Written Report: Trends and Issues Globalization and Education

Submitted by: Aduna, Imee Anggot, Joseph De Ocampo, Claren Enano, Jiellian Fausto, Sheena Gassingan, Ronald Rafael, Kenneth

II-12 BSE-Filipino

INTRODUCTION As you read this article Globalization and Global education your mind would already work and we are sure that you would end up thinking about WORLD. Its simply because when we talk about global it would include tackling about the world. Yes your right with what you think this report would let you know how globalization and global education link to each other. What are their real meanings, how they can affect us and what are their characteristics that would help each other to help our world? At the end you might also realize why it is needed to be discussed. Globalization will be the start of our developing world and we need to be aware of the fact that it would always affect us. I hope that it would help a lot for you to understand the changes thats happening in our environment. GLOBAL EDUCATION There are many definitions of global education, and the definitions themselves are a source of rich discussion and debate. This definition was written by the World Studies Trust at the beginning of the Global Teacher Project. Global Education is not a subject, but a dimension that runs through the curriculum, an extra filter to help children make sense of all the information and opinion the world is throwing at them. It combines methodology - active and experiential discussion based activities, a caring, co-operative and open outlook on the classroom experience, and core concerns- finding out about all the cultures of the UK and of other countries and groups, about the causes of poverty and inequality (here as well as in other countries) and about the environment. Global Education is a way of approaching everything we teach and how we teach it. It broadens horizons and encourages exploration of all subjects from a global perspective. It contributes to the whole curriculum and enhances our understanding of the world. Global Education stimulates curiosity, motivates learning, and thus contributes to the raising of standards. Global Education studies different cultures and countries and the issues that face them, and develops an understanding of the impact our actions have on them. Global Education reflects the global nature of our society and responds to the diverse backgrounds and experiences of the children in the classroom. It recognizes the entitlement of those children to receive an education which reflects this diversity. Global Education recognizes the importance of expanding the horizons of children who live in less diverse communities. Global Education develops skills and attitudes which enable people to take responsibility for their own lives and the world we live in and become active global citizens. Global Education looks at the ways in which every-day life and experience affect and are affected by the wider world Global education is as much about the relationships within a classroom as it is about relationships between countries. GLOBALIZATION Globalization refers to the increasing unification of the world's economic order through reduction of such barriers to international trade as tariffs, export fees, and import quotas. The goal is to increase material wealth, goods, and services through an international division of labor by efficiencies catalyzed by international relations, specialization and competition. It describes the process by which regional economies, societies, and cultures have become integrated through communication, transportation, and trade. The term is most closely associated with the term

economic globalization: the integration of national economies into the international economy through trade, foreign direct investment, capital flows, migration, the spread of technology, and military presence.[1] However, globalization is usually recognized as being driven by a combination of economic, technological, socio-cultural, political, and biological factors.[2] The term can also refer to the transnational circulation of ideas, languages, or popular culture through acculturation. An aspect of the world which has gone through the process can be said to be globalized. Against this view, an alternative approach stresses how globalization has actually decreased inter-cultural contacts while increasing the possibility of international and intra-national conflict It is also the innumerable interconnections - economic, cultural, technological, and political - which bind the local and national into the global community; the consequence of neoliberal economic policies which see everything, including education, as a commodity to be sold in the global market place. Positive Aspects of Globalization o As more money is poured in to developing countries, there is a greater chance for the people in those countries to economically succeed and increase their standard of living. o Global competition encourages creativity and innovation and keeps prices for commodities/services in check. o Developing countries are able to reap the benefits of current technology without undergoing many of the growing pains associated with development of these technologies. o Governments are able to better work together towards common goals now that there is an advantage in cooperation, an improved ability to interact and coordinate, and a global awareness of issues. o There is a greater access to foreign culture in the form of movies, music, food, clothing, and more. In short, the world has more choices. Negative Aspects of Globalization o Outsourcing, while it provides jobs to a population in one country, takes away those jobs from another country, leaving many without opportunities. o Although different cultures from around the world are able to interact, they begin to meld, and the contours and individuality of each begin to fade. o There may be a greater chance of disease spreading worldwide, as well as invasive species that could prove devastating in non-native ecosystems. o There is little international regulation, an unfortunate fact that could have dire consequences for the safety of people and the environment. Global Education vs. Globalization Globalization has become a widespread idea in national and international dialogue in recent years. Global education has become a widespread idea at Fairleigh Dickinson University. But what do we mean when we invoke each of these terms, and are there really any meaningful distinction between the two?

Globalizations shifting and controversial parameters make it difficult to define. It is clearly a dominant force, both positively and negatively, shaping the multiple environments in which we live. Motivated by economic forces and driven by digital technologies and communications, globalization links individuals and institutions across the world with unprecedented interconnection and immediacy. In doing so, it in some ways democratizes and intensifies interdependence, and in other ways creates new forms of local reaction and selfdefinition. While it may spread certain freedoms, higher living standards, and a sense of international relatedness, it also threatens the globe with a conformist universal economy and culture rooted in North American and Western ideas and interests. Despite the ambiguities in definition and significance, and the anxieties and backlashes it generates, globalization will remain a dominant paradigm for the foreseeable future. We have seen this fact reified in our national challenges over the past several years. Especially in America, which is so closely associated with economic and cultural globalization, the task of higher education must include the examination of and reflection on globalization as a force shaping the world in which we live. Global education, as a distinct construct 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 thought, action, and creativity. Global education places particular emphasis on the changes in communication and relationships among people throughout the world, highlighting such issues as human conflict, economic systems, human rights and social justice, human commonality and diversity, literatures and cultures, and the impact of the technological revolution. While it continues to depend on the traditional branches of specialist knowledge, global education seeks to weaken the boundaries between disciplines and encourages emphasis on what interdisciplinary and multidisciplinary studies can bring to the understanding and solution of human problems. Global education also implies, and should teach our students, that not everyone around the world in fact views global education with indifference some may see it as a vehicle for promotion of globalization, which might itself be seen as the Wests effort to destabilize fragile balances in world economic and political systems. 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 political and intellectual authority, global education places a premium on the ability to think critically and ethically. The ability to effectively access, interpret, evaluate and apply information is essential for facing a constantly changing work environment, for continuing self-education, and for participation as an ethical and responsible member of a global society. A global education can also be an antidote to the sadly universal human tendency to lose track of the experiences of others as seen through their eyes. In trying to elucidate the concepts of globalization and global education, what needs to be recognized is that juxtaposing them is, to some extent, misguided. Globalization is an international and intra-national force, while global education is a teaching/learning paradigm. Thus, their areas of focus are in different domains. Yet global education too many around the world merely invokes the notion of globalization with all its potentially American-centric and negative attributions. Thus, one of the biggest challenges in realizing the distinction is that, unlike with global education, globalization is an inherently anxiety-provoking term. While it frames the world in communal terms, it also, and more explosively, threatens many with a loss of individuality.

As the leader in global education, Fairleigh Dickinson dedicates itself to forging the real distinctions between globalization and global education. We are certainly not the first higher education institution to invoke the term global education, yet we are a leader in its implementation. Its similar to what the beaver said to the rabbit as they stared up at the immense earthworks of the Hoover Dam: No, I didnt actually build it but its based loosely on an idea of mine. Fairleigh Dickinson is building the Hoover dam of global education through efforts such as our new Global Virtual Faculty Program. When you bring together, as we have done, adjunct scholars and practitioners from around the world in partnership with our faculty teaching online courses, an experience of creative synergy is almost irrepressible. This experience emphasizes the very simple fact that we need to talk to each other, to see the world through the eyes of others. In the absence of this, we remain myopically self-referential. As globalization takes hold, the world needs global education now more than ever, and, in higher education, FDU is committed to a leadership position. Characteristics of Globalization with a Link to Education Globalization is the idea that our world is becoming a unified whole with little or no cultural or social conflict. This central idea of globalization is conducive to the idea of education. For a student seeking to extend boundaries and break barriers, globalization provides an opportunity of a lifetime. Globalization has merits and demerits in economics, business and politics. In education it has merits for students and educators but there is also a sense of an unhealthy takeover of education by market forces. Broadly considered, however, Globalization is freeing the world of education from limitations. Globalization Makes Education More International o Globalization has made the world a smaller place. Job opportunities are open worldwide and the more "international" a student's education, the greater the possibilities. The purpose of education is to prepare a person for the world, and globalization ensures that. Unlike Imperialism or Colonialism, Globalization has positive connotations -- exposing a student who has had a global education to become a citizen of the world. The "Commodification" of Education o Institutions of higher learning are increasingly "commodifying" their programs to address a global audience. This branding and marketing of education makes learning, a product that can be sold. Attached to this idea is the aggressive selling policy of advertisers who treat students as consumers, and education as a buyer's market. Long-distance learning, tailored MBA programs, evening degrees are examples of how the increasing effects of globalization has influenced educators into serving education as a commodity in a labor market. Internet Links o With the advent and massive spread of Internet facilities worldwide, education is at hand for everyone who has access to a computer. Self-directed learning is a way of using tools and techniques to acquire an education from an institution or tutor seated at the opposite

end of the globe. Globalization has made education and learning accessible to people previously denied a chance to educate them. A Global Culture o If education is a means of enlightenment and growth of knowledge, then globalization has unified and stretched the application of this idea to previously isolated countries and cultures that are now exposed and mixed as one mass. With easier and faster communication comes greater exposure of distant and alien cultures. Globalization has increasingly made learners worldwide more aware of global issues and problems that are changing the face of the world. The dangers and comforts of a global culture are making learners savvier to a shrinking world. Diffusion of Knowledge o The word 'diffusion' simply means to spread out, and that is exactly what any new found knowledge does. When a new invention or way of doing something pops up, it does not stay secret for long. A good example of this is the appearance of automotive farming machines in Southeast Asia, an area long home to manual agricultural labor. The Role of Education As the major formal agency for conveying knowledge, the school features prominently in the process and theory of globalization. Early examples of educational globalization include the spread of global religions, especially Islam and Christianity, and colonialism, which often disrupted and displaced indigenous forms of schooling throughout much of the nineteenth and twentieth centurys. Postcolonial globalizing influences of education have taken on more subtle shapes. In globalization, it is not simply the times of economic exchange and political agreement that bind nations and societies, but also the shared consciousness of being part of a global system. That consciousness is conveyed through ever larger transnational movements of people and an array of different media, but most systematically through formal education. The inexorable transformation of consciousness brought on by globalization alters the content and contours of education, as schools take on an increasingly important role in the process. Structural adjustment policies. Much of the focus on the role of education in globalization has been in terms of the structural adjustment policies of the World Bank and other international lending organizations in low-income countries. These organizations push cuts in government expenditures, liberalization of trade practices, currency devaluations, reductions of price controls, shifts toward production for export, and user charges for and privatization of public services such as education. Consequently, change is increasingly driven largely by financial forces, government reliance on foreign capital to finance economic growth, and market ideology. In regard to education, structural adjustment policies ostensibly reduce public bureaucracies that impede the delivery of more and better education. By reducing wasteful expenditures and increasing responsiveness to demand, these policies promote schooling more efficiently. However, as Joel Samoff noted in 1994, observers have reported that structural adjustment policies often encourage an emphasis on inappropriate skills and reproduce existing

social and economic inequalities, leading actually to lowered enrollment rates, erosion in the quality of education, and a misalignment between educational need and provision. As part of the impetus toward efficiency in the expenditure of resources, structural adjustment policies also encourage objective measures of school performance and have advanced the use of crossnational school effectiveness studies. Some have argued that these studies represent a new form of racism by apportioning blame for school failure on local cultures and contexts. Democratization. As part of the globalization process, the spread of education is widely viewed as contributing to democratization throughout the world. Schools prepare people for participation in the economy and polity, giving them the knowledge to make responsible judgments, the motivation to make appropriate contributions to the well being of society, and a consciousness about the consequences of their behavior. National and international assistance organizations, such as the U. S. Agency for International Development and the United Nations Educational, Scientific and Cultural Organization (UNESCO), embrace these objectives. Along with mass provision of schools, technological advances have permitted distance education to convey Western concepts to the extreme margins of society, exposing new regions and populations to knowledge generated by culturally dominant groups and helping to absorb them into the consumer society. A policy of using schools as part of the democratization process often accompanies structural adjustment measures. However, encouraging user fees to help finance schooling has meant a reduced ability of people in some impoverished areas of the world to buy books and school materials and even attend school, thus enlarging the gap between rich and poor and impeding democracy. Even in areas displaying a rise in educational participation, observers have reported a reduction in civic participation. Increased emphasis on formalism in schooling could plausibly contribute to this result. An expansion of school civics programs could, for example, draw energy and resources away from active engagement in political affairs by youths, whether within or outside of schools. Increased privatization of education in the name of capitalist democratization could invite greater participation of corporate entities, with the prospect of commercializing schools and reducing their service in behalf of the public interest. Penetration of the periphery. Perhaps the most important question in understanding how education contributes to globalization is what is the power of schools to penetrate the cultural periphery? Why do non-Western people surrender to the acculturative pressure of Western forms of education? In other words, schools perform as a filter to sanitize reality, but their effectiveness is differential; their capacity to filter is larger the farther they move out into the periphery. As extra-school knowledge progressively competes with school-produced myths, the ability and inclination to oppose the dominant ideology promoted by schools as part of the globalization process should become stronger. This filter-effect theory could clarify the impact of schools as an instrument of globalization and invites corroboration Globalization and its impact on education As globalization of the world economy continues unabated, a parallel growth of globalization of knowledge is also taking place. This latter trend is little affected by the boundaries between developed and less developed countries and is having a particular impact on

trends in education. This article looks at the impact of globalization within the context of education in South Africa. It focuses on different perspectives of globalization and identifies key factors that may have an impact on education in South Africa. Finally, it argues that in order to respond to the dangers of marginalization posed by globalization it will be crucial to form, and be part of, new alliances and networks. These will both provide opportunities for sharing knowledge and skills and also build economic strength. Globalization has a close relation with education. As education has an important place in shaping a society, it has to be connected with globalization and the global activities have a deep impact on education. Globalization of the world economies is leading to increased emphasis on internationalization of the curriculum. It also contributes to opportunities for new partnerships in research and teaching with agencies and institutions across the globe (Twigg and Oblinger, 1996). Globalization is one of several powerful worldwide forces that are transforming the basis of business competition, paradoxically harkening an era in which small, local communities of practice may become a preminent structural form. Communities of practice enable organizations to build, share and apply the deep level of competence required to compete in a knowledge-based global economy (Drucker, 1993). Humanity lives an increasingly and rapid change in every area. Social, economic and cultural values are forced new challenges. With the concept of globalization a lot of changes are expected in the field of education. Traditional structure of the education has to be changed. One of the main duties of schools is to enhance the individuals appropriateness for the rapid changes. As Benking (1997) remarks today universities and other institutions are redoubling their efforts to respond to social change. They have to implement societys expectations. Gordon (1999) outlines the importance of higher education in the learning society by attributing the report of the National Committee of Inquiry into Higher Education as follows: Higher education is fundamental to the social, economic and cultural health of the nation. It will contribute not only through the intellectual development of students and by equipping them for work, but also by adding to the worlds store of knowledge and understanding, fostering culture for its own sake, and promoting the values that characterize higher education: respect for evidence; respect for individuals and their views and the search for truth. Equally, part of its task will be to accept a duty of care for the well being of our democratic civilization, based on respect for the individual and respect by the individual for the conventions and laws which provide the basis of a civilized society. In the future universities and other institutions are not thought only for the young. They are expected to become more open to people of all ages who wish to further their education. Universities and other institutions will be open to anyone who has acquired the motivation to learn and the ability to perceive issues through social experience or 138 A Critical Examination of Globalization. Involvement in volunteer and other activities. Besides, an increase in the number of students, both part-time and full-time, is expected and this is thought to lead to the formation of an academic environment with greater depth. Graduate study is also likely to become more available to nonacademic members of society. As higher education is an investment in human progress and prosperity, during rapid social and economic change, it is especially important that universities and other institutions of higher education consider their contribution to society from a broad, long-term perspective.

Globalization is the flow of technology, economy, knowledge, people, values, ideasacross the borders. Globalization affects each country in a different way due to a nations individual history, traditions, culture and priorities. To cope with the Globalization, the higher education system has to re-orient its structure and function besides enlarging the scope of its provisions to meet the challenges of Globalization. This re-orientation process is termed as Internationalization. Internationalization of Higher Education is one of the ways a country responds to the demands of globalization. Thus, the terms Globalization and Internationalization are to be seen as distinct but linked concepts so far as the higher education is concerned. Globalization is the cause and the internationalization is the effect in response. In broad terms, the strategies to be followed to internationalize the higher education at the national level and to respond to the various demands rising out of the globalization of economies and related activities, must be outlined. Developing this strategic plan and implementing it speedily is crucial for any nation to succeed in the highly competitive knowledge driven global economy. The globalization of economies brings in the mobility of knowledge workers and seekers across the world in volume unprecedented in the history. If a particular country cannot produce the graduates with the skills that employers want, especially in areas like information technology, then the employers in that country may seek the employees from wherever they are available. This need not necessarily mean an influx of skilled labor into that country. There are already examples of employment in the knowledge based industries moving to the workers rather than the workers moving. Whether the employer moves or the potential employee moves, the mobility will be dependent on the quality and standards of the qualifications offered by the educational institutions. Ensuring the quality and standards of the educational offering will constitute the first step towards internationalization of higher education. This in turn would involve restructuring of the contents, duration, quality and standards of educational offerings in line with the broad frame of higher educational systems in vogue in most of the countries of the world. Fortunately, ensuring the parity of the content and the duration of studies with those of others may not be a major problem, since the qualification framework followed in most of the countries by and large fall into a common pattern, though there may be some extent of contextualization to the national culture, language and values. This is largely due to the fact that the higher education system universities and colleges- throughout the world are patterned after the medieval European model by the historical accident. Almost all the third world countries have had their institutions built on the pattern in vogue in the countries of their European rulers. On the other hand, the issues of quality and standards are the main concerns, and they need to be ensured to internationally acceptable levels through careful planning. ISSUES ABOUT GLOBAL EDUCATION AND GLOBALIZATION DepEd bares 12-year basic education plan By Nia Corpuz, ABS-CBN News MANILA, Philippines - Education Secretary Armin Luistro on Monday bared plans to come up with an official and formal first draft proposal adding 2 more years to basic education. The program is called "K plus 12" or Kindergarten plus 12 years. The proposal is set to be announced on October 5, which is also the celebration of World Teachers' Day. Luistro said the

proposal will be based on an intensive curriculum review, taking into consideration curriculum reviews that have been done in the past. The Department of Education (DepEd) pointed out that only 16% of college students actually graduate from college. The proposal will benefit the 84% who may not get a college degree. "K plus 12" aims to make basic education sufficient enough so that anyone who graduates can be gainfully employed and have a productive life. Luistro said the reality is that a high school graduate is not even employable, so why waste 10 years on a student who cannot be gainfully employed? Add to that the fact that the legal age for employment is 18 years old. Luistro also stressed that the "K plus 12 " proposal is not just a look at adding 2 years in basic education, but more important is the quality of the curriculum. The present curriculum might be too academic in orientation such that some students are deprived of their interests and god given talents. "K plus 12" will look at the possibility of specialized education such as a high school or community, which will focus on the arts or agriculture.Luistro said all these plans, the time line, and budget will be presented on October 5. Global Education in Action FDU opened its doors at the start of World War II with an innovative and ambitious goal: to provide its students with an education of and for the world. Today, as an independent comprehensive institution of 10,000 students (1,000 of whom are international students) on two main northern New Jersey campuses, our University considers its founding mission more relevant and urgent than ever before. Our recently reaffirmed mission statement is to be a center of academic excellence dedicated to the preparation of world citizens through global education. We strive to provide students with the multidisciplinary, intercultural, and ethical understandings necessary to participate, lead, and prosper in the global marketplace of ideas, commerce, and culture. At FDU, we believe that global education is much more than having international campuses or exchange programs. It is also a curriculum that ensures that all of our students will be able to succeed in a world marked by interdependence, diversity and rapid change. A global education is one that provides knowledge and understanding of culture, language, geography and global perspectives. Most importantly, a global education is one that enables all students, both domestic and international, to understand the world through the eyes of others and teaches them how their actions can affect, and be affected by people throughout the world. Transforming global education from a mission statement into a sense of mission has been a multifaceted and challenging process. While study abroad and cultural immersion remain of paramount importance in any institution dedicated to global education, the national statistics suggest that less than 5% of US students complete a semester abroad. Faced with this reality, we have decided that, while reinforcing our efforts to forge partnerships with colleges and universities abroad, we would also actively explore ways of bringing the world to our students. We believe that transforming young minds on campus through global learning that permeates both the curriculum and co-curriculum will stimulate a desire to explore the world. Among the initiatives we have been engaged in are: o Becoming an NGO associated with the Dept. of Public Information at the United Nations o Forming a partnership with the Ambassadors Club at the UN whereby each semester approximately 10 ambassadors and diplomats interact with FDU faculty and students

o o o o o o o o

through two-way video conferences, on-campus lectures, and privately scheduled briefings at the UN headquarters in New York Becoming a member of the American Council on Educations Internationalization Collaborative and being a founding participant in its Internationalization Laboratory (institutional self-study assessing comprehensive internationalization on campus) Systematically reexamining curricula within all academic departments for the degree and quality of inclusion of global themes Stressing student diversity on campus, including our 1,000 international students Creating a freshmen-level course, The Global Challenge, that provides a common global issues curriculum to all entering students at the university Sending students to study at our own international campus in Wroxton, England (the first overseas campus owned by an American university) Negotiating partnerships and study abroad opportunities with institutions in such countries as Cyprus, India, Italy, Japan, Mexico, Peru, Poland, Russia, South Korea, Spain, Switzerland, Taiwan, and Turkey Creating Global Scholars residence programs, living/learning environments on both New Jersey campuses, that include both domestic and international students Developing the Global Issues Gateway (gig.org) web site, soon to be publicly launched, and intended to become an international resource for information and exchange on global issues that cross boundaries, whether geographic, ethnic, environmental, or economic.

In addition to all these productive initiatives, one that powerfully affects all of our students education is our Global Virtual Faculty (GVF) program. In this program, practitioners and scholars from around the world partner with our on-campus faculty in the delivery of online courses. Imagine, for example, a philosophy student examining how basic moral concepts are applied to forensic investigations with a former head homicide investigator from Scotland Yard, or a Contemporary World Literature student having an opportunity to interact with two faculty experts on postcolonial literature from two different continents, each with their own unique colonial and postcolonial developmental histories. Such interactions are becoming routine at Fairleigh Dickinson University, where our students are traveling on an educational odyssey throughout the globe without leaving their computers. Our Global Virtual Faculty Program opens our students eyes to how others in the world may approach issues in ways very different from theirs, or even from those of their US-based faculty. Creating the opportunity for all of our students to interact with and learn from global faculty is made possible through another of Fairleigh Dickinsons recent major initiatives, our distance learning requirement. Effective with the fall 2001 semester, FDU became the first university in the country to require that all undergraduate students take one on-line course per 32 credits of study. Students distance learning experience begins with the freshman interdisciplinary course, The Global Challenge, which probes a variety of global issues within the context of cultural, economic, moral/ethical and scientific dimensions. Sophomores choose from on-line offerings within their respective colleges, and juniors and seniors pick from a variety of more disciplinespecific courses. While many universities view distance learning largely as a tool for recruiting non-traditional students and expanding their market share, Fairleigh Dickinsons main motivation, as part of our mission to prepare global citizens, is to use distance learning to bring the world to our students. This approach has led us to develop what we believe to be a new

paradigm for distance learning and its benefits, and a new paradigm for offering a global education. INSIGHTS Education plays an important role in understanding globalization. It serves as a tool in understanding the real economic status of our country. Also, education helps us understand the real objectives of globalization, the essence of globalization and the rationale of it. Aside from that, education serves as a medium not in understanding the essence and rationale of it but also it helps us to determine the advantage and disadvantage of it. It also helps us in creating innovative way in solving this problem that merely affect not only our economy but our education system and lastly, education helps the learner to fully understand the real context of globalization and why this thing such happen. We also know that global education has a very important role in everyones life and in our country. We learned that global education is very important in enhancing and developing students. It is very helpful especially in raising our country to the poverty because global education helps every one of us to understand the issues that our country has facing today. It also helps students to motivate learning and to understand the different cultures of our society. Globalization has a big help also in studying global education because globalization is all about our country. The effects of globalization on education bring about fast expansions in technology and communications are changes within learning systems across the world as ideas, values, and knowledge, changing the roles of students and teachers and producing change in society from industrialization towards an information-based society. The current attempt of the government to endorse English as the medium of instruction in its educational institution, much to the demise of the development of the Filipino language. Basic skills and competence which should be developed at the basic education level are being traded off for the more "in-demand abroad" higher education courses such as IT and Call Center. The government fails to see the consequences of their investment - that is insufficient mastery of literacy skills. Because of this, the curriculum of the basic education in the Philippines has to be changed in order to adapt to the changes brought by globalization. The subject Filipino is also given less attention by the students since they are told that English is the subject that would really help them get a good job. Many changes has to be made by the Philippines basic education curriculum in order to cope up with Globalization that is said as the brand of today opening gates for economies both nationwide and worldwide. We can say that globalization would have a bad and good effect on education. Lets tackle first the bad one, literally speaking if we say that one country would be globalized particularly its own culture would be useless. Having its own history would be useless because once that particular place have been globalized the people should know all of the things about the other places, cultures, education and many more. Im not saying that they would not learn about their of course they will but in the merely fact they might not remember all those things about their own place because they would be busy regretting not living in the other places finding that it is better than they have. And another thing if education system was on the topic people would have hard time on following the educational systems of the higher countries because they are not

used to do those and they will stick on what they used to do. It would harder for students to learn all of the things about the other places when in fact they cannot either go there or use their knowledge. In the latter part globalization has its good effect too, it enables us to reach the standards of the other countries, allow us to learn more about the world. It helps us to understand s why we differ and try to make us similar. Globalization had gone very far and it continues spreading. It may have bad or good effect we still have decision to make if we are going to be affected by the changes thats happening around us. Globalization would always be a part of our life. It will always be connected to global education. And as a student we should be open minded for the upcoming changes the world will face. We should stand still and dont let the world change us for worse instead change us for a better citizen that would help the country exceed. References: http://wiki.answers.com/Q/What_is_k_plus_12_of_DEPED#ixzz1dBTLjifN Globalization of Education - Globalization Theory, The Role of Education - World, Schools, School, and Societies StateUniversity.com http://education.stateuniversity.com/pages/2010/GlobalizationEducation.html#ixzz1cpcTn1aQ http://en.wikipedia.org/wiki/Globalization http://www.globalteacher.org.uk/global_ed.htm