CHAPTER 8

Globalization and Education

Introduction
Globalization refers to an increasing
interconnectedness and convergence of
activities and forms of life among diverse
cultures throughout the world.
Globalization is most often used to
describe the growing integration of
economics worldwide through increases in
trade, investment flows, and technology
transfer.
One could think that globalization is
only a matter of industry and business, and
that education as a moral process is not a
part of this development. However, if we
understand education as a part of
information business, education systems
can be seen as the core of the
globalization process.
Global Education and Globalization
Motivated by economic forces and
driven by digital technologies and
communications, globalization links
individuals and institutions across the world
with unprecedented interconnection.
While it may spread certain freedoms,
higher living standards, and a sense of
international relatedness, it also threatens
the world with a universal economy and
culture rooted in North American and
Western ideals and interests.
Global education, as distinct from
globalization, does what higher education
has traditionally aimed to do:
-extend students awareness of the world in
which they live by opening them to the
diverse heritage of human thoughts and
action, and creativity.

political and intellectual authority, global

education places a preference on the
ability to think critically and ethically.

Characteristics of Globalization that can be

linked to Education
GLOBALIZATION
Has negative and positive effects.
The restructuring of the state under
the Neo-liberialism (the
underpinning ideology of economic
globalization) has had a real effect
upon the structures of education, as
well as upon educational policies in
the form of new managerialism and
human capital theory.

Cultural and social effects affect

the experiences which young people
now bring with them to education.

Characteristics of GLOBALIZATION that affect

EDUCATION
1. In educational terms
Neo- liberal version of globalization
Implemented by bilateral, multilateral
and international organizations
Educational privileges particular
policies for:
Evaluation
Financing
Assessment
Standards
Teacher training
Curriculum
Instruction
Testing

While it continues to depend on the

traditional branches of specialist knowledge,
global education seeks to weave the
boundaries between the disciplines and
encourages emphasis on what
interdisciplinary and multi-disciplinary
studies can bring to the understanding of
solutions to human problems.
At a time, such as this, when we feel
increasingly and often indiscriminately
awash with information, and when we sense
a decentralization of the traditional forms of

2. In economic terms
a transition from Fordist to PostFordist
forms of workplace organizations.

3.

A rise in internationalized advertising

and consumption patterns.
A reduction barriers to free flow of
goods, workers and investments
across borders.
New pressures on the role of the
workers and consumers in the society.

In political terms
Loss of nation state sovereignty.
Erosion of national autonomy.
A weakening of the notion of the
citizen as a unified and unifying
concepts, a concept that can be
characterized by precise roles, rights,
obligations and status.

4. In cultural terms
Standardization and cultural
homogeneity.
Rise of locally oriented movements.
Cultural homogeneity and
heterogeneity appears simultaneously
in the cultural landscape
Glocal a term called for the merger and
dialectal tension between global and local.
ASPECTS OF GLOBALIZATION
1. Industrial globalization,
transnationalization
2. Financial globalization
3. Political globalization
4. Informational globalization
5. Cultural globalization
6. Globalism
IMPLICATIONS OF GLOBAL
INFORMATION SOCIETY IN THE
EDUCATION SYSTEM

Demand for widening the education

access for all
Continuous lifelong learning
Global vs. local cultural developments
Creation of new educational
networked organizations

IMPLICATIONS OF GLOBAL
INFORMATION SOCIETY IN THE
EDUCATION SYSTEM
Changing of educational management
from hierarchical institutions to equal
distributions of network organizations,
from commanding to negotiating.
Demand for more flexible and general
skills.
Core Values and Competencies for
Global Education
Core Values
Peace and non-violence
Social justice and human rights
Economic well-being and equity
Cultural integrity
Ecological balance
Democratic participation
Core

Skills and Competencies

Self-worth and self-affirmation
Cultural and racial differences
Critical thinking
Effective communication skills
Non-violent conflict resolution and
mediation
Imagination
Effective organizing

Socio-Cultural, Economic, and Political

Issues on Globalization
1.

2.

Socio-Cultural Issues
Massive Migration
- are changing the ways we
experience national identities and
cultural belonging.
Managing Difference
- is becoming one of the greatest
challenges to multicultural
countries.
Global Changes in Culture
- deeply affect educational
policies, practices, and institutions.
Economic and Political Issues
on Globalization

Economic Issues:
Harvard economist David Bloom
argues that because of globalization,
education is more important than ever
before in history.
He claims that growing world-wide
inequality indexed by increasing gaps
and income and well-being, generally
mimics a continuing and growing
global gap in education
Globalization and Education: An
Economic Perspective
According to bloom, the challenges
and opportunities brought about by
globalization include a more
competitive world economy, the
increasing importance of cross
national communication and the rapid
speed of change.
According to Howard Gardner ,
education should help students
synthesize information from a variety
of disciplines and geographies, so they
understand how economics inform
politics.
He also disparaged standardized
testing in its current form.
The broader economic effects of
globalization tend to force national
education policies into a neo-liberal
framework that emphasizes lower
taxes, shrinking the state sector and
doing more with less, promoting
market approaches to school choice,
rational management of school
organizations; performance
assessment and deregulation.
3.

Political Issue:
At the political level, there has
been a constraint on National State
Policy making posed by external
demands from transnational
institutions.

Conflict and Consensus Perspectives on

the Role of Education in Understanding
Globalization
educational systems worldwide
continually mimicking and often
mechanically copying from each other
and borrowing curricula, teaching
methods, and assessment test.

Education is one of the few forces with

the potential to mitigate the negative
effects of globalization and the
inequality it threatens.
Globalization and Its Impact on
Education
Reforms:
1. Content of Education
Curriculum Up-gradation
Productivity Orientation
CHAPTER 9
EDUCATION IN THE NEW MILIEU
Information and Communication
Technology and Education
STUDENT
From:
Passively waiting for
directions and
information.
Learner
Always following
given procedures.
Views teacher who
has all the answers.

To:
Actively searching for
needed information.

Knowledge provider.
Desiring to explore
unique solutions.
Views teacher as
resource and helper
find solutions to
problems.
TEACHER
Source for all the
Desires to learn.
answers.
Primary source of
Support, collaborator
information.
and coach for
students.
Always asking the
Coaching students to
questions.
pose their own
questions.
Directing students by Encouraging learners
step-by-step
to use their own
exercises.
knowledge to the
problems.
ICT has become a personalized
commodity and the environment we
are operating in is more and more
based on information and
communication technology.
The commercialization of the Internet
through the World Wide Web (WWW)
service has had the advantages of
bringing ICT to the ordinary people
and to education.

Digital Divide- is a term that refers to

the gap between demographics and
regions that have access to modern
information and communications
technology, and those that dont have
access.
-The digital divide is not only dividing people
in terms of education and wealth. As part of
this development, education systems all over
the world are trying to cope with these
changes and sometimes even trying to lead
the change.
ISSUES in EDUCATIONAL SYSTEM
(According to Farrel,1999)
Equity of Access
Curriculum relevance in technology
Methodological development in
technology
Cultural Sensitivity
How does ICT in Education Initiatives
Contribute to the Millennium
Development Goals?
Increasing access through distance
learning
Enabling a knowledge network for
students
Training teachers.
Broadening the availability of quality
education materials.
Enhancing the efficiency and
effectiveness of educational
administration and policy.

The Global Curriculum

Internauts - Teachers and students
exploring the internets educational
possibilities.
Global Education - a world-based
curriculum.
Computers in education enable us to:
1.Teach more effectively.
With computers we individualized
instruction, grant students autonomy, and
empower students to learn at their own
pace.
2. Reach and teach more students.

Computer and internet access expands the

educational horizons of children.
3. Make the world our classroom.
With internet access , students can directly
tap resources in their communities or
venture beyond their neighborhoods.
4. Turn latchkey kids into connected kids.
Internet offers a homework helper , a
companion or a chat room of friends.
5. Get ready for the future.
Technology encourages interdisciplinary and
collaborative work, facilitates problem-based
learning and provides an outlet to express
their creativity.
Computers in Education disable us
because..
1.Effective teaching all but disappears.
Good teaching requires a personal
connection, internet is unmonitored, filled
with erroneous information , etc.
2. The digital world remains divided.
Technology amplifies economic disparities.
3. Students risk becoming anti-social.
Todays youngsters can surf the internet but
unable to form personal connections.
4. Computers are a health risk.
Computer use increase eyestrain, repetitive
motion injury and obesity.
5. Fundamental skills are sidelined.
Real learning is compromised.
How will the predicted changes affect
education and schooling in the future?
According to Lewis Perelman, the
author of the controversial book Schools Out
(1992), there is strong case of education
transformation. He argued that knowledge
acquisition is no longer something that
happens only in school; now it occurs
everywhere and is lifelong.
A future where teachers and learners
embraces and integrate educational
technology and use it to improve teaching
and learning is envisioned.
The following are some of the
possible outcomes of the process of
change:
Multimedia learning resources
available via information networks will
proliferate and become an essential
feature of education.
Learners and teachers alike will have
access to powerful portable computing
devices that will be wirelessly
connected to network resources.

Learning increasingly will take place

in authentic contexts and focus on
authentic tasks.
Students will become active learners,
collaborating with one another and
with more experienced members of
the society to seek out information
and gain knowledge.
Teachers roles will tend to shift from
the sage on the stage to the guide
on the side.
Education will become a lifelong
process, important and accessible to
all.
The artificial divisions of grade levels
will disappear. Education will focus
increasingly on authentic
performance-based forms of
assessment.
The boundaries separating schools
from each other and the community
will blur or disappear.

EDUCATION in the New Social Milieu

Education and Industry
Jobs and skills should match.

To solve the problem in mismatch in skills

and the requirements of the jobs, the former
president Gloria Macapagal-Arroyo, issued an
executive order creating a new path called
ladderized system of education and training,
converging the TVET system of Technical
Education and Skills Development Authority
(TESDA) and higher education programs of
the Commission on Higher Education.
The basic features of the system are as
follows:
Students and trainees acquire
technical and vocational skills from
TESDA registered programs in schools
and training centers, public and
private.
After the training, the graduated apply
for jobs and get employed.
When they decide later to continue
their studies to earn a college degree,
the TVET training they have
completed will be credited in the
college course they will take.
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