ED5 - Globalisation and Education

The third feature of globalization is political changes, where globalization and increased interconnectedness have undermined the power of nation-states. Governments must think about how their policies will play on an international stage and their relationships with other countries. Transnational corporations like Amazon have more power than governments in some cases, as they are less susceptible to national regulations.

The fourth feature of globalization is cultural changes, where people from different cultures have greater opportunities to share and interact with each other. This has led to the emergence of a global culture characterized by cultural hybridization, cultural homogenization, and cultural heterogenization. Hybridization is where cultures combine and produce new cultural forms. Homogenization is where cultures become similar and adopt the same cultural practices, while heterogenization is where cultures become different.

Finally, globalization has led to environmental changes, where the increased interconnectedness has resulted in global environmental problems, such as global warming, deforestation, and pollution. These environmental problems require global solutions and cooperation between nation-states to mitigate them.

In summary, globalization has led to the increased interconnectedness between people and nation-states, with five main features of technological, economic, political, cultural, and environmental changes. These changes have both positive and negative impacts on individuals, societies, and the environment.

Globalisation and education

We  now turn our attention to the complex relationship between globalisation and education. The impact of globalisation on education has been subject to much debate, with some scholars maintaining a positive stance while others express reservations. One crucial aspect of this impact is the increased competition for jobs on a global scale. With the emergence of a highly competitive global job market, corporations have begun to recognize that they can cast a wider net to find the most qualified candidates, irrespective of their location. This has put pressure on educational institutions to adapt their curricula and develop the skills necessary for their students to compete effectively at an international level. An illustration of this adaptation can be seen in the introduction of computer science as a subject in the school curriculum. This subject has gained increasing prominence due to the growing demand for coders in the global job market. In this regard, it is evident that education systems must respond to the needs of a changing job market by providing their students with relevant skills that enable them to compete successfully in a rapidly changing global economy.

The increasing presence of global computing corporations, such as Apple and Google, in the creation of educational content and resources is an observable trend. While it may not be accurate to state that they are imposing their way into the education system, it is evident that they are becoming more active within it. Schools now often affiliate themselves with a particular provider, such as Google, Microsoft, or Apple, based on the online services and platforms they offer to support their curricula. The shift toward online curriculum delivery has gained momentum, especially in the last year, as remote learning has become more widespread due to the COVID-19 pandemic. In response, these corporations have seized the opportunity to create a new market within the education sector, developing resources and programs that are attractive to schools and other educational establishments. The resources and platforms offered by these corporations are not free; schools must purchase them, and their choice of provider can significantly impact their technological infrastructure. Global companies are now influencing not only what is taught in schools but also how it is taught, through the development of features such as the insights app by Microsoft Teams or the file access monitoring of Google Classroom. Additionally, online classrooms such as Oak National have emerged as a new phenomenon, providing lessons remotely and electronically. It is evident that the participation of global computing companies in education is not just significant but also a rapidly growing trend, shaping the face of modern-day education.

There has been a discernible trend towards multiculturalism and decolonization of the curriculum in recent times. This is particularly important given the increasingly diverse student body in academic institutions. The call for a non-ethnocentric curriculum is grounded in the belief that it should not be solely reflective of white British history. Rather, it should provide a more nuanced understanding of the British colonies and the British Empire, delving beyond the traditional narrative that celebrates the glory of British imperialism. This entails investigating the reasons behind colonization and its impact on indigenous populations. Furthermore, the approach to teaching should prioritize diversity by providing exposure to a range of voices, ethnicities, genders, and sexualities.

This shift in pedagogical priorities is a response to globalization, which has enabled students to access a wider array of information and cultural perspectives outside of the classroom. As such, students expect a more inclusive education that represents their own identities and experiences. Failure to incorporate diverse perspectives in the curriculum is regarded as exclusionary, which goes against the core principles of education. Consequently, the decolonization of the curriculum and the adoption of a multicultural approach are becoming increasingly popular, particularly in recent years. Sociologists have contributed to this discourse by providing insights into the nature of imperialism and its effects on colonized peoples, thereby shaping the evolving nature of education in a globalized world.

The current educational landscape is characterized by increased competition between schools and universities to attract students. National rankings such as league tables and Ofsted reports exert significant influence on parents' choices of schools for their children. In primary and secondary schools, various methods are employed to evaluate the quality of education provided, especially since some schools may seek to attract international students. For instance, Windham College, a state boarding school, competes with other international boarding schools to attract international students. Similarly, universities have to compete more vigorously to attract international students because they pay higher fees and promote the institution as an international university. This global competition for students also extends to countries competing against each other, with the PISA system being the primary method of ranking education systems. The PISA tests assess 15-year-old school pupils' abilities in maths, science, and reading. Not every student takes the test, as schools are invited to participate and can choose to accept or decline the invitation. Member states and non-member states can use the PISA system to evaluate their education systems' performance relative to other countries. High-achieving countries are often used as models for education policies by governments seeking to improve their nations' education systems. However, such approaches overlook cultural differences in the way education is viewed and funded in different countries. In the UK, education is subject to a high level of accountability, which may not be the case in other countries such as Asian and Scandinavian countries, where education is highly valued, well-funded, and viewed as extremely important. Therefore, adopting education policies from other countries may not be appropriate or effective in the UK.

Globalisation has presented a range of potential risks and safeguarding concerns for schools. As a result of technological advancements, schools must now consider the issue of E-safety, cybersecurity, and cyberbullying. In addition, the issue of radicalization among vulnerable students has become an increasingly pressing concern. This includes religious radicalization, as well as extremist viewpoints such as those associated with extreme animal rights or political groups. It is important to recognize that exposure to inappropriate content and images online is not limited to religious groups, but affects all students. The concept of E-safety and digital citizenship is a recent development, brought about by the cultural and technological changes associated with globalisation. The introduction of the Prevent policy is an example of how schools are required to take measures to counter radicalization and support vulnerable students, both within and outside of the school environment. This policy is aimed at safeguarding students against potential radicalization and extremist views, and serves as both a counter-terrorism strategy and a safeguarding strategy. It is important to recognize that schools have an expanded role in safeguarding students, both within and outside of the school environment, including their online interactions.

Perspectives Views on Globalisation and Education.