The handbook presents the latest scholarly research on global trends in comparative education and policy research. It offers orientations in education and policy research relevant to transformational educational leadership in the 21st century.
OVERVIEW AND INTRODUCTION
GLOBAL TRENDS IN EDUCATION AND ACADEMIC ACHIEVEMENT Globalisation, marketisation and quality/efficiency driven reforms around the
The main focus of the OECD survey was on the quality of learning outcomes and the policies that shape these outcomes. It also contained the OECD's Program for International Student Assessment (PISA), performance indicators that looked at equity issues and outcomes – referring to gender, SES and other variables.
DIFFERENCES IN ACADEMIC ACHIEVEMENT
The international OECD survey concludes with a set of policy questions that are likely to shape "What future for our schools?". OECD data showed that greater disparities in prose literacy scores are closely related to "greater inequality in the distribution of income."
EXPENDITURE ON EDUCATION
The Netherlands and the Nordic countries both showed low variation in literacy and low variation in income inequality (p. 322).
ACCESS AN EQUITY ISSUES IN SCHOOLING
The OECD volume also shows that those without access to ICTs and without ICT skills are increasingly less able to participate in the knowledge-based society, may experience a new inequality of the kind of digital divide. Despite the impressive expansion of participation in education, a relatively large part of the population, especially people from low-income families, remains excluded from access to education.
INTERNATIONAL STUDIES OF EDUCATIONAL ACHIEVEMENT Psacharopoulos (1995) questions the validity and reliability of international
GLOBALISATION, EDUCATION AND POLICY
Examining some of the key issues in education policy provides a better picture of the intersecting and diverse discourses on globalization, education, and policy-driven reforms. Such a managerial and entrepreneurial reorientation would in the past have been seen as contrary to the traditional ethos of the university, where knowledge is made available for the sake of the university.
MULTIDIMENSIONAL ASPECT OF GLOBALISATION
One of the effects of globalization is that the university is forced to adopt a corporate management ethos based on efficiency and profit. Democratic processes are being overturned and there is a growing need to rediscover active citizenship in which men and women can work together for the common good, especially for those excluded by the mechanisms of global culture (Jarvis, 2000, p. 295).
THE AIM, PURPOSE AND STRUCTURE OF THIS HANDBOOK The Handbook presents an up-to date scholarly research on global trends in
The general and section editors ensured that each draft chapter was reviewed by at least two (sometimes three) reviewers, who examined the material presented in each manuscript for content, style, and appropriateness for inclusion in the handbook. GLOBALIZATION, EDUCATION AND POLITICAL RESEARCH In the introductory part of the handbook there are seven chapters dealing with.
GLOBALISATION, EDUCATION AND POLICY RESEARCH In the opening section of the Handbook there are seven chapters that address the
It is followed by a chapter examining the changing role of the university in the global economy (see The Impact of Globalization on the University's Mission). The chapter explores the global implications of the concepts and their relevance to education and social stratification.
Mark Bray (University of Hong Kong) is Chair Professor and Dean of the Faculty of Education at the University of Hong Kong. Adam Davidson-Harden (University of Western Ontario) is a PhD candidate at the Faculty of Education at the University of Western Ontario.
Gopinathan (Nanyang Technological University, Singapore) is Professor of Education and Vice-Dean (Policy) of the Centre for Research in Pedagogy and
Crain Soudien (University of Cape Town) is Professor of Education and teaches in the fields of Sociology and History of Education and Sociology at the University of Cape Town where he is currently Director of the School of Education. Carlos Alberto Torres (University of California, Los Angeles) is Professor of Education in the Graduate School of Education and Information Studies and Director of the Latin American Center at UCLA.
GLOBALISATION, EDUCATION AND POLICY
CHANGING PARADIGMS
INTRODUCTION
Human capital' is a term for 'an individual's practical knowledge, acquired skills and learned abilities which make him or her potentially productive and thus equip him or her to earn income in exchange for labour' (Johnson, 2000). The central policy issues, as reflected in education and policy reforms over the last three decades, could be described as the reinstatement of an equality-inspired imperative – the goal of equality – that ensures that the equality and quality of educational opportunities are enjoyed only by the few best served are available to all.
MAPPING OF EDUCATIONAL POLICY AND CHANGE
Gary Becker, who was awarded the Nobel Prize in Economics in 1992, pioneered a model of investing in people as investing in human capital in the 1960s. Specifically, the key policy issues concerned the provision of compulsory education for all children (including the changing nature of universal primary education in developing countries), equity, school choice and the influence of home background on academic achievement.
GLOBAL TRENDS
The recent World Conference in Rio de Janeiro dramatically underlined the need for a radical rethink of environmental protection strategies and policies. The hegemonic role of 'cultural essentialism' in legitimizing global economic arrangements (e.g. structural adjustment policies, or SAP) has also been questioned.
POLICY AND EDUCATION: COMPETING VIEWS
In a 1957 article, 'Problems and Trends in Dutch Education', Stellwag discusses the way in which the implementation of educational ideals met with 'concrete obstacles', despite the 'firmly established cultural and academic tradition of high standards' that existed in the Netherlands and the 'exemplary'. Educational ideals and practice in a comparative perspective' Brodbelt (1965), uses a comparative method to suggest that only when 'myth and fact' in a nation's policy objectives match has it 'achieved its ideal system of education' .
NEW INTERNATIONAL ECONOMIC ORDER
Another important policy change resulted from the changing discourse on the economics of education. It was the perceived inability of the neoclassical economic model to deal with the 'reality' in the education market and its inability to make effective policy recommendations that led policy makers to turn their attention to the demand for labor.
EDUCATION AND POLICY: PARADIGM SHIFTS
One of the major paradigm shifts occurred in the early 1970s, leading to a questioning of the 'value-free' empirical research in education. In education and politics, in particular, it spawned research into the science of the political process (Mitchell, 1985, p. 30).
CENTRAL ISSUES IN EDUCATION PLANNING AND POLICY Although in broad terms the expansion, change, and reform of education
Among the new measures can be mentioned a greater share for education in the national budget. One of the key indicators in the domain of official policy was the universalization of primary education.
STRUCTURAL CHANGES IN EDUCATION AND POLICIES: REFORMS AND INNOVATIONS
Heyneman focuses his analysis on the role of the 'efficiency' criterion in solving the global crisis of education quality. The Western-driven model of excellence, quality and success defines the teleological goal of the “marketization” of education around the world.
CRITICAL EVALUATION OF EDUCATION POLICY
Described as a 'postmodernist revolt' (Mitter, 1997, p. 407) against the dominant theories of the Enlightenment and modernity, such a paradigm shift in policy directions challenged the metanarratives in education and policy, the 'regime of truth', the disciplinary society, and pledged to empower the learner by reaffirming the centrality of the learner in the curriculum and the diversity of learner needs. Specifically, the central policy issues concerned the provision of compulsory education for all children (including the changing nature of universal primary education in developing countries), equality, school choice and the influence of home background on academic achievement (e.g. Kabir, 1955, p.
CONCLUSION
The erosion of the former welfare state model and the global spread of current conservative neoliberal models, characterized by. This economic aspect of globalization, coupled with institutional and ideological aspects, tends to push countries into closer connection with a global market (Astiz, Wiseman & Baker, 2002, p. 67).
Dale, R (1997) The state and the management of education: an analysis of the restructuring of the state-education relationship. 2000) Globalization and Education: Demonstrating ``a common global educational culture'' or finding ``a globally structured educational agenda. Recent trends in the practice of lifelong learning and adult education and adult education in Russia.
POLICY BORROWING IN EDUCATION
FRAMEWORKS FOR ANALYSIS
- DEFINITIONS
- BORROWING AS A PROCESS
- CROSS-NATIONAL ATTRACTION
- POLICY BORROWING IN EDUCATION: A COMPOSITE MODEL Our composite model incorporates an analysis of the impulses which initiate
- DISCUSSION
- CONCLUSION
- REFERENCES
By identifying and analyzing in detail a series of 'snapshots' of evidence of the direct influence of the German experience on educational development in England (illustrated in official reports and legislation, but also in more informal discussion of what can be learned from Germany about a long period) we can begin to construct a 'structural typology of cross-national attraction' which can facilitate analysis of education 'elsewhere'. We see those aspects that initiate 'cross-national attraction' as essentially embedded in the context of the 'target' country and we describe them in six stages within our 'structural typology' (Ochs & Phillips, 2000,a,b).
COMPARATIVE EDUCATION IN THE ERA OF GLOBALISATION: EVOLUTION, MISSIONS AND
ROLES
- GLOBALISATION: CONCEPTS AND DEBATE
- COMPARATIVE EDUCATION: HISTORICAL DEVELOPMENT AND EVOLUTION
- THE WCCES: A GLOBAL BODY IN COMPARATIVE EDUCATION The WCCES was formed 1970, having evolved from an International Committee
- PARADIGMS, METHODS AND FOCI IN COMPARATIVE EDUCATION The field of comparative education, at least in some parts of the world, has
- MISSIONS AND ROLES IN THE ERA OF GLOBALISATION Crossley (1999, 2000) and Watson (2001) have presented insightful analyses of
- CONCLUSIONS
- REFERENCES
At the same time, it was emphasized that the field of comparative education is shaped by globalization. Comparing comparisons in comparative education: A content analysis of English-medium and Chinese-medium journals.
THE EDUCATION AND TRAINING OF KNOWLEDGE WORKERS
- KNOWLEDGE WORKERS
- A HISTORICAL CONTINUUM TO EXPLAIN TECHNOLOGICAL CHANGE
- FORCES DRIVING CHANGE
- THE IMPACT OF GLOBALISATION
- ACADEMIC AND TECHNICAL EDUCATION
- THE ROLE OF ADULT AND CONTINUING EDUCATION
- THE SCHOOL OF THE FUTURE
- REFERENCES
Draxler and Haddad (2002, p. 3) examined education in the context of the industrial age and its processes. Draxler and Haddad (2002, p. 6) conclude that “the workforce of the future will need a whole spectrum of knowledge and skills to deal with technology and the globalization of knowledge.
TACIT SKILLS AND OCCUPATIONAL MOBILITY IN A GLOBAL CULTURE
- THE MODELS CAN BE FURTHER ELABORATED AS FOLLOWS
- RECOGNITION AND DEPLOYMENT OF TACIT SKILLS IN ROLE CHANGE
- CONCEPTUAL MODELS OF TACIT SKILLS IN ADULT LEARNING Standard qualitative analysis extended by modelling of individual cases and
- WIDER POLICY IMPLICATIONS
- ACKNOWLEDGEMENTS
- REFERENCES
The key competence debate in the UK can be contrasted with that in continental Europe in general and the specific features of the German debate. These current positions in the partner countries (Germany, Portugal, Greece, UK) were reviewed at the beginning of the research on interrupted professional and learning careers.
DEVELOPMENT, GLOBALISATION AND DECENTRALISATION: COMPARATIVE RESEARCH
- MULTI-CENTREDNESS
- MULTI-CENTREDNESS AND POLICY ANALYSIS
- POLICY CONSIDERATIONS
- CONCLUSIONS
The result of applying a multi-centred model is therefore the development of a break between the overall pattern of outcome (in any particular classroom we would expect one twin to work hard, and the other to copy from him) and the individual reactions of each agent to the circumstances (we will not be able to predict which of the twins will work hard). Most of the interesting questions we face in education policy today require multi-centered answers.
GLOBALISATION AND THE GOVERNANCE OF NATIONAL EDUCATION SYSTEMS
- BACKGROUND
- THE NATION-STATE AND GLOBALISATION
- WORLD SYSTEM AND GLOBALISATION
- THE NEW MODE OF GOVERNANCE
- CONCLUSION
As Pierre (2000) argues, "the new public management increases some dimensions of central control through budget constraints, accounting procedures and forms of inspection" (p. 20). Apart from the classic instruments of management, such as curricula, syllabuses, etc., the following factors have become more important: science, information, persuasion, self-regulation, monitoring and assessment are now options.
RETHINKING GLOBALISATION AND THE FUTURE OF EDUCATION IN AFRICA
WHAT IS GLOBALISATION?
This phenomenon, driven by significant technological advances, is underpinned by “instrumental economicism” – the ideology of the convergence of education reforms. The authors point to the continued central role of international development cooperation in African development and education outcomes, as reflected in broader policy positions and discourses at sectoral and intersectoral levels (pp. 66-7), as well as the 'shifting balance' between growth, structural adjustment and poverty in globalization and development policies.
NEOLIBERAL GLOBALISATION IN AFRICA: CONVERGENCE OR DIVERGENCE
In assessing the globalization, business and knowledge facing countries in Africa, King and McGrath (2002) provide a very useful research tool for understanding the development of learning enterprises in Africa – which, like other regions, is developing in different ways and to varying degrees in different places, the cumulative effects of post-Fordism, the knowledge economy and globalization. They also emphasize that “learning-led competitiveness” can ensure that the African cultural renaissance has real economic significance.
TRADE TERM EQUALISATION OR MARGINILISATION
What else can be gleaned from the impact of globalization, when a region with about 14.5 percent of the world's population and with an average annual population growth of nearly four percent accounted for only 1.5 percent of world trade and controlled only 1.3 percent of world wealth. Recent national education policies do not recognize the contribution of domestic education.
ECONOMIC CONSEQUENCES
EDUCATION AND POLICY EFFECT
One of the problems associated with school-business partnerships in African countries is “the historical absence of MSEs” (micro and small enterprises) in national strategies in Africa (p. 161). The key policy message is that 'development policy needs to be reconceptualized in light of the notion of learning-led competitiveness' (p. 202).
SOCIAL CONSEQUENCES
One of the most serious issues in connection with globalization and educational policy coherence is the role of language in the new knowledge-driven and results-based education in Africa (Brock-Utne, 2003, p. 386). Why do we ignore the cognitive and affective role of the mother tongue in schooling, and why do we insist that students in Africa must first learn English or French before information technology and globalization-driven knowledge of.
DOMINANCE OF INTRUMENTAL ECONOMICISM IN EDUCATION REFORM IN AFRICA
They also illustrated the significant importance of local effectiveness of education budgets in achieving distributive justice. Ball (1999) calls this the paradigm convergence of education reform, referring to it as “The invocation of policies with common underlying principles, similar operational mechanisms, and similar first- and second-order effects.
HOW IS ECONOMICSM CARRIED OUT IN SCHOOL REFORMS?
These first- and second-order effects are recorded in terms of their impact on practitioners and institutional procedures, and their effect on access, opportunities and outcomes respectively”. Morrow and Torres (2000) call such reform policies commodification; Apple (2002) and Ball (1999) call it neoliberalism-neoconservativism and economics respectively. While there may be long-term benefits to such policies, in the short term distributive and social justice come into conflict with Ball's identified first- and second-order effects. as education designed to develop culturally valued knowledge skills may require a different trade-off of effectiveness.
GLOBALISATION, AND STANDARDISATION TENDENCIES AS EDUCATIONAL INDICATORS
These statements are motifs that are visible in the argument against the neoliberal focus on education as a commodity. It is also argued that the World Bank's education sector strategy was formulated to satisfy the workforce and provide a basic set of education, skills and attitudes necessary for transnational corporations whose capital and technology were well matched to the lower costs of production in the region (Kless, 2002, Hickling-Hudson, 2002).
NEOLIBERAL GLOBALISATION AND PERFORMATIVE MEASUREMENTS IN SCHOOLS
This international comparison confirms the conclusion that education was not a priority for countries in the region. The figures in Table 2 show that there is considerable variation among countries in the region in terms of the extent to which education expenditure as a share of GDP has declined or stagnated over the years.
COUNTRY CASE STUDIES
The prevalence of poor quality at the primary level not only reflects poor supply-side educational inputs, it also results in low internal efficiency indicators. As these countries experienced drastic reductions in government revenue, spending on education has fallen and user fees have been introduced.
For these reasons, the authors question the merits of bringing education closer to market forces. Therefore, we believe that the countries in the region should invest more and more effectively in human economic development in order to build Africa's competitive capabilities. which is anchored in wider and better quality formal and informal localized education. The goals of these interventions are to limit the harmful effects of social exclusion and to provide some mutual checks and balances in sharing the benefits of globalization.
CONCLUSION
The authors suggest that the philosophy of extrinsic/instrumental value of competitiveness must give way to the philosophy of effective intrinsic/substantive value of education in Africa, and that the concern for efficiency must be balanced with the concern for social justice, and equity. justify. as the concern for economic progress must be balanced with a concern for social progress that ensures legitimacy and contributes to "education for all". In short, we opt for a social economy where community and human priorities take precedence over those of the market.
We demand and offer a friendly alternative vision that challenges the dehumanizing aspects of education and global markets. -vision from within: getting under the skin of the World Bank's education sector strategy.
NEOLIBERALISM, GLOBALISATION, AND LATIN AMERICAN HIGHER EDUCATION: THE CHALLENGE
TO NATIONAL UNIVERSITIES
- THE UNIVERSITY OF BUENOS AIRES
- THE NATIONAL AUTONOMOUS UNIVERSITY OF MEXICO The National Autonomous University of Mexico is centred in Mexico City,
- CONCLUSION
- REFERENCES
One expert suggested that a solution to the problem lies in an overhaul of the Argentine tax system. As one expert explained, “In the context of world trade, and more specifically GATS, a liberalization of the commercial aspects of higher education is promoted.
GLOBALISATION AND HIGHER EDUCATION POLICY CHANGES
- GLOBALISATION
- HIGHER EDUCATION PURPOSES PRIOR TO 1970S
- POLICY CHANGES SINCE EARLY 1980S
- DEMANDS FOR STUDENTS
- THE GROWTH OF PRIVATE UNIVERSITIES
- FINANCE
- QUALITY ASSURANCE ISSUES
Exports of higher education services are reported to have contributed significantly to the U.S. economy Worldwide, there has been a drastic change in the financing of higher education.
