Global Education Trends by Elizabeth Redden - Essay Example

Summary of Business Article The article en d “Global Education Trends” written by Elizabeth Redden and published online in Inside Higher Ed proffered pertinent issues relative to the significant trends and patterns that have been manifested in the global learning environment. The insights are consistent with the concepts learned from the environment of business, specifically business in a global setting (Pride, Hughes and Kapoor, Part I: The Environment of Business). At the onset, readers are presented with findings as categorized according to education and the recession; student mobility; as well as degree attainment and access. The article used the annual report that was allegedly published by the Organization for Economic Cooperation and Development (OECD) and was just recently made available. As disclosed, the OECD report contained as much as 565 pages and detailed an array of education-related topics relating from early childhood to the pursuit of higher education. The trends were noted to have been gathered, collected, and presented with information from members of OECD member countries such as Australia, Israel, Japan, Korea and the United States (Redden par. 1). Likewise, other relevant education trends were also gathered from specifically mentioned countries which allegedly belong to the Group of 20, but were non-OECD member countries, such as China, Brazil, and India. In discussing the topic on education and the recession, the author noted that the major developments in higher education pertained to the effect of gaining a college degree on the rate of unemployment. As stated, graduates of higher education were less affected by unemployment, as compared to high school graduates. The statistics that were noted included the following: “unemployment rates for college degree holders rose from 3.3 to 4.7 percent from 2008 to 2010, compared to an increase of 4.9 to 7.6 percent for those who had only completed secondary education” (Redden par. 2). It could therefore be deduced that for college degree holders, the unemployment rates grew only by as much as 1.4%, as compared to the 2.7% growth rate in unemployment for students who were noted to have only completed secondary education. Likewise, Redden also emphasized that those who pursued higher education and graduated with degrees were lesser prone to be affected by widening wage gaps. It was specifically cited that “while in 2008 a man with higher education could expect to earn 58 percent more than his counterpart with a secondary degree -- and a woman 54 percent more than her counterpart -- by 2010 these figures had increased to 67 and 59 percent, respectively” (Redden par. 3). The wage gap was more prominent for males at 9% gap from 2008 to 2010, as contrasted to the wage gap disclosed for women at only 5% from the same period. The statistics on student mobility was also expounded. Trends on students opting to study in foreign countries were most prominent during the decade where percentage increase of 99% was revealed from the 41,000 in 2000 to 4.1 million in 2010. Likewise, Redden disclosed that more than 52% of these students who travel to other countries were of Asian descent. From among the countries mentioned to be preferred as destinations for educational pursuits, the following were revealed in descending order: ”United States (which attracts 17 percent of all international students), the United Kingdom (13 percent), Australia (7 percent), France (6 percent), and Germany (6 percent)” (Redden par. 6). Another interesting fact was that although the United States was the top preferred destination for pursuing higher education by foreign students, the 17% rate was actually a significant decline from a high of 23% in 2000. In discussing the degree attainment and access, Redden focused on presenting findings in terms of percentage of an identified population or age-range (25- to 64-year-olds) attaining higher education; the role and performance of gender, specifically women who pursue higher education; contributory factors to gaps in higher education; the role of parents; and the role of private investments versus public expenditures in higher education. Therefore, it was clearly noted that although figures and statistics of as much as 42% of the population with ages ranging from 25 to 64 years old have pursued higher education, as compared to only an average of 31% for people from OECD member countries, the author averred that this rate is still indicative of the U.S falling behind other countries. This fact was corroborated by Budig who explained that the reason for trailing behind was the composition of people with higher education. As explained, “the United States has an aging and highly educated workforce that is preparing to retire in the next decade. For this group of 55-64 year-olds, we rank fourth in higher ed completion. But for 25-34 year olds — the future of our workforce — we rank 12th. In this most critical race, we trail Canada, Korea, the Russian Federation, Japan, New Zealand, Ireland, Norway, Israel, France, Belgium and Australia” (Budig par. 5). In addition, other relevant trends in higher education included women gaining grounds where 69% of women in OECD countries were noted to be expected to enter colleges in 2010, as compared to only 60% in 2005. When compared to men, the increase was revealed to be 48% in 2005 to have increased to 55% in 2010 (Redden). Finally, other factors that were deemed contributory to pursuing higher education include income, the influence of parents who have previously pursued tertiary education, and access, as well as availability of financial support. Low income families have been indicated to show lesser interests in gaining higher education; but those with parental influence, particularly when a parent has achieved a tertiary degree level, show increased patterns of enrolling in colleges. The access to financial support is also seen either as a barrier or an inducement to gain higher levels of education across OECD countries, which is consistent with the concepts on creating a flexible organization under management and organization (Pride, Hughes and Kapoor, Part IV: Management and Organization). The author revealed and cited the secretary general of the OECD to have averred that “countries should take care to strike a careful balance between providing appropriate public support for education and requiring students and families to cover some of the costs" (Redden par. 13). Being financially burdened with student loans could preclude even considering pursuing higher degree levels at the expense of perceiving the benefits supposedly to be accorded with higher education. Works Cited Budig, Gene A. "U.S. higher education is falling behind." 24 January 2011. LJWorld. 30 November 2012 . Pride, W.M., R.J. Hughes and J.R. Kapoor. "Part I: The Environment of Business." Pride, W.M., R.J. Hughes and J.R. Kapoor. Introduction To Business. Cengage Learning, 2012. Print. Pride, W.M., R.J. Hughes and J.R. Kapoor. "Part IV: Management and Organization." Pride, W.M.: Hughes, R.J. and J.R. Kapoor. Introduction to Business. Cengage Learning, 2012. Print. Redden, Elizabeth. "Global Education Trends." 11 September 2012. Inside Higher Ed. 30 November 2012 . Read More