Key Ideas, Theories, Policies and Practices around Globalisation and Education - Essay Example

?Key Ideas, Theories, Policies and Practices around Globalisation and Education History of Education In general, education is a vital aspect in development of any country, region or geographical area. People who are educated have a higher chance of attaining development as compared to people that are not well learned. The history of education dates to the ancestral times where informal education was the order of the day. The forefathers knew that education was the key to development and economic stability. Though it was informal education, it was a vital aspect that helped them in their lives. However, they used informal methods of learning which could be different from the current methods that are used. Apparently, the informal education relied on informal ways of learning which were considered social ways of learning. The old people in the society had an obligation to ensure the young generation in the society was learned through informal ways of learning (Sinagatullin, 2006: 12). Though this was at times considered an indigenous way of learning, the young generation was able to get vital teachings from the elders. With continued processes, the generation acquired the required skills in life. This led to development of better ways of teaching and learning which was passed to the next generation. This states the origin of education and how it was influential in the past decades. Globalisation is one aspect that is considered an important aspect that has led to the change from informal education to formal education. Many regions were stuck to their informal ways of educating the young generation. In their own thoughts, they were suitable to the upcoming generation. There are several reasons that led to the stagnation of such practices in most areas. First, mobility and immigration was unheard of. People in their ancestral land were locked in such areas and they did not feel the need to move to other places in the world. The people were living in their own way of life, which was comfortable according to their needs. These people did not have information flow from other places of the world, and as such, they did not have a comparison of the outside world. In fact, people believed that their way of life was more suitable than any other. However with the cropping up of the concept of globalisation, many other aspects of life changed. First, globalisation led to exchange of information from other parts of the world. This led to deeper comparisons between places and people felt the need to change their educational standards. For example, many people acquired formal information from already developed countries. This would be important in ensuring these countries are developing just like the other countries that are already developed (Zajda, 2010:101). For example, South Africa felt the need to copy the Australian way of education. South Africa was not as developed as Australia and it felt the need to adapt a different form of learning. This would improve the quality of education in South Africa to the standards of the education in Australia. Industrialisation is one of the most savoured outcomes of globalisation, especially in the education sector. The education sector needs motivations to be well equipped (Ben-Peretz, 2009:75). For example, the education sector looks at the outcomes of educating people in a certain sector and implements such education syllabuses. A concrete example is development of syllabuses that will equip people to participate in the industrialisation sector. The educational governing bodies will enhance their syllabuses when looking for better ways of making an industrialised country. For example, the educational sector developed syllabuses for engineers, managers and other professionals that would equip the country with managers that would run industries. This led to massive improvement in education sector since the syllabuses were welcoming many people that would be professionals. This was only after the cropping up of industries that needed works, labourers and managers. Though the industries were run with people from the developed countries, this was an encouragement that the people in the region would later manage these businesses. As such, it was a boost to the education sector as there was a consideration of an improvement. The need for education was instigated by a number of concepts. First, there was establishment of institutions after globalisation was immense. These institutions needed a large number of learners to learn. Therefore, it posed an advantage to the people as they felt the need for improved education. With such education, the people would be equipped to change the world in a positive manner, which was very much attractive to the residents of the region. Formal education gradually improved and this led to better ways of learning and teaching. This led to the development of formal education. In formal education, institutions are developed with the core subject of teaching people that need to be educated. These institutions are managed and governed by other bodies that ensure the education is standardised. As such, many people acquire standardised education in such institutions. Therefore, the informal education changed to formal education in that there was establishment of institutions and other governing bodies that would ensure there was quality education in all the institutions. Similarly, the people that are learning are to be given quality syllabuses that fit the incumbent world. Since development of education, the syllabuses have been changing to fit the changing world. For example, there have been a number of innovations and renovations in the world, which trigger the change of syllabuses. The key idea in such a change is to instil reasonable knowledge to the learners to conform to the changing world. Some of these changes are due to research while others are due to other aspects that are not controllable from the human aspects. Therefore, the learners have to be considered as they are likely to face such changes in the near future. If they do not have the right approach to such instances, they are likely to flop. The governing bodies have to be at par with the changing world and pass the same to the learners that are in need for education and information. Since the governing bodies are obligated to control the syllabuses, they have to consider the evolving world and other concepts that are underlying in revolution. Change is inevitable and the governing bodies have to admit this fact. They have to change according to the change that in the world. Without such, they are not likely to record positive results. A perfect example is the changing technologies. Technology has been changing with each decade and the previous technology is outwitted by the incumbent technology (Armstrong, 2008:26). As such, there is a need to inform and teach the learners about the new technology since they are likely to use this technology. Changing their perspective equips the learners with ample knowledge on how they can use the incumbent knowledge to the best. Similarly, formal education is established with a predetermined purpose. The governing bodies have a predetermined purpose to the learners and this should be achieved. For example, there is the need to use cognitive learning methods where learners keep appreciating while in the leaning curriculum. If this is not used, the learners are likely to be stagnant as they will not record a substantial improvement. In addition to this, some education curriculums are based on the region and geographical area. Some regions are marred with some practices that are not seen in other regions. Therefore, there has to be a developed curriculum that will consider such instances. For example, some religions are prevalent in some areas while they are not seen in other regions. Therefore, it is prudent to consider curriculums that will teach the learners about these religions and the underlying concepts. This will equip the learners with vital information about their religions and how the religious connections are important. Education and globalisation is one of the aspects that have improved the development of education in low income countries. These countries are looking for better ways of improving their economy to compete with other countries that are already developed. Though this is a hard issue to tackle, there are various approaches which can be used to solve the situation. Some of these approaches have been influential in changing these countries depending on the outcomes (Narasaiah, 2008:32). However, some of these methods of solving a situation are expensive in that they need massive investments. As such, it is not a practical solution in some of these countries. However, countries like South Africa have been able to make possible changes in regard to education. One of the best ways of solving this issue is by educating a massive number of the population. Though there is need for more resources, these countries have been able to perfect this approach. The country educates a large number of the population to equip the population on attaining well paying jobs. This population is prepared to take on any job offer that is available due to the preparedness of the education they have attained. As such, they will be in a better position to get a better paying job. In conclusion, globalisation has been one of the most influential factors in education. Globalisation has led to development of better curriculums and syllabuses which are used by the low income countries to improve their economic development. Similarly, it has led to better educational standards which are savoured in these countries. In addition to this, it has made it possible to change the educational standards to conform to the developing countries. Without globalisation, many countries and regions would still be backdated in connection to education. References Armstrong, P.A. (2008) What teachers expect in reform: making their voices heard, London, Rowman & Littlefield Education. Ben-Peretz, M. (2009) Policy-making in education: a holistic approach in response to global changes, London, R&L Education. Narasaiah, M.L. (2008) Education and globalisation, London, Discovery Publishing House. Sinagatullin, I.M. (2006) The impact of globalisation on education, New York, Nova Science Publishers, Inc. Zajda, J.I. (2010) Globalisation, ideology and education policy reforms, New York, Springer. Read More