THE USES OF GLOBALISATION IN THE SHIFTING LANDSCAPE OF EDUCATION
This paper is a critical analysis of the relationships between globalisation and education. Globalisation is a concept that has become increasingly popular in the education sector. It has been central to the improvement of the efficiency of education as a whole. Among the chief concepts discussed in the paper are the use of globalisation to reduce the cost of running education but at the same time enhance the education process (Tarc, 2012). In my learning and work in the education sector, I have encountered the concept of globalisation in various ways. In this paper, I will discuss the various concepts of globalisation that are brought out by Tarc based on my experience.
As Tarc mentions about a paper he analysed, Teaching in Global Times, globalisation is far more than simply a neoliberal reform, but rather a real strategy in teaching and learning (Tarc, 2012). Many countries across the globe are making numerous educational reforms that incorporate the principles of globalisation. Globalisation is adopted in a bid to increase diversity in education. In my experience, globalisation is more than a neoliberal policy; it is a strategy I have employed in the classroom.
First, in my experience, use of technology in education has become increasingly important. Electronic gadgets such as computers and smart-phones have made teaching easier, as it is much easier to access information and a teacher or lecturer can facilitate learning without being there physically. As Ng’ambi (2013) shows, online assignments and lectures have helped some students improve greatly. Use of technology is far more common and of greater importance in institutions of higher education (Bozalek et al., 2013).
The second aspect of globalisation and education I have experienced in the classroom is the student-directed/teacher-led learning. This is consistent with the opinion of Selinger (2004) that with the increase in globalisation and its aspects such as technology, pedagogical approaches will have to change. This mode of learning is rapidly gaining popularity in many places and is one of the principles that define the changing landscape of education. This mode of learning enhances the efficiency of the learning process since it ensures that the attention of the learners is caught fully; learners are likely to be more attentive when they dictate most of what is taught and how it is taught.
Tarc claims that one of the effects of globalisation on education is increased pressure to compare international education systems (Tarc, 2012). This is something that I have done many times before. Such comparisons are aimed at identifying where we are in comparison with the rest of the world and ensuring that we are not left behind whenever key reforms are proposed. Comparing our education system to that of other countries across the globe has helped us to learn certain aspects of the education sectors in the USA, Canada and Australia; incorporation of these factors into our own education system has improved it greatly. An editorial article in the New York Times in December 2013 identified other areas where the US education system needs to learn from other countries. These areas included the teacher training system in Finland, the school funding strategy to eliminate inequality in Canada, and elimination of elitism in China. Apart from improving standards, international comparisons of education systems have led to an emphasis on global subjects – mathematics and science. As Tarc (2012) puts it, a change in the curriculum to put more amphasis on mathematics and science is a feature of globalisation in education.
The other principle I have experienced and which is mentioned by Tarc is decentralisation in education. Tarc notes that decentralisation has greatly improved the quality of education in places where it has been adopted (Tarc, 2012). Decentralisation refers to the transfer of decision-making power from ministries of education which are central to lower levels such as schools, communities, local governments, and intermediate governments. In my experience, I have seen a system where schools make critical decisions including the number of students to admit, the teaching strategies to employ and the technologies required in the school. In my opinion, this has greatly improved efficiency, transparency, and accountability; the school is fully accountable for the results achieved by learners.
The teaching methods employed locally lead to teaching outcomes that can be evaluated far more easily, hence enhancing efficiency and accountability. Moreover, decentralisation makes things much simpler and tends to reduce the level of bureaucracy in the system (Sawada and Ragatz, 2005). In fact, Tarc (2012) also mentions reducing bureaucracy as one of the key features of the changing landscape of the education system. I also believe that the level of decentralisation in our system needs to be improved. Decentralisation of financial systems as is the case in Canada will not only nullify inequality but will also enhance transparency and accountability.
Privatisation is another theme of globalisation and education as identified by Tarc (2011) that I have experienced previously. Privatisation of the education sector has become increasingly popular in recent times with the introduction and support of charter schools being good evidence of this. Privatisation essentially entails allowing non-profit or for-profit firms to run schools rather than the government (Whitty and Power, 2000). Privatisation is in itself a concept of decentralisation; private schools run themselves. Privatisation has improved efficiency in learning; emphasis on competition between learners, teachers, and schools has ensured that each and every individual strives to do their best, resulting in improved learning outcomes (Symaco, 2013). The fact that privatisation ensures that schools run themselves has also aided in nullifying bureaucracy and enhancing transparency and accountability.
However, privatisation also has its costs. I have seen a great emphasis on competition leading to drilling whereby teachers teach learners to pass exams and not to master content. Moreover, drilling has made school boring and painful for many learners, which nullifies the whole concept of globalisation in education; globalisation aims at making learning much more enjoyable and productive for the learners.
The various concepts and themes of globalisation in education that I have experienced so far show that indeed globalisation is the right way to go. Use of technology and student- directed/teacher-led learning have made learning much easier and more interesting for students. Comparison of the local education system to education systems elsewhere has helped to improve the local education system greatly and to put more emphasis on the core subjects of mathematics and science. The principle of decentralisation is key to the improvement of efficiency, accountability, and transparency in the education sector. Privatisation is a theme of globalisation in education that needs to be handled with moderation so as to prevent its impingement on the ideals of globalisation.
Bibliography
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