One could think that globalization is only a matter of industry and business, and that education as a moral process is not part of this development. however, if we understand education as a part of the information business, education systems can be seen as the core of the globalization process.
GLOBAL EDUCATION AND GLOBALIZATION
An education for globalization should therefore nurture the higher order cognitive and interpersonal skills required for problem finding problem-solving articulating arguments, and deploying verifiable facts or artifacts. These skills should be required of children and youth who will as adults, fully engage the larger wold ans master its greatest challenges, transforming it for the betterment of humanity - regardless of national origin or cultural upbringing.
Globalization has become a widespread idea in national and international dialogue in recent years. But what do we mean when we invoke each of these terms, and is there really a meaningful distinction between the two.
Globalization's shifting and controversial parameters make it difficult to describe it as clearly as a dominant force, booth positively and negatively, shaping the environment in which we live.
Education systems constitute the core of the globalization process.
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.
Global education extends students' awareness of the world in which they live by opening them to the diverse heritage of human thoughts and action, and creativity.
Globalization links individuals and institutions across the world with unprecedented interconnection.
Characteristics of Globalization That can be linked to education
In seeking to understand and theorize the nature of globalization and its effects in education, it is argued that globalization has both potentially negative as well as potentially positive effects. It is also argued that the restructuring of the state under the impact of neo-liberalism, which has been the underpinning ideology of economic globalization, has had a real effect upon the structures of educations, as well as upon educational policies in the form of new managerial ism and human capital theory
*in educational terms, there is a growing understanding that the neo-liberal versions of globalization, particularly as implemented by bilateral, multilateral, and international organizations, is reflected in an educational agenda that privileges, if not directly imposes particular policies for evaluation, financing, assesment, standards, teacher training, curriculum, instruction and testing.
*in economic term a transition from Fordist to post-fordist forms of workplace organization; a rise in internationalized advertising and consumption patterns; a rediction in barriers to the free flow of goods, workers and investments across nation.
*in political terms, a certain loss of nation state sovereignty or at least the erosion of national autonomy, and correspondingly, 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.
*in cultural terms, a tension between the ways in which globalization brings forth more standardization and cultural homogeneity, while also bringing more fragmentation through the rise of locally oriented movements.\
globalization is undoubtedly an important constitutive feature of the modern world.
aspects of globalization
1. industrial globalization, trans-nationalization. this refers to the rise and expansion of multinational and transnational enterprises.
2. financial globalization. this refers to the emergence of worldwide financial markets and better access to external financing for corporate, national and sub-national borrowers.
3. political globalization. this refers to the spread of political sphere of interests to the regions and countries outside the neighborhood of political (state and non-state) actors and the potential formation of a global citizen movement.
4. informational globalization-the increase in information flows between geographically and remote locations.
5. cultural globalization - the growth of cross-cultural concepts.
6. globalism - the universal, internationalist impulse that the world is connected. it refers to the connection between cultures, nations and peoples, embodies cultural diffusion, the desire to consume and enjoy foreign products and ideas, adopt new technologies and practices and participate in "world culture"
Socio-cultural, economic, and political issues on globalization
1. socio-cultural issues - one of the paradoxes of globalization is that difference is becoming increasingly normative. Globalization and massive migrations area changing the ways we experience national identities and cultural belonging.
Socio-cultural issues on globalization:
*massive migration
*managing difference
*global changes in culture
Global changes in culture deeply affect education policies, practices and institutions.
Teachers and schools need to have flexibility to cope with and make use of the cultural resources that are in their classrooms.
Globalization brings about opportunities for education, particularly in the ways that new technologies can be put to work to improve both the quality of education worldwide.
What the world seems to be learning is that illiteracy anywhere creates economic and political risks everywhere.
Education creates a capacity to mitigate the disparties in the world today that are potentially very destabilizing both from an economic and a political point of view.
Education will need rethinking and restructuring if schooling is to best prepare the children and the youth of the world to engage globalizations new challenges, opportunities, and costs.
Globalizations increasingly complexity neccessitates a new paradigm for learning and teaching.
Education for globalization nurtures higher order cognitive and interpersonal skills required for problem finding, problem-solving, articulating arguments and deploying verifiable facts or artifacts.
1. content of education
a. curriculum up-gradation - the modern advances in information technology have revolutionized among others, the content of knowledge and the processes of educational transaction.
b. productivity orientation - the basic objective of globalization is to enhance productivity and to make the educational system an instrument in preparing student who can compete in the world markets as productive members of the society.
2. the fall out of globalization
a. internationalization of education - implicit in the system of globalization is the inevitability of the internationalization of the educational system, particularly at the higher education stage.
b. finance-related issues - in order to be a part of global configuration, the requirement of funds for social services including education will increase manifold.
c. privatization of secondary and higher education
EDUCATION IN THE NEW MILIEU
Learners must now be viewed as proactive participants in learning, actively seeking ways to analyze, question, interpret and understand the ever-changing environment.
Information and Communication Technology and Education
Today we live in an age of lightning-fast information transfer. technology has allowed individuals to obtain, assemble, analyze and communicate information in more detail at a much faster pace than ever before.
Education is generally seen as a formal process of instruction, based on a theory of learning, to impart formal knowledge ( to one or more students).
ICT - more than a new technology
information and communication technology in education consists of the hardware, software, network media for the collection, storage, processing, transmission and presentation of information, as well as related services.
ICT has become a personalized commodity and the environment we are operating in is more nd more based on information and communication technology.
Technology can be seen merely as a social product rather than a technology which is separate from society. each step on teh way to developing new technologies is connected to social, economic, and political factors.
The rate of technological innovation is so fast that even as today's applications are being disseminated newer ones are being tested.
Computers in education disable us because:
*effective teaching all but disappears. good teaching requires a good connection.
TESDA ( technical education and skills development authority )
EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD)
ESD - an active and expanding field of educational innovation and transformation worldwide - encompassing allied movements/fields such as education for nonviolence and conflict resolution, education for a culture of peace or peace education for nonviolence and conflict resolution.
Social
Peace, equity, democracy
Economics
Work, Money, Education
Environment
conservation, preservation, protection
society - an understanding of social institutions and their role in change and development as well as the democratic and participatory systems
environment - an awareness of the resources and fragility of the physical environment and the effects on its human activity and decisions
economy - a sensitivity to the limits and potential of economic growth and their impact on society and on the environment, with a commitment to assess personal and societal levels of consumption out of concern for the environment and social justice.
EDUCATION FOR SUSTAINABLE DEVELOPMENT
Education for sustainable development is a dynamic concept that encompasses a new vision of education to empower people to assume responsibility for creating a sustainable future. Its overall aim is to empower citizens to act for positive environmental and social change implying a participatory and action-oriented approach.
ESD is fundametally about values, with respect at the centre: respect for others, including those of present and future generations, for difference and diversity, for the environment, and for the resources of the planet that we inhabit. Education enables us to understand ourselves and others, and our links with the wider natural and social environment, and this understanding serves as a durable basis for building respect.
Implentation - an educated citizenry is vital to implementing informal and sustainable development.
decision making - good community based decisions which will affect social, economic and environmental well being also depend on educated citizens.
quality of life - education is also central to improving quality of life. education raises the economic status of families; it improves life conditions, lowers infant mortality, and improves the educational attainment of the next generation, thereby raising the next generation's chances for economic and social well-being.
*envisioning - being able to imagine a better future
*critical thinking and reflection - learning to question our current belief systems and to recognize the assumptions underlying our knowledge, perspective and opinions.
*systematic thinking - acknowledging complexities and looking for links and synergies when trying to find solutions to problems.
*building partnerships - promoting dialogue and negotiation, learning to work together.
*participation in decision making - empowering people
DESD Decade for sustainable development
Key action themes for ESD
1. Gender Equality - the pursuit of gender equality is central to sustainable development where each member of society respects others and plays a role in which they can fulfill their potential
2. health promotion - issues of develoment, environment and health are closely entwined - ill health hampers economic and social development.
3. environment - environmental perspectives cover several major themes, reflecting diverse goals and audiences, including water, climate change, biodiversity and disaster prevention.
4. rural development - in spite of rapid urbanization, three billion or 60% of the population in developing countries, and half of the world population, still live in rural areas.
5. cultural diversity - education must respect diversity.
6. peace and human security - peace and security are fundamental to human dignity and development, the sustainable development of any culture is always endangered by a situation of insecurity and conflict.
7. sustainable development - cities have moved to the forefront of global socio-economic change.
8. sustainable consumption - our choices as consumers today will impact the way people will live tomorrow. means consuming goods and services without harming the environment or society.
ESD as the right attitude to globalization
optimist globalist see only the boon of globalizing influeces in terms of improbed quality of life, higher living standards, and greater social cohesion and understanding.
pessimist globalist see the dark side of globalization with dominant first world countries imposing their own economic and political agenda on the world
traditional globalist take a safe ground feeling indifferent to change, saying the effects of globalization need not to be exagerated
transformative globalist who would not stand and wait but take a proactive stand.
values based learning - the processses of self-reflection and critical inquiry fosters critical thinking of one's values and the values of others.
learning to transform - this involves developing a vision for ESD and subsequent transformation of thinking for change.
whole school approach - this is to develop an entire school culture committed to ESD, not focusing on ESD simply within the curricula
coommunity based learning - the school act as a social agent, as part of the community and involving the community as a resource and participant in decision-making processes.
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