TTP 6-10

• Enhanced basic education (K-12)


  An act enhancing the Philippine basic education system by strengthening its curriculum and increasing the number of years for basic education, appropriating funds therefor and for other purposes
• Enhanced basic education program

  1. At least one (1) year of kindergarten education

  2. Six (6) years of elementary education

  3. Six (6) years of secondary education, including four (4) years of junior high school and two (2) years of senior high school education
• Learning skills


  • Information and communication skills (media literacy, information literacy, ICT literacy)
  • Thinking and problem solving skills (critical thinking, creativity, intellectual curiosity)
  • Interpersonal and self-directional skills (flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, leadership and responsibility)
• Self-direction


  Monitoring one's own understanding and learning needs; locating appropriate resources and transferring learning from one domain to another
• Social responsibility


  Acting responsibly to promote the interest of the larger community and demonstrating ethical behavior in personal, workplace and community contexts
• The Philippines is the last country in Asia and one of only three countries worldwide with a 10-year pre-university cycle
• A 13-year program is found to be the best period for learning under basic education and is the recognized standard for students and professionals globally
• Due to lack of practical application, past high school grads (in the old curriculum) could not qualify to pursue higher education
• High school graduates of the old curriculum are generally less than 18 years old and are too young to work after graduation
• 1. 12 program in Brunei Darussalam


  • 1 year primary education
  • 6 years elementary education
  • General Secondary Education Program for 2-3 years
  • Upper Secondary Education Program for another 2-3 years
• 1. 12 program in Malaysia


  • 2 year optional preschool
  • 6 years elementary education
  • Lower secondary (level 2) for 2-3 years
  • Upper secondary (level 3) for 2 years
• 1. 12 program in Korea


  • 6 years elementary education
  • 3 years middle school
  • 3 years high school (General High School or Vocational High School)
  • 4 years junior college, college or university
• 1. 12 program in Canada


  • Kindergarten
  • Elementary school (Grade 1-6 or Grade 1-8)
  • Secondary High School (Grade 7 or Grade 9)
  • Post secondary education (career college, community college, university)
• 1. 12 program in Singapore


  • Kindergarten or Preschool
  • 6 years Primary Education (Foundation Stage and Orientation Stage)
  • Secondary Level (Special, Express, Normal Academic or Technical)
  • Junior College, Polytechnic or Pre-university Centre
  • University
• 1. 12 program in USA


  • Kindergarten
  • Primary Education (4-7 years)
  • Middle School (3 years)
  • High School (6 years)
  • Standardized tests in Grade 11
• Global teachers


  • Open-minded
  • Adaptable
  • Empathetic
  • Strong intercultural communication skills
• Cultural competence


  The ability to effectively interact with people from different cultures
• Global teachers contribute to the development of students' cultural competence, enhance their global awareness, and promote tolerance and acceptance of diversity
• Global teachers inspire students to become active global citizens who are capable of navigating the complexities of an interconnected world
• Being a global teacher comes with challenges such as language and cultural barriers, adapting teaching styles, and navigating diverse student needs
• Qualities of global teachers

  • Enable them to connect with students from different cultural backgrounds
  • Facilitate meaningful learning experiences
  • Create inclusive classroom environments
• Benefits of having global teachers in educational systems

  • Contribute to the development of students' cultural competence
  • Enhance their global awareness
  • Promote tolerance and acceptance of diversity
  • Inspire students to become active global citizens who are capable of navigating the complexities of an interconnected world
• Challenges faced by global teachers

  • Language barriers
  • Cultural differences
  • Adapting to diverse educational systems
• Strategies for developing multicultural skills

  Cultural immersion<|>Participation in professional development programs<|>Fostering inclusive classroom environments
• Collaboration and networking among global teachers are crucial for professional growth, cultural exchange, and enhanced teaching practices
• Teaching in multi-cultural classes

  Creating a classroom where students from different cultures feel respected and included
• Cultural sensitivity


  Awareness, understanding, and respect for cultural differences and the ability to navigate and interact with individuals from diverse cultural backgrounds
• How to be culturally sensitive

  1. Maintain an open mind

  2. Conduct your own research
• How to create or foster an inclusive classroom environment

  1. Create a safe space

  2. Promote equity and fairness

  3. Incorporate culturally relevant topics
• How to address or avoid language barriers


  1. Use visual aids

  2. Simplify language and provide clear instructions

  3. Provide extra language support
• P21 Framework for 21st Century Learning

  • Life and Career Skills
  • Learning and Innovation Skills
  • Core Subjects and 21st Century Themes
  • Information, Media, and Technology Skills
• Learning skills in the P21 Framework


  • Information and communication skills
  • Thinking and problem solving skills
  • Interpersonal and self-directional skills
• Considering problem as a form of thinking and intellectual exercise is a learning skill in the 21st century
• Self-direction means monitoring one's own understanding and learning needs; locating appropriate resources and transferring learning from one domain to another
• Social responsibility is acting responsibly to promote the interest of the larger community and demonstrating ethical behavior in personal, workplace and community contexts
• Roles of teachers teaching multicultural classes

  • Uses multicultural approach in curriculum delivery
  • Promoting good human relationships
  • Promoting social reform and cultural change
• Academic influence and cultural critique

  • Academic influence
  • Cultural critique