Globalization and

Migration in Education
David Edward G. Jimenez

EDAD 202
Outline

• Globalization
• Definition
• Model
• Policies, Issues and Opportunities
• Migration
• Definition
• Model
• Policies, Issues and Opportunities
Globalization

• "Globalisation can be thought of as a process (or set of processes) which

embodies a transformation of the spatial organisation of social relations and
transactions." (David Held et al., 1999)
• "Globalisation refers to all those processes by which the peoples of the world
are incorporated into a single world society, global society."
(Martin Albrow, 1990)
• “It might mean sitting in your living room in Estonia while communicating with a
friend in Zimbabwe. It might mean taking a Bollywood dance class in London.
Or it might be symbolized in eating Ecuadorian bananas in the European
Union.” (World Bank)
 (1989)

Framework
Globalization Factors

• Socio-cultural - Massive migration, Differences in culture

• Economic/Technological - Worldwide inequality, Consistency and quality
of educational experiences, New technologies
• Political - Constraint on national or state policy, Economic coordination
and exchange, Global conflict, Crime, Terrorism, Environmental issues
Factors leading to globalization
• Use of the English language
• Increasing global communication via fiber optics, satellite and computer technology
• Integrated and coordinated product design, production, sale, services and multinational
organizations throughout the world
• Increasing numbers of free trade agreements at international level (GATT, WTO)
• Advancement of regulations and standards for trade, finance, work, product and services in
whole world
• Financial markets’ giving services during 24 hours everyday
• Increasing numbers of foreign investments in many countries and increasing effects of foreign
control on workers (Deniz, 1999).
Aims and Importance of Global education
• Let those who participate in education process gain skills of new cultures
• Develop the ability of distinguishing intercultural differences
• Assist the people criticizing events from global perspective
• Explain how different cultures affect the activities of organizations
• Help students realize how attitudes are shaped and how they affect the behaviors
• Develop the language and harmony skills of the managers who will work in different cultures
• Provide the ability of working together with the people coming from different cultures
• Develop the skill of multi-sided thinking by causing them gain the cultural sensitivity and experience
• Teach how to behave according to cultural differences
• Teach how to manage multinational groups
• Develop the way of thinking from individuality to globosity (Deniz, 1999)
Benefits of globalization
• Learners will be more familiar and comfortable with abstract concepts and
uncertain situations
• Interdisciplinary research approaches are seen as critical to achieving a more
comprehensive understanding of our complex reality
• Learners will learn to manipulate symbols, such as political, legal and business
terms, and digital money
• Enhance the ability of learners to access, assess, adopt, and apply
knowledge, to think independently, to exercise appropriate judgment and to
collaborate with others to make sense of new situations
• Increased quantity of scientifically and technically trained persons for the
knowledge based economy
Benefits of globalization
• Encourages students to work in teams
• Breaks the boundaries of space and time using advanced information and
communications technologies
• Meets the knowledge, education and learning challenges and opportunities of the
Information Age
• Creates and supports information technologists, policy makers, and practitioners for the
purpose of rethinking education and supports mechanisms for the exchange of ideas
and experiences in the use of educational technologies
• Encourages explorations, experimentation to push the frontiers of the potential of
information technologies and communications for more effective learning (Cogburn,
2000)
Strategic Directions for Schools in a Global
World
• Leaders will create opportunities for themselves and their colleagues to gain
knowledge and understanding of societal change and of the way schools will
make a contribution to well being in a civil society
• The driving force will be the provision of a quality education for every student,
and every strategy and every intention will be weighed against this criterion
• Sound approaches to annual planning and longer-term strategic planning are
pre-requisites for successful school management
• A capacity for strategic thinking will be deeply embedded in a school
Strategic Directions for Schools in a Global
World
• There will be a high level of harmony between learning, teaching and
management cultures in the school
• There will be commitment to address the emotional well-being of the
leadership team
• There will be commitment to leadership and management that views
these as part of the heroic quest for learning in a civil society in which all in
the school community are engaged and empowered. (Caldwell, 1988)
Future for Schools in a Global World
• Policies to universalize access to a quality education to all sectors of the population,
with special concern for at-risk groups
• Programs that support socio-economically at-risk boys, girls, youth and adults
• Educational policy that considers human rights, education for peace and democratic
values, equality of opportunity and rights between men and women, and gender
quality
• Collaboration of institutions dedicated to educational development as related to
citizenship, multicultural societies and sustainable development
• Consolidation and collaboration of institutions dedicated to indigenous education
• Development of the educational systems of countries with especially difficult economic
circumstances (Kuehn, 1999)
Impact of Globalization on Higher Education

• Enrollment
• Governance structure
• Interdisciplinary
• faculty qualifications, academic programs, and research activities.
• International recognition, accreditation and recognition
• Harmonization of qualifications and policies
Impact of Globalization on Higher Education on
delivery modes
• Branch campuses (campuses set up by an institution in a country to provide its educational
programs to foreign students)
• Franchises (institution A approves institution B in another country to provide one or more of
A’s programs to students in country B)
• Articulation (systematic recognition by institution A of specified study at institution B in
another country as partial credit towards a program at institution A)
• Twinning (agreements between institutions in different countries to offer joint programs)
• Corporate program (companies that sell curriculum and training services)
• Distance education programs (distance education programs that are delivered through
satellites, computers, correspondence, or altogether through technological means across
national boundaries.)
• Study abroad programs (student from country A goes to country B to live and study at an
institution in country B.) (Lenn, 2001)
Activities that may be classified as being originally in
the spirit of internationalism include:

• International student mobility

• Faculty exchange and development
• Research and collaboration
• Foreign language study
• Building international perspectives
• International networks
Opportunities and Issues

• Internationalization of the curriculum

• Partnerships in research and teaching
• Knowledge based economy
• Open for all education
• Life long learning
• Classroom anywhere through communication media
Philippine Regulations
• In the World Trade Organization (WTO), the Philippines has agreed to subject selected
industries in the services sector under the rules of the General Agreement on Trade in
Services (GATS).
• “... each Member shall ensure that all measures of general application affecting trade in
services are administered in a reasonable, objective, and impartial manner.” (Art VI:1)

• Tri-focalization of Education
• Commission on Higher Education (CHED) was created under Republic Act (RA) 7722 in 1994 to
oversee the system of higher education in the country and for formulating policies, plans and
programs for the development of public and private higher education institution
• Department of Education (DepEd) for primary and secondary education and Technical
Education and Skills Development Authority (TESDA) for technical-vocational and middle level
education
Philippine Regulations
• Presidential Decree No. 223 (1973) empowered to implement various laws
and policies of the government including the technical and ethical
standards governing the practice of professions.
• Professional Regulation Commission Modernization Act of 2000 (RA8981)
was signed into law and repealed the various laws defining its legal basis
• To assure the global competitiveness and excellence of Filipino professionals,
the Commission, has enforced compliance with the continuing professional
education (CPE) requirements

• In response to globalization, internationalization of education and the

ASEAN integration, the Department of Education has launched the Kto12
Basic Education Program
Philippine Higher education system

• Measures to improve the quality of Filipino professionals, an essential

function of PRC, through:
• Enhancement of the continuing professional education
• Enforcement of government regulations on the working environment for
professionals
• Focus on the development of specialization among professionals
• Creation of pressures for innovation by establishing norms that exceed the
toughest regulatory hurdles to stimulate upgrading of skills and productivity
among professionals
Philippine Higher education system

• For the improvement of higher education, efforts must be undertaken by

CHED for the:
• Improvement of faculty qualifications through massive faculty development
programs
• Expansion of research and improvement of graduate education
• Rationalization of higher educational institutions
• Improvement in the role of CHED in information dissemination
• Rationalization of the price of higher education (Tullao, 2003)
Regulations for Higher Education
• CHED MO No. 01 (2000) established the policies and guidelines on international linkages and
twinning programs
• Membership to ASEAN University Network (AUN), consideration of ASEAN Qualifications
Reference Framework (AQRF), adoption of ASEAN International Mobility for Students
Program [AIMS] (CMO 11, s. 2014) with recognition of UMAP Credit Transfer Scheme [UCTS]
(CMO 33, s. 2013)
• CHED MO No.11 (2014) established the Guidelines for the Implementation for Participation
of Selected Higher Education Institutions (HEIs) in the ASEAN International Mobility for
Students (AIMS) Program
• ASEAN 2015 Action Plan for Philippine Higher Education
• Inclusion of more HEIs in the ASEAN University network (AUN), adoption of University Mobility in Asia
and the Pacific Credit Transfer Scheme, and a framework for typology-based quality assurance
system for Philippine higher education
• CHED MO No. 55 (2016) established the Policy Framework and Strategies on the
Internationalization of Philippine Higher Education
Internationalization Policy Instruments and
Programs
• Philippine Development Plan (2017-2022)
• Ambisyon Natin 2040
• Asean 2025 (AUN, AIMS, AQAN, AQRF, ACI)
• Asean Plus Three (APT) and EU Share
• Internationalization of Higher Education at the Philippines Network – ANTENA
• Formation of Teachers in Emerging Challenged Areas in the Philippines: A
Model for Global Use (Project FORTH) and Erasmus+ Programme of the
European Commission
Migration

• “the movement of a person or a group of persons, either across an

international border, or within a State. It is a population movement,
encompassing any kind of movement of people, whatever its length,
composition and causes; it includes migration of refugees, displaced
persons, economic migrants, and persons moving for other purposes,
including family reunification” (International Organization for Migration)
Who is a migrant?

• A “long-term migrant” is a person who does this “for a period of at least 1

year (12 months), so that the country of destination effectively becomes
his or her new country of residence”
• A “short-term migrant” is a person who moves to a country other than that
of his or her usual residence for a period of at least three months but less
than one year, except in cases where the movement to that country is for
purposes of recreation, holiday, visits to friends and relatives, business,
medical treatment or religious pilgrimage (United Nations, 1998)
Why migrate?

(Tani, 2014)
Returns to migration
• Returns to education tend to be used as indices of migrants’ economic assimilation and
the efficiency of the host country’s labor market
• Migrants experience positive returns to education in the host country
• Migrants acquiring education in their home countries generally experience lower
returns to education than when schooling is completed in the host country
• Migrants’ temporary under-use in the country of destination may cause long-term loss
of earnings and taxable income, and affect other behaviors related to earnings – apart
from health and psychological conditions
• Migrants may also remit lower amounts, reducing the potential benefits of emigration
for countries of origin and families left behind
Over education

• Immigrants are more likely to be over-educated than natives

• Destination countries’ employers appear to systematically underutilize the
skills of those who have been selected
• Labor market rather than migration policy arises as the natural regulatory
environment to address the inefficient use of migrants’ human capital
Effects on receiving country

• Additional educational investments or choosing different areas of study for

natives
• Natives moving towards occupations that specialize in abilities
complementary to those of immigrants
• Creation of new productive knowledge especially in science and
engineering (eg. Increase in patents)
Effects on country of origin
• Positive feedback between emigration and investment in education
• For example, emigrants typically redistribute some of the migration surplus they
capture to family members left in the country of origin by means of
remittances, which are used for educational investments that would otherwise
be impossible due to a lack of available funds and credit constraints.

• Possibility of migrating in future also generates incentives to invest in further

education in the home country or “beneficial brain drain”
• Emigration of highly skilled people reduces the relative supply of high-
skilled workers in the home country and this in turn leads to an increase in
skilled workers’ wage rates and enrollments in tertiary institutions
Effects on country of origin
• Emigration and return migration may increase the productive human
capital stock in the sending country when a large proportion of migrants
leave only temporarily and those returning have accumulated human
capital during their stay abroad
• Empirical evidence suggests however that return migration of high-skilled
workers – in particular the most educated such as PhD recipients – is
limited
• Challenge is in addressing public policy questions about the benefits
enjoyed by educational institutions in the home country following the
emigration of highly educated individuals
UNESCO’s 2019 Global Education Monitoring
(GEM) Report on the Philippines
• It is found out that migration affects the education of those left behind (For the
Philippines, the effect is positive)
• With 1.5 to 3 million children who have at least one international migrant parent
abroad, the Philippines showed an increase in school attendance and reduced child
labor due to the rise in international remittances from the migrant workers
• Loss of talent can be detrimental for poorer countries - the Philippines, however, was
cited for being one of the few Asian countries that are seeing more citizens return with
valuable skills
• The Philippines has instated policies for returnees and linked them to recognition
services and prospective employers
The effects of other migration flows on
education
• Migrants’ children tend to find a strong relationship between their
outcomes and their parents’. For example, Algan et al. (2010) shows that
after some initial convergence, immigrant groups starting with the biggest
disadvantage relative to natives in the first generation continue to be the
most disadvantaged in the second generation
• Migrant children’s educational choices seem to have repercussions on the
educational choices of natives
International students

• ‘Two-step migration’- On-shore period of temporary migration, often as a

student gains qualifications and work experience, prior to assessing
applications for permanent residence
• Foreign students have a negative influence on natives’ schooling
performance
• Admitting foreign students to doctoral programs has a negative effect on
the earnings of native doctoral recipients in the corresponding field
Impact of Diversity in Education

• Language support/ Cultural contexts

• Equal Opportunity
• Curriculum
• Teacher training
• Government Policies
Visa and Migration Laws for International
Students in the Philippines
• Types of Visa:
• Student visa - up to one year of study at a degree-/diploma-granting institution
• Special study permit (SSP) - enrolled in a non-degree course. Non-degree courses are
generally English courses and short programs of less than one year

• Executive Order 285 (2005) enables tourists to upgrade the category of their visas to
student visas, allowing tourists to apply for student visas from within the country
• Updated version (2017) – Joint memorandum includes various issuances by IACFS MO,
Immigration Circular and MO, CEB

• Visa-issuance-made-simple (VIMS)(2008) program expedites visas and other immigration

documents
International Students in the Philippines
International Students in the Philippines
(2014-2017)
SSP Regular Total
Korean 11909 5674 17583
Indian 1449 12689 14138
Chinese 818 3583 4401
Nigerian 163 4204 4367
Japanese 3548 370 3918
Iranian 81 3002 3083
Indonesian 877 1715 2592
Nepalese 18 1886 1904
American 354 1238 1592
Experiences of OFW
Children
• Separation is a Difficult Process
• Parental Love by “Proxy”
• Life is a Kaleidoscope
• Pain Management
• Chasing Growth and Maturity
• Cry for Support (Bucoy, et al, 2013)
THE EFFECTS OF PARENT’S MIGRATION ON THE RIGHTS OF
CHILDREN LEFT BEHIND IN THE PHILIPPINES (UNICEF, 2008)

• The presence of an OFW parent does not seem to have altered health-seeking behavior, which remains
poor. The number of visits to medical personnel decreases as we consider the older children.
• Children of OFWs are able to join academic organizations and extra-curricular activities. A significantly
higher proportion, compared to children of non-OFWs, has received academic and non-academic
awards.
• Most children of OFWs do not feel that they have active participation in family decision-making.
• Parents/guardians value money and adult attention inputs differently from their children.
Parents/guardians assign about equal weights to money and adult attention inputs, while children tend to
value adult attention more than money.
• The low utilization of government programs for OFWs may indicate a disconnection between intended
objectives of the programs and the needs of the OFWs and their families.
• Children of OFWs are vulnerable to economic shocks. (political and economic crises in the rest of the
world, incursions against foreign cultures and laws, peso appreciation, etc.) Very few of the families have
liquid assets because they prefer to invest in new houses and only a few have private insurance coverage.
Sources
• http://web.firat.edu.tr/sosyalbil/dergi/arsiv/cilt10/sayi2/133-144.pdf

• http://www.eunec.eu/sites/www.eunec.eu/files/attachment/files/report.pdf

• http://www.worldresearchlibrary.org/up_proc/pdf/1680-15350231811-5.pdf

• https://ched.gov.ph/region1/wp-content/uploads/sites/2/2019/05/Higher-Education-Thought-Leaders-Conference-05102019.pdf

• https://ched.gov.ph/wp-content/uploads/2017/10/CMO-55-s.-2016.pdf

• https://dirp3.pids.gov.ph/ris/books/pidsbk03-education.pdf

• https://es.unesco.org/gem-report/sites/gem-report/files/Think%20piece%20-%20International%20migration%20and%20education%20-
%20Tani%20-%20FINAL.pdf

• https://wenr.wes.org/2009/01/wenr-january-2009-not-just-exporting-philippines-becoming-an-attractive-destination-for-international-
students

• https://www.researchgate.net/publication/242621870_Globalization_And_Education_Challenges_And_Opportunities

• https://www.ucl.ac.uk/~uctpb21/Cpapers/MigrationAndEducation.pdf

• https://www.philstar.com/lifestyle/health-and-family/2018/06/14/1824277/study-female-ofws-send-more-money-men-education-top-
priority

• https://ejournals.ph/article.php?id=124

• https://www.unicef.org/socialpolicy/files/Philippines_The_Effects_of_Parents_Migration_on_the_Rights_of_Children_Left_Behind.pdf
Globalization and
Migration in Education
David Edward G. Jimenez

EDAD 202