21st century

• Delor's Report (UNESCO, 1996): 'If we are to select and prepare the generation of teachers equipped with the knowledge, skills, and values to help their culturally different and socially advantaged students to learn, to resolve conflicts peacefully, to respect each other's dignity and cultures, and to become socially responsible citizens, significant changes are needed.'
• Delor's Report (UNESCO, 1996): 'If we are to select and prepare the generation of teachers equipped with the knowledge, skills, and values to help their culturally different and socially advantaged students to learn, to resolve conflicts peacefully, to respect each other's dignity and cultures, and to become socially responsible citizens, significant changes are needed.'
• UNESCO's Pillars of Learning

  • Learning to Know
  • Learning to Do
  • Learning to Be
  • Learning to Live Together
• UNESCO's Pillars of Learning

  • Learning to Know
  • Learning to Do
  • Learning to Be
  • Learning to Live Together
• We are in an era of borderless "flat" world. Barriers have been broken by new information and communication technologies. Globalization has opened doors that led nations to co-exist and be interdependent. However, the common future will still be more dependent on the knowledge, skills and values of its people, thus glocalization can be the response.
• We are in an era of borderless "flat" world. Barriers have been broken by new information and communication technologies. Globalization has opened doors that led nations to co-exist and be interdependent. However, the common future will still be more dependent on the knowledge, skills and values of its people, thus glocalization can be the response.
• 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 a necessary tool for teachers. Without these 21st century tools, no teacher can survive.
• 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 a necessary tool for teachers. Without these 21st century tools, no teacher can survive.
• Categories of changes and developments in the 21st century teaching and learning

  • Describe the new learning environment
  • Identify the new learning contents
  • Explain the new processes of learning and how these will be facilitated
  • Describe the new type of learners
  • Describe the new type of teachers
• New learning environment


  • Learner-centered
  • New spaces and borderless
  • Enhanced opportunity for creativity and innovations
  • Use of ICT
• Categories of changes and developments in the 21st century teaching and learning

  • Describe the new learning environment
  • Identify the new learning contents
  • Explain the new processes of learning and how these will be facilitated
  • Describe the new type of learners
  • Describe the new type of teachers
• New learning content


  • Integrated/interdisciplinary
  • Demand-driven
  • Emphasis on learning tools on how to retrieve knowledge
  • Balance of scientific, technological, cultural, global, local concepts
• New learning environment


  • Learner-centered
  • New spaces and borderless
  • Enhanced opportunity for creativity and innovations
  • Use of ICT
• New processes of learning

  • Face-to-Face
  • Distance Learning
  • Blended modalities
  • Experiential and lifelong
• New learning content


  • Integrated/interdisciplinary
  • Demand-driven
  • Emphasis on learning tools on how to retrieve knowledge
  • Balance of scientific, technological, cultural, global, local concepts
• New processes of learning

  • Face-to-Face
  • Distance Learning
  • Blended modalities
  • Experiential and lifelong
• New types of learners

  • Confident person who thinks independently and critically and who communicates effectively
  • Self-directed and who questions, reflects and takes responsibility for his/her own learning
  • Concerned citizen, informed about the world and local affairs, has a strong sense of civic responsibilities and participates actively in improving the lives of others
  • Member of the new generation: pop-culture, different ways of thinking, responding
• The new types of learners, are those coming from diverse background, multi-cultural, and multi-generational as coming from different age groups or lifelong Iearners.
• New types of learners

  • Confident person who thinks independently and critically and who communicates effectively
  • Self-directed and who questions, reflects and takes responsibility for his/her own learning
  • Concerned citizen, informed about the world and local affairs, has a strong sense of civic responsibilities and participates actively in improving the lives of others
  • Member of the new generation: pop-culture, different ways of thinking, responding
• Life and Career Skills

  • Flexibility and Adaptability
  • Initiative and Self-direction
  • Social and Cross-cultural skills
  • Productivity and Accountability
  • Leadership and Responsibility
• The new types of learners, are those coming from diverse background, multi-cultural, and multi-generational as coming from different age groups or lifelong Iearners.
• New type of teachers

  • Clear standards and accountability that their learners should know and be able to do at 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 based on evidence
  • Practice the core values of inspiring teachers
  • Develop life and career skills for the 21st century and beyond
• Life and Career Skills

  • Flexibility and Adaptability
  • Initiative and Self-direction
  • Social and Cross-cultural skills
  • Productivity and Accountability
  • Leadership and Responsibility
• UNESCO's Four Pillars of Learning

  • Learning to Know
  • Learning to Do
  • Learning to Be
  • Learning to Live Together
• Learning to Know


  Thirst for knowledge and acquisition of such knowledge. More so, it is learning how to learn throughout one's life.
• New type of teachers

  • Clear standards and accountability that their learners should know and be able to do at 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 based on evidence
  • Practice the core values of inspiring teachers
  • Develop life and career skills for the 21st century and beyond
• UNESCO's Four Pillars of Learning

  • Learning to Know
  • Learning to Do
  • Learning to Be
  • Learning to Live Together
• How is Literacy Defined?

  • 1958 - One who can, with understanding, both read and write a short simple statement on his or her everyday life
  • 1970 - A functionally literate person is one who can engage in all the activities to use reading, writing and calculation for the community's development
  • 2000 - The ability to read and write with understanding a simple statement related to one's daily life. It involves a continuum of reading and writing skills and often includes, numeracy
  • 2003 - The ability to identify, understand, interpret, create, communicate and compute using printed and written materials associated with varying contexts
• Learning to Know


  Thirst for knowledge and acquisition of such knowledge. More so, it is learning how to learn throughout one's life.
• 21st Century Literacies


  • The Arts and Creativity
  • Ecoliteracy
  • Cyberliteracy/ Digital Literacy (Information and ICT Knowledge)
  • Financial Literacy
  • Media Literacy
  • Social/Emotional Literacy
  • Globalization and Multi-cultural Literacy
• Learning to Do


  How can the knowledge and the methods be incorporated and enhanced towards the development of skills? To apply Knowledge, one must have the 21st century skills.
• How is Literacy Defined?

  • 1958 - One who can, with understanding, both read and write a short simple statement on his or her everyday life
  • 1970 - A functionally literate person is one who can engage in all the activities to use reading, writing and calculation for the community's development
  • 2000 - The ability to read and write with understanding a simple statement related to one's daily life. It involves a continuum of reading and writing skills and often includes, numeracy
  • 2003 - The ability to identify, understand, interpret, create, communicate and compute using printed and written materials associated with varying contexts
• Learning to Be


  Developing the potentials of each individual. Continuing education must improve self-knowledge and self-esteem.
• 21st Century Literacies


  • The Arts and Creativity
  • Ecoliteracy
  • Cyberliteracy/ Digital Literacy (Information and ICT Knowledge)
  • Financial Literacy
  • Media Literacy
  • Social/Emotional Literacy
  • Globalization and Multi-cultural Literacy
• Learning to Live Together


  Bringing in together a community to work harmoniously, to live in peace and prosperity and to show respect and concern for others. It also refers to interpersonal skills that will enable people to live side by side with others at home, in school, in the community and the whole world.
• Learning to Do


  How can the knowledge and the methods be incorporated and enhanced towards the development of skills? To apply Knowledge, one must have the 21st century skills.
• Learning to Be


  Developing the potentials of each individual. Continuing education must improve self-knowledge and self-esteem.
• Learning to Live Together


  Bringing in together a community to work harmoniously, to live in peace and prosperity and to show respect and concern for others. It also refers to interpersonal skills that will enable people to live side by side with others at home, in school, in the community and the whole world.