GLOBALIZATION
AND EDUCATION
ARRA QUITANEG-ABANIEL
GLOBALIZATION
• Process or condition of
the cultural, political ,
economic and
technological meeting
and mixing of people,
ideas, and resources,
across local, national
and regional borders.
GLOBALIZATION
• It may refer to the transfer, adaptation and development of values,
knowledge, technology and behavioral norms across countries and societies
in different parts of the world.
• Growth of global networking
• Global transfer and interflow in technological, impact, social , political ,
cultural, learning areas, international collaboration and exchange and use of
international standards and benchmarks.
• Increasing interdependence of the world’s inhabitants , on an economic,
technological , cultural as well as political level.
GLOBALIZATION AND EDUCATION
• Globalization can be seen to impact education, as global processes and
practices have been observed to influence many educational systems.
• Through global citizenship education, education for sustainable development
and related trends to understand education and educators as shapers of
globalization.
GLOBALIZATION’S IMPACT ON
EDUCATION
• Rise of mass education
• Before: Traditional education had been conceived as
small scale, local , community based and as vocational or
apprenticeship education and religious training.
• Institutionalized formal schools emerged for the first
time within colonial or missionary projects . (Africa, Asia,
Middle East and indigenous Americas and Australasia)
• Colonial educational projects (India, Africa, East Asia)- foreign intervention
for global empire maintenance or social control.
• Postcolonial educational theorist: Paulo Freire- Education sought to remove
and dismiss local culture and deny local community needs for the sake of
power consolidation of elites.
• It has been associated with the loss of indigenous language and knowledge
production, with moral and political inculcation , and with the spread of
English as an elite language of communication across the globe.
UNESCO
• United Nations Educational, Scientific and Cultural Organization emerged as
the United Nations recognized education as critical for future global peace
and prosperity, preservation of cultural diversity and global progress toward
stability, economic flourishing and human rights.
• UNESCO has advocated for enhancement of quality and access to education
around the world through facilitating the transnational distribution of
educational resources, establishing a global human right to education,
promoting international transferability of educational and teaching
credentials, developing mechanisms for measuring educational achievement
across countries and regions and supporting national and regional scientific
and cultural developments.
GLOBALIZATION OF EDUCATIONAL
TESTING
• Use of the same tests across societies around the world – has a tremendous
impact on local pedagogies, assessment and curricula.
• Many societies face pressure to focus on Math, Science and languages over
other subjects as a result of the primacy of standardized testing to measure
and evaluate educational achievement and the effectiveness of educational
systems.
• The country also ranked last among 79 countries in a
reading comprehension and second lowest in both
mathematical and scientific literacy in the Programme for
International Student Assessment (PISA)
• 2010 transfers of Educational approaches.
• Need to reorient education to East Asian Models (Singapore or Shanghai)
• Finland’s educational system as ideal in relation to its economic integration in
society and focus on equity in structure and orientation.
EFFECTS
• Globalization is harmful and risky.
• Freire’s postcolonial view – local languages and indigenous
cultural preservation are being sacrificed for elite national and
international interests.
• Indigenous knowledge is being reframed within the globalist
culture as irrelevant to individual youth’s material needs.
EFFECTS
• Educational attainment has become more equitable globally, by nation, race,
gender, class and other markers of social inequality.
• Educational access has been recognized as positively aligned with personal
and national economic improvement.
• Education has been conceived as a human right in the era of globalization.
• Changes to the way knowledge
and the learner have been
conceived, particularly with the
rise of technology. People
around the world have more
access to information with he
mass use of internet.
• Enhanced educational mobility.
• “Educators can respond to such issues in a
proactive rather than a passive way to ensure
globalization’s challenges do not exceed its
benefits to individuals and communities.”
Education’s potential impact on
globalization
• Global citizenship education
• Education for sustainable development
Global citizenship education
• Martha Nussbaum- Educators should work to develop in students feelings
of compassion, empathy that extend beyond national borders.
• Kathy Hytten- Students need to learn critical skills to identify root causes of
problems that intersect the distinction of local and global, as local problems
can be recognized as interconnected with globalization processes.
• What and how to teach global citizenship or 21st century skills, apart from
standardized knowledge in math , science and language.
Education for sustainable development
• Rooted in globalization’s impact upon individuals in terms of
global consciousness.
• Emphasizes global interconnection in relation to development
and sustainability challenges.
• Involves practices, policies, programs, formal and informal, for
instilling virtues and knowledge and skills seen to enable effective
responses to challenges brought by globalization.
• Education for all.
• Access to education is a key to social justice and
development and the improvement of human quality of
life broadly.
• Environmental sustainability is a pressing global issue
worth curricular focus .
CHALLENGE
• Philippines was the last country in Asia and
one of the only three countries in the world
with a 10 year pre-university program.
• The education system has failed to meet current social
challenges. The increase in youth problems such as
problematic transition to the working world, increasing
poverty, teen age pregnancies, drug abuse, intolerance
towards minorities, juvenile delinquency and violence, are
treated as a reflection of the fact that schools no longer
have any connection with the real life world.
• Students must be capable of acquiring new skills
demanded by a knowledge society.
• The resulting rapid change in technological and scientific
knowledge make learning a permanent process, a lifelong
learning process.
FRAMEWORK
FOR 21ST
CENTURY
LEARNING
Lifelong learning
• Learning to know, by combining a sufficiently broad
general knowledge with the opportunity to work in depth
on a small number of subjects. Learning to learn.
• Learning to do, in order to acquire not only an
occupational skill but the competence to deal with a large
number of situations and work in teams.
Lifelong learning
• Learning to live together by developing an understanding of other people
and an appreciation of interdependence- carrying out joing projects and
learning to manage conflicts in a spirit of respect for the values of pluralism,
mutual understanding and peace.
• Learning to be, to develop better one’s personality and be able to act with
increasingly greater autonomy, judgement and personal responsibility.
K to 12 education systems Old system
K-12 program offers a decongested 12 Student lack mastery of basic
year program that gives students competencies due to a congested ten
sufficient time to master skills and year basic education curriculum.
absorb basic competencies.
Student at the new system will Graduates of an old curriculum are
graduate at the age of 18 and will be younger than 18 years old and are not
ready for employment, legally ready to get a job or start a
entrepreneurship, middle level skills business.
development, and higher education
upon graduation.
K to 12 education systems Old system
K-12 program accelerates mutual Foreign countries perceive a ten year
recognition of Filipino graduates and curriculum as insufficient. They do not
professionals in other countries. automatically recognize Overseas
Filipino workers as professional
abroad.
Kindergarten is mandatory for five Kindergarten (a strong foundation for
year old children a pre-requisite for lifelong learning and total
admission to Grade 1. development) is optional and not
prerequisite for admission to grade 1.
K to 12 education systems Old system
The new curriculum gives the students Old education system offers a broad
the chance to choose among the three curriculum that does not include
tracks (Academic, TVL, Sports and enough practical applications.
Arts) and undergo immersion, which
provide relevant exposure and actual
experience in their chosen track.
Role of education in 21st century
• Educators should prepare a curriculum wherein the learners should
understand the issues and problems the world faces.
• Project-based.
• According to the National Statistics Office, most of the unemployed are
young adults and one of the options to resolve unemployment is to align
basic education to employment opportunities.
• Problem- Failing basic education system
• Poor elementary education will lead to a failure in basic education.
Philippine Education system in 2018
• Philippine National Development Plan
• The number of higher education institution in the Philippines is 10 times
more than its neighboring countries.
• The country lagged behind many of its Asian neighbors in producing
researchers, innovators and solutions providers need to effectively function
in a knowledge economy.
• We have shortage of researchers and innovators.
• Slight increase in the number of higher education faculty holding higher
degrees.
• Number of higher education institutes with accredited education programs
which is not mandatory in the Philippines increased by more than 40
percent.
• Filipinos are generally prioritizing higher and advance education , there were
more than 10000 Filipinos who have gone to Australia, a global education
powerhouse. (Education Center of Australia)
K-12 CURRICULUM
• Republic Act No. 10533 “Enhanced Basic Education Act”
• An act enhancing the Philippine basic education system by strengthening its
curriculum and increasing the number of years for basic education.
• It shall work with CHED to craft harmonized basic and tertiary curricula for
the global competitiveness and Filipino graduates.
The DepEd shall adhere to the following
standards:
• The curriculum shall be learner-centered, inclusive and developmentally
appropriate.
• Shall be relevant, responsive and research-based.
• Culture-sensitive.
• Contextualized and global.
• Shall use pedagogical approaches that are constructivist, inquiry based,
reflective collaborative and integrative.
The DepEd shall adhere to the following
standards:
• Adhere to the principles and framework of Mother tongue-based
multilingual education which starts from where the learners are from , what
they already knew proceeding from the known to the unknown, instructional
materials and capable teachers to implement the MTB-MLE curriculum shall
be available.
• Shall use the spiral progression approach to ensure mastery of knowledge
and skills after each level.
The DepEd shall adhere to the following
standards:
• Shall be flexible enough to enable and allow schools to localize, indigenize
and enhance the same based on their respective educational and social
contexts. The production and development of locally produced teaching
materials shall be encouraged and approval of these materials shall devolve
to the regional and division education units.
References
• Jackson, L. (2016). Globalization and Education. DOI:
10.1093/acrefore/9780190264093.013.52
• Bachtiari, S. (n.d.). Globalization and Education: Challenges and
opportunities.
• Mahusay, E.P., and Herrera, F. (2019). Globalization has changed the system
of education, shaping the education doesn’t make any changes. Global
Scientific Journals, 7 (1).
• https://www.oecd.org/site/educeri21st/40756908.pdf
