned. For the early years (pre-school to Grade
3, a more comprehensive knowledge of child growth and development is given emphasis.
(What to teach in specific discipline or subject area}

The common degree titles include Bachelor of Education (Bed); Bachelor of Secondary Education (BSEd); and
diploma in Education either Pre-baccalaureate/ Post Graduate (PGDip). There are variations from country to
country. Several standards and competencies were developed as a guide for all teachers some of which will be
discussed in detail in the succeeding lesson. But the most common are standards that revolve around or anchor
on the following domains:
1. Skills on the 21st century
2. Professionalism and accountability
3. Pedagogical competence
4. Teacher’s characteristics/ qualities
5. Knowledge competence
C. The Teaching Profession Practices in the ASEAN
1. Teacher’s Major Responsibilities
 Actual leaning –refers to the time of engagement of the teacher with the learners. This happens within
the official teaching hours. The actual teaching hours vary from one country and from school to school.
Sometimes actual teaching refers to contact time or time on task.
 Management of learning - refers to activities that support the actual teaching. This can be beyond actual
teaching time like remediation or enhancement, homework, or co-curricular activities.
 Administrative work – refers to the teacher’s job that includes writing test items, checking and recording
of test paper results, attending to parents, making reports and other related activities.

2. Teacher Licensing and Recruitment

Most teachers are licensed as professional or are certified to teach by the country’s appropriate agencies. Those
who are not certified of licensed become para-professionals or assistant teacher. In the Philippines, it is the
Professional Regulation Commission (PRC) While in Singapore it is the national institute for Education (NIE).
In Thailand, it is the teacher Education Council (Khurusapha) that gives a licensure test for teacher applicants,
while in Indonesia, Akta IV teacher license is given by the teacher colleges for an authority to teach. In other
countries where no licensing is provided, certification is issued instead. This is done by the Ministry of
Education or the teacher education colleges or universities. Teacher recruitment process and qualifications are
guided by the Ministry of Education for the Public schools and the individual private schools under the
guidance and policies of each country’s ministry.

7 PHILOSOPHIES OF EDUCATION
1. Constructivism- (Advocate)
-more on learner-centered
-develop intrinsically motivated and independent learner
-learning process and skills
LEARNER-CENTERED-the one who build the own learning and knowledge and the teacher is the
facilitator.
-focus on METACOGNITIVE
2. Essentialism- teacher centered
-tinuturo lang sa mga student ay mga essential/important in class.
-4R ‘riting, rithmetic reading, right conduct
3. Progressivism- (Change) (John Dewey)
-Learner Centered
-Change is the only thing that does not change
-develop learners into becoming enlightened and intelligent citizen of democratic society
-doing activities that is experimental or real-life situation
-learning by doing, problem solving
4. Perennialism (Kabliktaran ng Progressivism) (don’t Change)
-focus on general education
-Perrrentialist- Teacher Centered
-ang ginagamit nila sa pagtuturo ay ang Great Book (sinulat noong unang panahon)
-Socratic Method: Questions and Answer
5. Existentialism (Learner-Centered)
-hinahayaan ang mga bata na makrealize ang mga bata kung ano sila at kung ano ang gusto nila
maging sa future
6. Behaviorism- they give reward and punishment
-focus on behavior modification

Lesson 3 - THE CHANGING GLOBAL LANDSCAPE FOR THE 21ST CENTURY

TEACHER (We are an era of borderless “flat” world.)
UNESCO’s pillar of learning: learning to know, learning to do, learning to be and learning to live together from
Delor’ s Report on learning: the treasure from within.(Unesco, 1992)

As future teachers of the 21st century, there is an urgent need to understand the new landscape that is brought
about by the changes in leaps and bounds of the century. Furthermore, the development of the 21st century skills
is necessary tool for teachers. Without these 21st century tools, no teacher can survive. Zhou, 2006 as
mentioned in SEAMEO, INNOTECH 2011, identified some key categories of the different changes and
developments in the 21st century teaching and learning

A.The Changing Global Landscape and the 21st Century skills for Teachers
The new learning environment. The idea of learning environment has broadened from the confines of the
Four walls of the classroom to places and spaces that support learning. It is a place where interactions of the
learners among one another, with the teacher and the surroundings happen.
- Learner-centered,
- New spaces and borderless,
- Enhanced opportunity for creativity and innovations, and
- Use of ICT.
The new Learning Contents. With the new learning environment and the explosion of knowledge, content or
subject matter of learning has been modified. From a specific discipline or subject area, subject matter of
learning has the following characteristics.
- Integrated/interdisciplinary
- Demand-driven
- Emphasis of learning tools on how to retrieve knowledge and;
- Balance of scientific, technological, cultural, global local concepts
The New Processes of Learning and How These will be Facilitated. With advancement in the study of the
mind and cognition, various processes of learning evolved with human intervention of teachers and peers as
well as non-human intervention of artificial intelligence (AI) of robots. With these advancements, different
processes of learning and the method to facilitate these have evolved.
 Face-to-face- when learners and teachers are confined in the same learning space at the same time with
the teacher facilitating learning.
 Distance Learning- when teaching-learning is mediated by traditional (modules in print) or modern
technology (on-line or off-line) without the physical presence of the teacher in a virtual class. It can be
synchronous or asynchronous.
 Blended Modalities- when teaching and learning is facilitated through face-to-face or distance learning
which enable to teacher and learners to have both physical presence and physical absence in the teaching
learning process.
 Experiential and lifelong – when learners are immersed into the real-life situation, such that learning
becomes more authentic and meaningful.
The New Types of Learners – the new breed of learner does not have age boundaries. Learners maybe are in
an informal, formal or informal setting.
 A confident person who thinks independently and critically and who communicate effectively.
 Self-direct and who questions, reflects and takes responsibility for his/her own learning.
 A concerned citizen, inform about the world and local affairs, has a strong sense of civic responsibilities
and participates actively in improving the lives of others.
 A member of the new generation: pop-culture, different ways of thinking, responding.

Life and Career Skills

Flexibility and Adaptability- do the different task at one time
Initiative and self-direction
A self-directed learner demonstrates life and career skills. Goals are set and managed by themselves. There isa
commitment of learning as a lifelong process. Many of the young learners is capable of doing things without
being told. They take initiatives. They do not need to be given detail instructions. They plan and work out their
plans. Like the learners, the teachers should also process the same skills.
Social and Cross-cultural skills
This life and career skills require learners to respect cultural differences and work effectively with others, to be
open-minded to different ideas in order to innovate and improve quality of work. If one understands others
culture, it will be easy to respect. Disrespect many spring from ignorance and bias. To be able to appreciate the
mores, tradition, history of others, one needs to be open-minded and willing to accommodate and compromise.
Productivity and Accountability
Individuals who process these skills are able to produce results. They respect teamwork and cooperation. They
manage time very well and can do multitask. The most tangible proof that one has done something is the
product or result. It can be an idea, or a material product. When one is tasked to do something, that person has
an 45 accountability to produce results as evidence of a job done. Better results are accomplished if done
together through collaboration and cooperation.
Leadership and Responsibilities
Good leaders use interpersonal and problem-solving skills with integrity and ethical behavior to influence and
guide others. Leadership and responsibility are life skill that should be developed by all learners and teachers.
‘’Leaders are born, but they can also be made”

New type of teachers must posses the following characteristics:

 Clear standard and accountability that their learners should know and be able to doat the end of their
schooling;
  Use broad pedagogies including inquiry-based learning cooperative learning, other pedagogies;
 Skillful in the integration of ICT in pedagogy;
 Skillful in the use of assessment to guide teaching and learning.
 Great understanding of local and global cultures;
 Skillful in action research to diagnose and solve classroom problems base on evidence;
 Practice the core values of inspiring teachers; and
 Develop life and career skill for the 21st century and beyond.

Jaques Delor wrote a report for the UNESCO entitled: Learning: A treasure from within ,it was
because he believes that “within each child lies treasure” (Delors, 1996). The four pillars :

Learning to Know. (knowledge, skills, values) knowledge and acquisition of such knowledge
Learning to do (Application of what one knows) Qualifications now is equated
to skills and not to knowledge alone.
Learning to live Harmoniously Together (Respect of culture and Diversity, inclusivity) refers to the relationship
among people, community to work harmoniously, interpersonal skills
Learning to Be- Self- identity and understanding, Confidence and self-worth). developing the potentials of each
individual. improve self-knowledge and self-esteem.

1958- UNESCO defined literate as one who can, with understanding, both read and write a short simple
statement on his or her everyday life.
1970- literate person is one who can engage in
all the activities to use reading, writing and calculation for the community’s development
2000 literacy was define as the ability to read and write with understanding a simple statement related to one’s
daily life.
2003 literacy as the ability to identify, understand, interpret, create,
communicate and compute using printed and written materials associated with varying contexts.

The 21st Century Literacy.

The Art and Creativity- Creativity and innovation are 21st century skills, thus in solving problems and creating
art works are part of this literacy.
Ecoliteracy- Acquisition of knowledge about climate change, pollution, loss of natural habitats and biodiversity.
Solutions on how these environmental problems could be addressed must e practiced.
Cyberliteracy/Digital literacy (Information and ICT knowledge)- Being in the rapid changes in the use of
technology for teaching and learning, teachers and learners need to develop and enhance the use of digital
gadgets whether on-line or off-line.
Financial literacy- Basic knowledge about the basics of economics and financial management. This is necessary
for every learner and teacher to be able to handle income, expenses and investments to be economically secure
Teachers and learners must learn how to discern about any information which are transmitted via various forms
and media.
Social/ Emotional Literacy- knowledge about social dimensions and social skills that are appropriate in the
context of society. Emotional intelligence must also be developed to be able to effectively manage the stresses
due to the changing environments of the 21st century society.
Globalization and Multicultural literacy- If you respect multi-cultural diversity, aware of the global trends,
acknowledge differences and similarities respect each other’s dignity, then you are multi-culture literate.

Chapter 6 - ENSURING TEACHER QUALITY THROUGH COMPETENCY FRAMEWORK AND

STANDARDS

The OECD has proposed in the discussion table that the core elements of the teacher-quality standards should
include:
Planning and Preparation: including knowledge of the content and pedagogy, knowledge of students, coherent
instructional plans, and knowledge on how to assess student learning;
 Classroom environment: including creating a culture for learning and managing student behavior;
 Instruction: including communicating effectively, using appropriate discussion techniques, engaging
students, and providing responsive feedback to learners; and
 Professional responsibilities: including reflecting teaching, communicating with families, contributing to
the school and community and developing professionally.

Quality teachers are defined by their attributes and characteristics.

Teacher quality is defined by the standards set for the profession and are validated by the students’ learning
outcomes.
The Competency Framework for Teachers in Southeast Asia (CFT SEA)
In collaboration with the Thailand’s Teacher Education Council, SEAMEO Secretariat (SEAMES) and the
SEAMEO Regional Center of Educational Innovation and Technology (INNOTECH) initiated the competency
Framework for teachers in Southeast Asia which was developed in 2017.

Four essential Competencies

1. Knowing and understanding what to teach. It is the ability of teachers to deepen and broaden their
knowledge on what to teach, understand education trends, policies and curricula and be updated on local,
national, regional and global developments.
2. Helping students to learn.it is the ability to know students, use the most effective teaching and learning
strategies, assess and give feedback on how students learn.
3. Engaging the community. It is the ability to partner with the parents and caregivers, involve the community
to help students learn, and encourage respect and diversity.
4. Becoming a better teacher every day. It is the ability to know oneself and others, practice human goodness
and then master the teaching practice.

Philippine Qualifications Framework (PQF) 6 Levels of Outcomes

 Knowledge, skills and values- Graduates possess a broad level of coherent knowledge and skills in their
field of study for professional work (teaching) and lifelong learning.
 Application (of knowledge, skills and values)- Application of professional work (teaching) in a broad
ofrange of discipline and/or for further study.
 Degree of Independence- Independent (as a teacher) and/or in terms of related field

What are the purposes of the Philippine Qualifications Framework?

legal document that adopts national standards and levels for outcomes education in the
country.

Philippines Professional Standards for Teachers (PPST)

Philippine Teacher Education is defined as a lifelong journey from entry to basic education in DepEd to entry to
as Teacher Education Institutions of the CHED to licensing as a professional teachers of the PRC to
employment to DepEd with attestation of the civil service or private basic education.

National Competency Based Teacher Standards (NCBTS, 2006) and now known the Philippines
Professional Standards for Teachers. (PPST< 2017, DepEd Order 42, s. 2017)
PPST- second bible of a teacher
Philippines Professional Standards for Teachers (PPST)
There are seven (7) Domains in the PPST. The seven domains, collectively comprise 37 stands to refer
more specific dimensions of teacher practice. Each strand is calibrated according to the professional
development scale or as described:
Career Stage 1. Beginning Teachers (seek advice and assistance from their peers and experienced colleagues
to continuously improve their teaching.)
Career Stage 2; Proficient Teachers (kailangan parin ng guidance ng mas mataas na level ng teacher)
Career Stage 3 Highly Proficient Teachers, (pwede na mag-isa)
Career Stage 4, Distinguished Teachers. (adult, tumutulong sa mga beginning teacher)

Chapter 7: CONTINUING PROFESSIONAL DEVELOPMENT: THE LIFEBLOOD OF THE TEACHING PROFESSION

The professional license for teaching obtained after passing the Licensure Examination for Teachers
(LET) simply tells that the professional teachers, Hence, every professional teacher is expected to continue developing
after obtaining his/her professional license.

CPD for all the professions regulated by PRC is now mandatory. It is a necessity. Sharpens the professional teacher’s
competitive edge in a highly competitive global world.

The Philosophical Basis of CPD

“Growth is an evidence of life” this implies that anything that a alive grows or anything that grows is
alive. So a teacher who is alive grows physically, psychologically, mentally, socially, emotionally, spiritually. If he/she
doesn’t grow, it means he/she is no longer alive.

“Man/woman is an unfinished project.” For a professional teacher, he/she is always in the process of
becoming better and better as a person and as a professional teacher. No person, no professional can claim he/she has
already “arrived” at a state of perfection. Neither “Perfecta” nor “Perfecto” who is perfect by name is not perfect. This
means that no professional has arrived at a perfect state. This implies that every professional is expected to continue
developing.
The Historical and Legal Bases of Continuing Professional Development in the Philippines

Even before the enactment of this CPD Act of 2016, CPD was already alluded to in the 1987
Philippine Constitution.

Other laws also cited continuing professional development, as follows:

1. Batas Pambansa 232
2. RA 9155
3. R.A 7836
4. The board for Professional Teachers (BPT) also passed Resolution No. 435, s. 177
5. Executive Order #226
6. R.A 10912, Continuing Professional Development Act of 2016

The Silent Provisions of RA 10912, The Continuing Professional Development Act of 2016
 Many a teacher resists CPD. It is claimed to be extra expense, extra effort and extra
time when in fact it is every professional’s obligation.
 can sharpen theircompetitive edge in an international world that has become global village.
 professional must meet international standards

RA 10912 Article 1
Declaration of Policy. It is hereby declared the policy of the State to promote and upgrade the practice of professions in
the country. Towards this end, the State shall institute measures that will continuously improve the competence of the
professionals in accordance with the international standards of practice, thereby, ensuring their contribution in uplifting
the general welfare, economic growth and development of the nation.(Underscoring mine)

Number of CPD Units Required

The CPD is made as a mandatory requirement in the renewal of the Professional Identification Card (PICs) of all
registered and licensed professional

Period No. of Credit Units Required

December 2017 (15 Credit units)
January – December 2018 (30 Credit units)
January 2019 onwards (45 Credit units)

Ways By Which Professional Teachers Can Earn Units. (CPD credit units can be earned in 4 ways.)

1. Professional track - trainings provided by CPD providers accredited by PRC. You earn more credit units if you serve as
a resource speaker, trainer or demonstration teacher. Panellist/reactor,
facilitator/moderator.
2. Academic track – ONLY COMPLETION of the master’s degree is given full credit units of 45.
3. Self-directed track – trainings offered by non-accredited CPD providers. To “learning activities such as
online training, local/international seminars/nondegree course.
4. Productive Scholarship – teacher has developed program/training module, curriculum guide or any other
resource material. written an article in a professional magazine or a technical/ research paper invention or
creative work, the latter entitles him/her to 45 credit units.

It is the best that good intention should be made concrete in a simple and doable plan. Every
professional who has sincere intent to grow professionally must have an annual personal CPD plan.

Joining Professional Learning Community/ Communities of Practice

CPD is made possible and alive through professional learning communities (PLCs) These PLCS are
powerful collaborations in which teachers work together to analyse and improve their classroom practice in a
systematic process.

CPD in Singapore
Singapore is the first country in the world to adopt the PLC framework nationwide.
CPD in Finland
CPD in Japan
CPD in New Zealand