WORLD FINALS
global. Act local, and Go West
Prepared by: Erika Joy C. Gutierrez
Globalization: How It Has Affected Philippine
Education And Beyond
Education before the 20th century was once treated
as a domestic phenomenon and institutions for
learning were once treated as local institutions.
Prior to the 20th century, education was usually
limited within the confines of a country, exclusively
meant for the consumption of its local citizens.
 Before the 20th century, scholastic work
were predominantly simple and constrained
in the local, the domestic, the nearby.
 Limited to one's own village, one's own
region, one's own country. A student had his
own neighborhood as the location where he
is to be born, to be educated, and later to be
of service to - the local village which is his
home, his community, his country.
The world has been in a constant state of flux:
 Globalization
 The idea of cosmopolitanism - a sense of all
of humanity, regardless of race, creed,
gender, and so on, living in a so-called
global village
 International media as well as trade and
investment
 Uncontrollable movement of scholars,
laborers, and migrants moving from one
location to another in search for better
employment and living conditions
Apparently, globalization seemed to be all-
encompassing, affecting all areas of human life,
and that includes education:
 Emergence of international education as a
concept
 Internationalization of education is
manifested by catchphrases like The Global
Schoolhouse, All the world's a classroom,
One big campus that is Europe, Think
 Students from the world over have been
ostensibly persuaded to learn about the
world and to cope with technological
advancements, if not to become a Citizen of
the World
Globalization and international education are at
play:
 Singapore being branded as the Knowledge
Capital of Asia, demonstrating the city-state
as among the world's academic
powerhouses
 De La Salle University in Manila, Philippines
entering into agreements and external
linkages with several universities in the
Asian region like Japan's Waseda University
and Taiwan's Soochow University for
partnership and support
 online degree programs being offered to a
housewife who is eager to acquire some
education despite her being occupied with
her motherly duties
 students taking semesters or study-abroad
programs
 the demand to learn English - the lingua
franca of the modern academic and
business world - by non-traditional
speakers, like the Chinese, the Japanese,
and the Korean students exerting efforts to
learn the language in order to qualify for a
place in English-speaking universities and
workplaces
 Indeed, globalization and international
education have altogether encouraged
students to get to know their world better
and to get involved with it more.
Boston College's Center for International Higher
Education director and International Education
expert Philip Altbach asserted in his article
"Perspectives on International Higher Education"
that the elements of globalization in higher
education are widespread and multifaceted.
Clear indicators of globalization trends in higher
education that have cross-national implications are
the following:
 Flows of students across borders
 International branch and offshore campuses
dotting the landscape, especially in
developing and middle-income countries
 Programs aimed at providing an
international perspective and cross-cultural
skills are highly popular
 Mass higher education
 A global marketplace for students, faculty,
and highly educated personnel
 The global reach of the new 'Internet-based'
technologies
European Association of International Education
expert S. Caspersen supported that
internationalization influences the following areas:
 Curriculum
 Studies and training abroad
 Language training
 Teaching in foreign languages
 Receiving foreign students, employing
foreign staff and guest teachers
 Providing teaching materials in foreign
languages
 Provision of international Ph. D. students
In terms of international education being observed
in the Philippines, universities have incorporated in
their mission and vision the values of molding
graduates into globally competitive professionals:
 Philippine universities have undergone
internationalization involving the recruitment
of foreign academics and students and
collaboration with universities overseas
 English training has also been intensified,
with the language being used as the
medium of instruction aside from the
prevailing Filipino vernacular
 Philippine higher education, during the
onset of the 21st century, has bolstered the
offering of nursing and information
technology courses because of the demand
of foreign countries for these graduates
In terms of student mobility, although gaining an
international training through studying abroad like in
the United States is deemed impressive, if not
superior, by most Filipinos, the idea of practicality is
overriding for most students.
 It is not practical to study overseas
obviously because of the expenses - tuition
fees, living costs, accommodation, and
airfare
 financial aid may be available, they are
hugely limited
 International education is understood as a
global issue, a global commodity, and
above all, a privilege - and therefore, it is
not for everyone
The Philippines is a Third World country which is
heavily influenced by developed nations like the
United States.
Globalization may have affected it positively in
some ways, but a huge chunk of its effects has
been leaning to the detriment of the Filipinos.
Globalization has primarily affected not only the
country's education system but even beyond it -
economically and socially. These include brain
drain, declining quality in education because of
profiteering, labor surplus, vulnerability of its
workers overseas, and declining family values.
First, the Philippines is a migrant-worker country:
 Phenomenon of sending its laborers (also
known as Overseas Filipino Workers or
OFWs) abroad to work and to send money
back home has been intensified by
globalization
 Brain drain - or the exodus of talented and
skilled citizens of a country transferring to
 usually developed nations for better
employment and living conditions - is one
problem that has been stepped up by
globalization
 The Philippine economy has benefited
through the monetary remittances sent by
these OFWs
Second, the demand for overseas employment by
these Filipino professionals has affected the quality
of the local education system in the form of fly-by-
night, substandard schools which were only aimed
at profiteering.
 Sen. Edgardo Angara, once aired his
concern over the spread of many schools
which offer courses believed to be
demanded in foreign countries and the
declining quality education
 Too much access to education versus
quality education. For instance, for every
five kilometers in this country, there is a
nursing school, a computer school, a care-
giving school, and a cosmetic school
 Lawmakers and educators should find a
happy formula for quality education
Third, labor surplus is another dire effect of
globalization:
 Over 287,000 nursing graduates are
currently either jobless or employed in jobs
other than nursing
 Job mismatch, taking on jobs which are
different from their field of specialization like
working for call centers, serving as English
tutors, if not remaining unemployed
because the Philippine hospitals have little
to no vacancies at all which are supposed to
be occupied by the large number of nursing
graduates. Furthermore, these
professionals are accepted by hospitals or
clinics as volunteers with little to no
monetary benefits, or as trainees who are
burdened with the policy of forcibly paying
the hospitals for their training
Fourth, a dilemma that globalization has burdened
the Philippines is the vulnerability of its overseas
workers:
 Repatriation and lay-off of OFWs because
of the global financial crisis
 The threat of Saudization
 The current national instability in countries
like Syria and Libya
Finally, globalization has resulted to social costs
which involve challenges to Filipino families:
 Possessing close family ties, Filipino
families sacrifice and allocate significant
amounts of financial resources in order to
support their kin
 One or both parents leave to work outside
the country
 Filipino children are deprived of parental
support and guidance as they are separated
from the primary members of their family
Indeed, globalization has both positive and
negative effects, but in the Philippine case, it is
more on the negative. It is justified to say that
globalization is an "uneven process" and that most
least developing countries did not grow significantly
in light of globalization. Those which predominantly
benefited are the affluent and powerful countries of
the Western world and East Asia.
The Philippines was once considered as the
"knowledge capital of Asia", particularly during the
1960s and the 1970s. Its system of higher
education was marked by high standards
comparable to its neighboring countries, much
lower tuition fees, and the predominant use of
English as the medium of instruction. The
Philippines, consequently, was able to entice
students from its neighboring nations, like the
Chinese, the Thais, and the Koreans.
However, presently, this once upbeat picture has
now been replaced by a bleak one because of
several problems which has long confronted the
system like budget mismanagement, poor quality,
and job mismatch, thereby seriously affecting its
consumers and end products - the Filipino
students.
Making matters worse is globalization affecting the
graduates of Philippine universities by luring them
to choose to work overseas because of the greater
monetary benefits vis-à-vis the disadvantage of
leaving their families home and not serving their
countrymen. Now that the world is undergoing
financial turmoil, the Filipino workers would then
have to cope with these dire effects of globalization.
Globalization is killing the distinct culture of the less
developed countries. The spirit of collectivism in
operating complex dynamics of society is what
Asians are used to:
 subjects like Filipino will be side-tracked to a
K-to-12 curriculum, giving way to the
“internationalization” of the courses – that is,
to give more importance to English course
in college which will be the “standard
language” in the global market
 skills-based classes that provide the training
and certification that used to be provided on
the job
 purpose of education as mainly to prepare
workers for jobs in a global economy where
capitalism can move jobs anywhere in the
world as it wishes
Education is supposed to be the only
opportunity for the downtrodden to get out of
poverty, as well as to enlighten one’s self from
social reality or harness one’s ability in pursuing
one’s belief or advocacy in life. It should not be
for money alone.
LECTURE 9-30-19
Education- process of training
Article 14 Section 1
- State shall protect and promote the right of
all citizens to quality education at all levels
and shall take appropriate steps to make
such education accessible to all
Education is for everyone
- Considered as a constitutional right
- The government should allow everyone to
learn
- Basic right/ necessity (learning is essential)
- Equal opportunities
Goals
a) Patriotism- makabayan
b) Social progress
c) Human development/ liberation
4 Pillars of Learning

Globalization postulates that schools are no other 1. Learning to do

than a business, with teachers as workers and 2. Learning to know
students as products and commodities. 3. Learning to be
4. Learning to live together
Many local business tycoons donated sums of
money to big universities just to venerate
themselves as champions in nation building:

 Owners - Henry Sy (National University),

Lucio Tan (University of the East)

 Donors – John Gokongwei (Ateneo), Cesar

Virata (University of the Philippines)

 Sports program patrons – Robina

Gokongwei Pe (UP), Danding Cojuangco
(De La Salle), Manny Pangilinan (Ateneo
and San Beda)