Вы находитесь на странице: 1из 34

Globalization and Education

'Globalization' is a favourite catchphrase of journalists and politicians. Globalization has also become a key idea for business theory and practice, entered academic debates and become a focus for discussion in education.

Globalization refers to an increasing interconnectedness and convergence of activities and forms of life among diverse cultures throughout the world.

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.

Globalization links individuals institutions across the world unprecedented interconnections.

and with

Colonialism in its most traditional sense, involves the gaining of control over particular geographical areas and is usually associated with the exploitation of various areas in the world.

Imperialism - as the extension of state power and dominion either by direct territorial acquisition or by gaining political and economic control of other areas - of course, has a longer history

Characteristics of Globalization That Can Be Linked To Education

In educational terms are most carried by teacher unions, new social movements, and critical intellectuals, often expressed as opposition to initiatives in education.

In economic terms a rise in internationalized advertising and consumption patterns; a reductions in barriers to the free flow of goods, workers and investments across national borders, and correspondingly, new pressures on the role of workers and consumer in the society.

In political terms a certain loss of nation-state sovereignty or at least the erosion of national autonomy, and, correspondingly, a weaking of the notoin of the citizen as a unified and unifying concepts, a concept that can be characterized by precise roles, rights, obligations and status.

In cultural terms a tension between the ways in which globalizations brings forth more standardization and cultural homogeneit, while also bringing more fragmentation through the rise of locally oriented movements.

Aspect of Globalizations

Industrial globalization, transnatinalization Financial globalization Political globalization Informational globalization Cultural globalization Globalism

Implications of Global Information


- Demand for widening the education access for all. - Continous lifelong learning. - Global versus local cultural developments. - Creation of new educational networked organization. -Changing of educational managementfrom heirarchical. institutions to equal distributions of network organizations, from commanding to negotiating. -Demand for more flexible and general skills.

What Are The Core Values and Competencies for Global Education?

- peace and non violence - social justice and human rights - economic well being and equity - cultural integrity - ecological balance - democratic participation

Socio Cultural, Economic, and Political Issues on Globalization

Social cultural issues on globalization:

* massive migration * managing difference * global changes in culture Global changes in culture deeply affect educational policies, practices, and institutions.

Economic Issues on Globalization


* Because of globalization, education is more important than ever before in history. * While primary education enrolments have improved worldwide, consistency and quality of educational experiences remain patchy . * What the world seems to be learning is that illiteracy anywhere creates economic and political risks everywhere.

Globalization and delocalization.

One important element in this has been the separation of work from the home. But de-localization goes well beyond this. Increasingly people have to deal with distant systems in order that they may live their lives.

Banking and retailing, for example, have adopted new technologies that involve people in less face-to-face interaction. Your contact at the bank is in a call centre many miles away; when you buy goods on the internet the only person you might speak to is the delivery driver.

Not everything is global, of course. What happens in local neighbourhoods is increasingly influenced by the activities of people and systems operating many miles away. For example, movements in the world commodity and money markets can have a very significant impact upon people's lives across the globe. People and systems are increasingly interdependent.

Political Issues on Globalization

Global Political Issues Mean Global Political Institutions There is no doubt that technology has drastically improved communication and interaction within the world. It is now easier than ever to visit other nations or contact people in other states. Due to this radical shift, state economies and cultures have become connected. If something happens on one side of the world, it can severely impact the other. As such, global political issues are emerging such as:

-Terrorism -Climate Change -Disease -International Business -International Crime

Obviously, these issues are beyond state control. Each state can only do so much by itself, and cooperating with other states can be difficult at times. For this reason, global political institutions are developed in an effort to help create global goals for all states and to coordinate or manage international efforts. Some of these institutions include: -The International Monetary Fund -The World Health Organization -The World Trade Organization -The United Nations

The main criticism with these institutions is that while they do help deal with some issues on the global level, they have frequently been unable to curb violence or war.

Education creates a capacity to mitigate the disparities in the world today that are potentially very destabilizing, both from an economic and a political point view.

Learning has increasingly been seen as a commodity or as an investment rather than as a way of exploring what might make for the good life or human flourishing. Teachers' and educators' ability to ask critical questions about the world in which lives has been deeply compromised.

The market ideologies they have assimilated, the direction of the curricula they are required to 'deliver', and the readiness of the colleges, schools and agencies in which they operate to embrace corporate sponsorship and intervention have combined to degrade their work to such an extent as to question whether what they are engaged in can be rightfully be called education.

We need, as educators, to be able to do what is right rather than what is 'correct'.