The Effects of Globalisation on UK Education - Essay Example

The Effects of Globalisation on UK Education The education system in UK has undergone dramatic changes in response to ever changing demands in the labour market. The changes recorded in the education system alongside the demand in the labour market have made many theorists to believe that globalisation is the central factor that has contributed to above changes. Policy makers have argued that the education system has to generate skills that are compatible with the changes observed in the world. This view has necessitated lifting of national education base in order to create a wide skill base, which can respond to the requirements in the market. The force in the market demands higher education, which can churn knowledge workers who possess both technical and managerial skills. The UK government has responded to these global needs by changing its higher education system. The paper will address school standardisation, early year education and care, and overseas student education in British Universities. School Standardisation Globalisation in the context of education standardisation would refer to changes developed in the education system in response to demand of human resource. Knowledge steers every sector of economy at national and global scale. This attribute dictate the response that the UK government towards realigning its education policies. Policy makers in education sector have identified the need to adapt to global changes. Foskett, Nick and Maringe (2010: 54) argue that globalisation defines the rationale for changing the structures of education system with a view of meeting the needs of national economy. The economic success of a country depends on higher value added production mechanism, which embraces the use of technology and continual innovation. Since information is the central factor that contributes to knowledge flow, UK universities have embarked on innovative education integration with an aim of responding to the global needs. The UK government has argued that its global competence depend on unlocked potential of its citizens (Pratt-Adams, et.al. 2010:78). The argument suggests that viability of an individual in the job market would thus depend on higher education level. The reward to an individual would derive from his job or her job would depend on level of education. This factor is in line with market principle, which argues that prosperity of a labourer would depend on the ability to market his skills. Critics have observed that globalisation influence education by forcing societies to evolve and change as a part of their development agenda, emphasising on insertion of neo liberal principles observed in the market with an aim of raising standards (Pratt-Adams, et.al. 2010:78). This influence has led to reformation of public education system with a view of creating different types of schools that would generate skills that would lead to attainment of global competitiveness. Some critics have described global economisation of education as process that fails to account for local and cultural discourses (Barton & Armstrong, 2008:127). For instance, the government of Wales have pointed out the need to create more vocational skilled labor. However, education critics have pointed that standardisation of education, testing, uniformity of curriculum, and ranking waters the value of education (Pratt-Adams, et.al. 2010:78). However, it is important to note that the role of education is to prepare workforce for the labour market. Critics of education believe that different people possess different abilities, which means that the system of standardisation must address these special needs (Great Britain Parliament. 2009:129). Curriculum adaption to global changes Education system that seeks to respond to the global goals has to change its curriculum in accordance with the global framework. The challenge in curriculum construction is balancing between the national needs and the global needs (Frau-Meigs and Torrent, 2009:129). These two factors have necessitated the UK government to consider the effects of curriculum development with respect to global competiveness. The current education system in UK reflects the imagined society because it conforms to the trends in the world. The focus of the UK curriculum has been sustainable education system. The system caters for the diversity of the society. Thus, the system of education in UK has integrated the needs in the advancing technology as well as cultural trends (Pratt-Adams, et.al. 2010:82). The structure of education system recognises education of children from preschool, through primary schools, secondary schools, vocational colleges and universities. The system has spread its branches in the above categories in order to meet the needs of the industrialised market. For example, the job market has emphasised on high training, which has led to innovation in national universities in with a view of responding to this demand. However, other sectors of economy would fail if the system does not churn labour force tertiary positions. Critics have submitted various proposals, which argue in favour of democratisation of education. Such proposals root for mass education in order to equip the society to changes in global demand. Competence of the curriculum developed has been a concern of the policy makers. The progress of the society traces its root from the knowledge, which it acquires through education models. This concern did not only call for changes in curriculum, but also the need for teachers to change their approach of disseminating knowledge. In the past curriculum, development did not recognise this need. However, the standardising process has identified the need of innovating approaches in education sector with a view of creating a competitive society. UK policy makers have demonstrated the influence of globalisation in education by encouraging UK universities to orient their students with employability skills, which is relevant to global market demand. The curriculum used in these institutions tends to derive its components from institutional design and the global framework. The idea behind such move is to prepare a student in a given faculty to be globally vibrant. The facilitation of these programmes occurs through government initiatives, which have the backing of the law. The UK government has accepted the regional hub initiative, which promotes internationalisation of education (Frau-Meigs and Torrent, 2009:159). Domestic students are able to acquire education of a foreign institution in relation to international environment. UK University has collaborated with regional universities in disseminating this function to the world. Educators believe that this aspect does not only expand knowledge acquisition but also favour cultural exchange. Ideally, the move positions a student to be globally competitive as opposed to national competitiveness. The standardisation programme looks at the quality of education alongside its relevance in the society. UK policy markers in education have strived to keep the standards of University education high. Critics have observed that despite the changes in global trends, the government has been active in influencing education policies and its provision (Frau-Meigs, and Torrent, 2009:159). For example, compulsory education policy is a government initiative, which aims at generating talents for future growth. The same initiative applies in regulation of education standards in relation to the global standards. The government initiative in education has to regulate private players in the same field. A number of private institutions tend to offer education in response to global standards. It is worth noting that the system of education that these institutions offer conform to requirement set by the government. Early Years Education The development in the early year education in UK is due to the government role in introducing policies, which define childcare and child education. Research shows that government role early year education dictated the curriculum i.e. the mode of education and when the child was to start education (Zajda and Rust, 2009:27). For example, the conservative government developed the Nursery Voucher Scheme to the early year education programme. This scheme had a set of goals, which the government stipulated as a measure of early year education. This meant that teachers in the early year stages and the department of social work had to adhere to these requirements. However, critics of UK education system argued that the Nursery Voucher scheme did not highlight issues demanded in labour market. This criticism led to changes in 2000. The 2000 curriculum model emphasised on outdoor learning and play. However, this program did not last because of criticism that argued that it did not offer desirable elements in line with the global standards. The consequence of the criticism was apparent in 2002 when National Curriculum had to introduce Birth to Three Matters Framework. The above change developed a detailed method of professional handling of young children. The framework integrated learning, development, and the environment. Another notable change in early year education is development of Early Years Foundation Stage (EYFS) introduced in 2008. The idea behind the (EYFS) was to integrate education and care from the time of birth until the end of foundation stage. EYFS married the ten year Child Care Strategy, which was, spread under the following groups Birth to Three Framework, National Standards for Under 8, Curriculum Guidance for Foundation Stage, and Childminding. Critics in education have developed various arguments regarding play and happiness emphasised in UK curriculum (Great Britain Parliament. 2009:133). The framework of the curriculum recognises play in the early stages of life because it is critical to child development. UK government has been sensitive in reconciling the family roles and labour requirements. James and Busby (2011:26) observes that prior to 1997 election, the government approach to interaction between the private sector employers and the labour was laissez faire. The government could demonstrate concern when the life of the child was in danger. In light of this view, childcare was a private affair. The UK conservative government in 1990s and 1980s directed concern to children at risk. Many observers have argued that the government policy during such period favoured the market driven perspective, which benefitted its economy at the expense of children welfare. However, the late move by the government has created an avenue childcare, which extends to 4 year olds. The labour government introduced a policy in 1997, which sought to create a work life balance. The policy has influenced the care service given to the children and the life led by their parents. The government channels funds to social service department with a view of providing care services to children. The system seems to offer an opportunity for parents to balance the work life and care services to their children. James and Busby (2011:28), asserts that the welfare programme intended to help children leaving in poverty and their families. The goal of the product is to churn into the market a skilled labour that would contribute to growth of the UK economy. The mission of the programme identifies two ways of eliminating poverty: education and relevance in the job market. Thus, the education system must address the pressing needs in the society if it seeks to elevate poverty. The government has influenced the care programme by defining the responsibility of fathers and mothers. Critics believe that the government intervention has influenced the ability of the parents tom leave their jobs and attend to the early age. Overseas Student in British University The UK government influences the enrolment of the overseas students in the Universities. Sidhu (2006: 127) argues that the presence of overseas students in British universities predate education market development. In the past education was a colonial subject the propagated the British influence among its colonies. The education proved vital in instituting the British rule in the world. For along time, the British government accorded education to international students. However, it lifted the subsidy in 1979 following financial constraints. It introduced fee to the international students, but this has not reduced the number of student it enrols. Studies indicate that UK has been having an increasing enrolment of international students in its institutions. The government policy, which dictates overseas students in British university, seems to favour more enrolment. The British government demonstrated its commitment in marketing its university in the foreign country through the prime minister initiative of 1998, which sought to market the institutions and preserve the quality education of the UK. According to this initiative, it sought to increase the enrolment by 25% by 2005. British government commissioned branding of its products in 1998 (Great Britain Parliament. 2009:126). The brand report identified British education among other products that it sought to present into the global market. ECS is the firm that coordinated the marketing of the British Universities. ECS employed marketing techniques, which included advertising and promotion to create awareness about the quality of education in Britain as well as revitalising the image of British education. The ECS report recommended that discarding of old techniques or practices in the British Universities with a view of creating a globally competitive image. Commonwealth Office in foreign countries serves as branches for meeting and advising the overseas students. The office creates a liaison with the UK universities, updating them of the trends in the respective countries as well as defining education choices that foreign students should buy. Real UK is a promotional campaign that UK universities have used to market their products in the international scene. The image of UK in the international market is very vital when it comes to marketing its institutions. Another notable method that UK has used to market its universities is through creating long term and sustainable relationship with foreign institutions, which promote the UK curriculum. This strategy has proved to be worthy because it considers the present demands within the given demographic set up. Critics have observed that programmes offered in student’s home country often face the challenge of quality erosion (King, et.al. 2011:89). However, the UK universities have come up with collaborative approach with the local universities, which helps it to achieve the set qualities. UK universities compete favourable with other universities in the world. Reports on quality education have often indicated that UK institutions offer high quality education. Currently, these university balances between innovation brought about by technology and quality offered. A shift to vocational training is an emerging trend in UK especially Wales. The government in Wales have indicated that globalisation has promoted demand for high education (Great Britain Parliament. 2009:123). This aspect has led to decline in vocational training or demand for vocational education, thus creating shortage in low cadre jobs. The scarcity of labour in UK attests to the challenges created by high demand for university education at the expense of vocational training. In response to these challenges, the UK government have developed educational curriculum, which recognises the need for vocational training. In conclusion, globalisation has influenced the UK education system by forcing the policy makers to create relevant changes in curriculum in response to global demand. British government has responded to the influence of the globalisation by standardising its education system to suite the intentional demands. Further, curriculum changes and policies guiding the education system have also changed. The government extended its mandate by influencing early year education policy by changes various components of the curriculum in relation to the modern demands. The UK government has contributed towards overseas education through marketing UK universities in foreign countries as well as supporting initiatives, which promote overseas collaborations. It is notable that a shift in demand for higher education has influenced the vocational training sector. This trend has led to shortage of skills in some areas of economy necessitating the government to incorporate vocational training its curriculum. Bibliography Barton, L. and Armstrong, F. 2008. Policy, Experience and Change: Cross-Cultural Reflections on Inclusive Education. London: Springer. Foskett, N., Nick, F. and Maringe, F. 2010. Globalization and Internationalization in Higher Education: Theoretical, Strategic and Management Perspectives. New York: Continuum International Publishing Group. Frau-Meigs, D. and Torrent, J. 2009. Mapping Media Education Policies in the World: Visions, Programmes and Challenges. Huelva: Revista Comunicar. Great Britain Parliament. 2009. Globalisation and Its Impact on Wales: Report, Together with Formal Minutes. London: The Stationery Office. James, G. and Busby, N. 2011. Families, Care-Giving and Paid Work: Challenging Labour Law in the 21st Century. London: Edward Elgar Publishing. King, R. et.al. 2011. Handbook on Globalization and Higher Education. London: Edward Elgar Publishing. Pratt-Adams, S. et.al. 2010. Changing Urban Education. New York: Continuum International Publishing Group. Sidhu, K. R. 2006. Universities And Globalization: To Market, To Market. London: Routledge. Zajda, I. J. 2005. International Handbook on Globalisation, Education and Policy Research: Global Pedagogies and Policies. London: Springer. Zajda, J. and Rust, V. 2009. Globalisation, Policy and Comparative Research: Discourses of Globalisation. London: Springer. Read More