Impact of Globalization on Education - Essay Example

Impact of Globalization on Education Impact of Globalization on Education Introduction Globalization is not merely the loss of the international boundaries as defined by many, but a way for the western world to dominate the third world economically, politically, militarily and even through information flows. It has failed to connect the world into a single entity but has brought into existence subordinated and imperial societies instead of the highly publicized united global village. Globalization is a unidirectional flow of information and goods from the most developed nations to the least developed. The media from the “superpowers” determine the ownership and control, structure, coverage of events outside the developed world and distribution of media content (and the media industries) from one country to another. This paper seeks to discuss globalization, and the ways globalization has come to influence successive governments’ approaches to education policy and practice, as well as the organization and management of secondary or further education. Globalization To start with, globalization is the process of international integration springing from the exchange of ideas, worldviews, products and other issues of culture. The major factors in globalization generating further interdependence of economic and cultural activities include; advances in education policies and approaches, transportation and telecommunication infrastructure, rise of the telegraph and its posterity in the internet. Globalization comes with development projects which can be defined as a specific activity or task set to achieve the social, economic, educational, and political goals of a development policy. These projects include energy, transportation resettlement schemes agricultural among others. Globalization has caused anthropology to explore several aspects in the modern interconnected world. These aspects include; new media, tourism, economic exchange and circulating of knowledge through education approaches. Globalization has also brought a new form of imperialism, platform imperialism, as clearly depicted by Facebook and Google as they enjoy the monopoly as they are the main intermediaries for a majority of services hence enjoy a capital monopoly which brings in another form of imperialism, an economic one. Globalization has thus become synonymous with imperialism. Globalization influence on successive governments’ approaches to education policy and practice There is minimal or no doubt that education is among the chief concerns of governments due to its role in preparing and shaping children for the future in the globalized world. In addition, many governments spend a lot of money and resources on education due to its significance. In order to achieve the aims and goals of education, every government developed their traditions, policies, and approaches of education in regards to what they deemed relevant to their nation. Historically, approaches and policies of education were on national agenda as a national affair. However, in the broader globalization context, education has become an international commodity, as it plays a major role in the global economy with skill and knowledge investment in people. This infers that education approaches and policies is no longer a national affair, but a global concern. Education policies have been internationalized because of the globa economy dominance over and above national policies. In terms of education, there is a cropping view that the globalization version by neoliberals as defended and implemented ideologically by multilateral, bilateral, and international organizations, is mirrored in the agenda of education that liberties, especially for approaches and policies for financing, evaluation, standards, assessment, curriculum, teacher training, testing, and instruction. In the view of the mentioned pressures, additional researches are required on local responses to back public education up against the cropping of mechanisms of pure market to regulate exchanges in education and other policies that attempt to reduce state financing and sponsorship, and to impose efficiency and management models borrowed from the sectors of business as education decision making framework. These responses in education are in most cases conducted by new social movements, teacher unions, and critical intellectuals. These educational responses are often expressed as opposition to educational initiatives such as subsidizing private and parochial schools or vouchers. In terms of educational policies and approaches, these pose peculiar analysis problems. According to Hankin & Bignold (2006), this is because the relationship between education and state vary dramatically according to geographical areas, historical epochs, forms of political representations, modes of governance and between the differential varied levels of education demands such as in secondary, elementary, adult, higher education, non-formal and continuing education. This also infers that any drastic changes in education approaches and policies with respect to mode of governance can pose multiple, unpredictable, and complex effects on education. Educational policy and approach matters calls for historical analysis of the relationship between state and education. Strange (2004), argues that because of the strengthening of space and time, the localized instruments that are deemed to handle the challenges of life have become insignificant. This has led to the increasing pressures for regional cultural identity and local autonomy. Globalization forces pressurize nations from both up and above, and down and below. This limits options of policy making in education sector. Forces from up and above may include international alignments like political pressures, international economic competitive markets, pressures from more powerful states, invasion of images, symbols and ideas. On the other hand, forces from down and below may include forces of cultural ideologies, traditions and local political conditions, and social movements. In addition to these pressures, other significant pressures that impact on educational policies and approaches are bodies such as the World Bank, United Nations and its subsidiaries, World Trade Organization, International Monetary Fund, the G-7, and multinational companies. These bodies act as instruments of global change and are facilitated by media and technology. This in turn impacts on educational policies and approaches of any government. Green (1997) argues that globalization impacts directly or indirectly on public services like education. The forces in the market such as conditions of debt, which Green calls globalization imposition mechanisms, have the capacity to press some states to cut down on their social services. This may vary from one country to another depending on the unique economic and socio-political situations. These external forces influence educational approaches and policies of governments. This is because, for example, educational approaches and policies of a country would be shaped by the conditions of the World Bank and/ or International Monetary Fund. The direct impact of such debt conditions are directly mirrored on the responsibilities of the government. Policies infer authority vested upon the governments of nations through the process of a constitution. Where there are challenges facing such nations on their authority from the transnational or super-national political entities such as World Trade Organizations, United Nations, International Monetary Fund, and World Bank, the nation’s ability to come up with effective policies and approaches is curtailed. Green (1997) also indicates, upon a deep analysis of policies and approaches of education, that market forces shape policies of higher education, and that International Monetary Fund and World Bank conditions manipulates approaches and policies of education against the needs of local institutions. Education, according to Hankin & Bignold (2006), is the most critical aspect for the growth and development of market economy. This is because the prevailing economy requires a highly competitive workforce that is able to address the needs of the global economy. However, Green (1997) argues that this kind of perspective bases education on the theory of human capital, and is a problem in itself. This is because it looks at education as an industry instead of a body for the creation and spread of knowledge. Therefore, the globalization factors remain the dictating factors in education policy making, and approaches development. Every government seeks to improve global competitiveness. According to Strange (2004), governments have acknowledged the need for their priorities to implement policies of education that make them more competitive economically with other nations. In addition, Strange (2004) asserts that governments strive to promote their productivity in terms of their domestic workforce. This can be solely attained through implementing new approaches, policies, reforms, and programs of education to prepare children to compete effectively in the global workforce. Competition among governments does not only promote education, but also make government compete one another in terms of bringing in new policies of education with full value. Different studies have shown that there have been an introduction of new approaches and policies of education which reforms educational pedagogy, curriculum, and evaluation, and seeking to enhance inter-government competitiveness. Some of these reforms include participation in international test performance comparison, and national productive pedagogies and curriculum. Green (1997) confirms that there has been a reformation and redesigning of educational policy due to globalization. Green (1997) argues that the globalization process has greatly changed and shifted the mechanisms of developing education approaches and policies, implementing and evaluating them. Due to this, approaches and policies of education are no longer created or determined by nation or state actors alone, but via different complex processes that takes place globally. Literature confirms that just like in the developing nations, education policy and approach in developed nations have been affected by the pressures, changes, and challenges of globalization. However, the shift in policies and approaches of education as a result of globalization is not the same in all nations. To some degree, studies have shown that developed nations are less impacted by globalization compared to the developing nations. This shows that globalization is more mediated in its effect on developed nations than in the situation of the developing nations. According to Hankin & Bignold (2006), education and globalization has a close relationship. Since education holds an important place in building and shaping the society, it is directly connected with globalization, and global activities pose in-depth impact on education. Globalization of the economies of the world leads to an increased curriculum internationalization emphasis. Globalization also plays a vital role in the development of opportunities for partnerships in teaching and research with institutions and agencies across the globe. As Hankin & Bignold (2006) puts it, globalization is one of the powerful global forces that transform the foundation of market and business competition, and paradoxically harkening an era in which local, small practice communities may become a preeminent structural form. Such practice communities allows organizations to share, build, and apply the deep level of competence that is needed to compete in education, knowledge based global based economy. Humanity lives in a rapid and increasingly changing era. The social, cultural, and economic values are forced into changes due to new global challenges. Due to the globalization challenges concepts, several changes have been anticipated in the field of education. Globalization forces a structural change in the traditional education. Hankin & Bignold (2006) asserts that among the major roles of schools is enhancing appropriateness of individuals for rapid changes. As Green (1997) remarks, today educational institutions and universities are redoubling their attempts to respond to and cope with social changes. They have no option but to implement the expectations of the society. In fact, several other studies have outlined the relevance of higher education in the society through attributing the impact of globalization on policy making and approach development. In the future, learning institutions and universities will not only be seen as for the young. They are anticipated to be comforting and open to people of all age categories, who intend, wish to further their education. Universities and other learning institutions will open up to every individual with the motivation to learn. This is an important element in globalization. Due to the high rate of international attraction to education, people from different nations are also moving to different nations to acquire, explore education opportunities. This means that internationalization of education through globalization has to impact on the policies and approaches of education. Accordingly, every government wants to implement effective and competent education policies and approaches to attract global market and ensure their children are effectively prepared for the global market competition. It is beyond doubt that globalization grossly impact on education policies and approaches. Contrary to the past where education policy was a national affair, globalization has shifted this, and education has become internationalized. Globalization influence on organization and management of secondary or further education As earlier discussed, there is no doubt that education is among the chief concerns of governments due to its role in preparing and shaping children for the future in the globalized world. It is also evident that several governments spend a lot of money and resources on education due to its significance on their market economy. Due to this, management and organization of education has attracted global concerns, and is treated as a global issue. Every government seeks to improve their economy through international education. Therefore, effective organization and management of education cannot be under-looked. The global competence poses an influence on the organization and management of secondary and further education in terms of market competitiveness. According to Green (1997), the impact of globalization has altered the management mechanisms and procedures in higher education in terms of technology, psychology, mindset work culture, and methodology among others. Globalization presents new challenges and opportunities day-by-day before nations, which are prospective and profitable. These influence the way of education organization and management across the globe. This is because the fundamental scope of education management lies with the people. The huge global population creates a large unsaturated market of education consumers. This makes one of the many reasons why every nation is structuring their education policies to match global policies on education to attract more education consumers. In the era of post globalization, there has been an increase in the scope of education due to the crucial and supportive role played by nations in respect to educational liberalized policies and legislative structural approaches of education. According to Strange (2004), globalization is altering the way education management and leadership is perceived. The global opportunities, communities are rapidly changing, calling for structural adjustment in the organization and management of education. In addition, the economy of the world is changing the educational demands and expectations of people. Management of education is influenced by global standards. Therefore, every government seeks to comply with management policies that are widely accepted globally to attract more education consumers. For example, the emergence of certifications and accreditation bodies that certifies universities and other learning institutions such as ISO are among the global efforts to comply with the influence of globalization in the management and organization of higher education. According to Strange (2004), management and organization of higher education is a significant factor in the implementation of successful education policies. Where education management and leadership are effective, global education policies are likely to be successful in terms of implementation and monitoring. Contrary to ineffective management and leadership in higher education, participation and involvement is likely to be practiced during the implementation. This in turn encourages adoption of education policies as dictated by the market forces. Conclusion Globalization is the process of international integration springing from the exchange of worldviews, ideas, products and other issues of culture. Education and globalization has a close relationship. Since education holds an important place in building and shaping the society, it is directly connected with globalization, and global activities pose in-depth impact on education. Education approaches and policies used to be a national affair. However, this is no longer the case. Education has since become a global concern. Education policies have been internationalized because of the global economy dominance over and above national policies. Every government seeks to improve global competitiveness. Governments have acknowledged the need for their priorities to implement policies of education that make them more competitive economically with other nations. Governments also strive to promote their productivity in terms of their domestic workforce (Strange, 2004). Globalization of the economies of the world leads to an increased curriculum internationalization emphasis. Globalization also plays a vital role in the development of opportunities for partnerships in teaching and research with institutions and agencies across the globe. Management and organization of education has attracted global concerns, and is treated as a global issue. Every government seeks to improve their economy through international education. Therefore, effective organization and management of education cannot be under-looked. The global competence poses an influence on the organization and management of secondary and further education in terms of market competitiveness (Hankin & Bignold, 2006). Bibliography Green, A. 1997 Education, Globalization and the Nation State. Macmillan. Hankin, L. and Bignold, W. 2006 Globalisation and global education, in Sharp, Ward, and Hankin, ‘Education Studies’. Learning Matters. 3. Strange, S. 2004. The Declining Authority of States, in F. Lechner and J. Boli ‘The Globalization Reader’, Blackwell. Read More