Globalization and Its Implications on Education - Research Paper Example

Themes Name Institution Theme I: Modernization and the Challenges of Globalization Globalization and modernization has had a significant impact on the Gulf region. Changes brought by globalization to the economic, social and political environment have affected living standards, education levels and political discourse (Mundy & Murphy, 2007). levels in the region. One significant transformation occurred in the education sector. According to literature, education in the Gulf region has changed from the mere recitation of the Qu’ran to a formalized learning system where locals learn arithmetic, religious and Arabic teaching through educated sheikhs (Lootah, 2006). Prior to the onset of modernization, the United Arab Emirates (UAE) had traditional view of education where teaching was disseminated through religious men or women referred as Mutawa. At the time, the purpose of teaching was to promote recitation and the memorization of the Qur’an among male and female students. Few citizens were lucky to have access to educated sheikhs who taught arithmetic, Arabic and religious teaching (Lootah, 2006, p.237). Modernization transformed education by establishing systematic education in the 1950s and constructing semi-regular schools in the UAE. Britain’s occupation of the region contributed to this transformation because the country promoted English language teaching and encouraged countries to open their own schools in the UAE. By the late 1990s, globalization had influenced the setting of education standards, recruitment of skilled teachers and a formalized curriculum. These transformations improved national literacy, increased the population of students in universities and made education more accessible to women (Lootah, 2006). Education modernization increased the number of institutions in the country, made western values on women education more acceptable, changed the family structure to nuclear and created social categories that were not associated with traditional culture (Lootah, 2006). Acceptance of women education, for instance, increased the number of students in Zayed University as more women enrolled in higher education institutions and learned male-dominated courses in the sciences such as Engineering. Initiatives from education also resulted in global civility, social pluralism and political participation (Mundy & Murphy, 2007). Globalization had an impact on the political, social, cultural, and educational arena in the UAE. Concerning political influence, globalization reduced the nationalistic perceptions and values emphasized in Arabic curricula, thereby promoting greater political awareness in the country. Globalization introduced Westernized schools and curricula, which deprived Emirates from embracing nationalistic tendencies and political opposition to the presence of foreigners such as Britain in the Gulf region (Lootah, 2006). From a social and cultural perspective, globalization increased the number of educated Emiratis who led their society from social isolation, economic exploitation, and political division. The educated citizens contributed to the establishment of a federation and a constitution. They made education a priority of the state by improving its accessibility, hiring qualified teachers, and establishing education service standards. Globalization influenced education by improving standards of education, establishing universities and reducing illiteracy. However, the rate of education reform is still a challenge due to lack of a national vision, ambiguity, and dependence on international consultations. Another challenge is maintaining national identity whilst expanding the cultural context of UAE education. Globalization has greater positive impact on the UAE. The impact includes political awareness, reduction of nationalist biases, and acceptance of international values, women education, and formalized and systematic learning in UAE schools. Globalization has also created challenges for the UAE such as changing the intellectual system, democratic political processes (such as privatization) and modification of older systems that threaten UAE’s cultural identity. Theme II: Equal Opportunities (Equity) Societies have established social classes on the basis of educational achievement. These social classes are upper class, middle class, and working class. It is argued that the social classes have different levels of educational achievement. For instance, working class individuals have lower educational achievements compared to upper class and middle-class individuals (Ornstein & Levine, 2006). The rationale for desegregation is that social classes have different levels of educational achievement. Children from low-class neighbor hoods have lower achievement and higher dropout rates compared to children from high-class neighborhoods. Since education is a vital channel for accessing the job market, low social-status children often have lower fewer opportunities for improving their economic status leading to poverty (Ornstein & Levine, 2006). Desegregation equalizes educational opportunities so that children from underclass and working class families are less polarized. The rationale for compulsory education and multicultural education is that makes instructions more appropriate for culturally diverse students, enables teachers to provide special attention to cultural issues, encourages friendly competition among students and allows students of all social classes to appreciate each other and their contributions to academic success (Ornstein & Levine, 2006). The rationale for educating children with disabilities is that it empowers the children by increasing their job market opportunities and allows the children to learn in a desegregated environment away from anti-school or anti-disabled peer pressures. Obstacles to desegregation are lack of significant academic improvements in disadvantaged children and fewer opportunities for overcoming the disadvantages of the working class and underclass. The approach in desegregating schools is to ensure that teachers share similar socioeconomic and cultural status as the students (Ornstein & Levine, 2006). This commonality would ensure that the teacher understands the struggles and cultural pressures facing disadvantaged students. Major approaches to compulsory education are to provide equal opportunities to students from working class families to break the pattern of low academic achievement and to embrace heterogeneity where the conditions for learning and teaching promote high performance rather than higher-order learning. Lastly, compulsory education increases opportunities for working class students to succeed in school and advance their social status (mobility) (Ornstein & Levine, 2006). Difficulties with educating children with disabilities are difficulty in individualizing instruction, lower support for slow learners and lack of teacher training on the education needs of disabled children. The challenge of equity is the disparity in school funding where schools with majority low-socioeconomic students receive less funding than from middle-class schools (Ornstein & Levine, 2006). Equity can be implemented by increasing funding for these schools so that greater resources are available for disadvantaged children. Another challenge is that equity does not necessarily improve educational achievement of disadvantaged students. This is because the students’ family background and characteristics have greater impact on academic achievement than the school itself (Ornstein & Levine, 2006, p.334). In conclusion, social class has an influence on the educational achievement of students. Students from working class/underclass families rank lower in educational achievement compared to middle-class students due to family and school environments. Schools can address this problem by providing equal education opportunities for all children. Theme Three: Educational Theories to Educational Practices and Principles of Teaching Learning Johann H. Pestalozzi made significant contributions to education theory. He proposed that schools should seek to nurture the development of the child because the world was rapidly changing from industrialization and mass production. Pestalozzi’s ideas concurred with Rousseau that human nature is good but affected by corruption, and that educational reforms were needed to change the society and modify the traditional education system that was characterized by routine recitation (Ornstein & Levine, 2006, p.97). Pestalozzi’s ideas modified Rousseau’s theory by embracing schools, organized learning, and group instruction. Pestalozzi’s teacher-education program has made significant impact on teaching methodology, philosophy, and evaluation. He proposed general approach to teaching which allows the instructor to create an emotionally healthy environment. This general approach has a positive impact because it requires teachers to be emotionally stable to gain the students’ affection and trust (Ornstein & Levine, 2006). Instructors are then required implement a special method where direct learning occurs. Students would objects such as artifacts in their environment, draw, count and name the objects. This simple learning teaches children to learn numbers, names, and forms with regards to objects. Learning then occurs cumulatively and gradually as children develop skills. Pestalozzi’s theory promotes evaluation because it allows instructors to develop and monitor the child’s motor coordination in drawing exercises. Moreover, it teaches instructors to use human emotions to promote sensory learning with the environment. The pioneer’s work makes great contributions to my ideas on teaching and learning in the UAE. It aligns with my views towards teaching abstract concepts before introducing complex concepts, and gradual learning among children so that all children learn to associate their experiences with objects in their school environment. Pioneers developed their ideas about education through their personal experiences of teaching and learning, and through evaluation of traditional educational practices. For instance, Pestalozzi developed ideas from Rousseau’s theory and concern for the impact of economic change on the family unit (Ornstein & Levine, 2006). His theory is applicable in my own philosophy because it encourages group instruction and emotional approach to teaching children with disabilities. Education theories have redefined approaches towards education, teaching, learning and schooling. Pestalozzi redefined teaching by encouraging teachers to use local objects to promote learning, and to encourage gradual learning in children. His ideas redefined attitudes schooling by promoting group instruction. The ideas have caused me to embrace group instruction and emotional stimulation especially when dealing with children with special needs Pestalozzi’s theory can be linked to current educational practice. His object lessons in elementary school curriculum emphasized the need to teach students to manipulate their environment. His ideas formed the basis of the process-based learning approach used in American education. Presently, Pestalozzi’s ideas on emotional stimulation are present in classroom practice. His ideas on emotional security and object manipulation are integrated in teacher preparation. Pestalozzi can be linked to peers and mentors-teachers that support progressive learning where informal education is valued and encouraged. Pestalozzi and other pioneers have made significant contributions to schooling, learning, teaching and educational practices. Pestalozzi’s ideas on object manipulation have been integrated in American curriculum and aid in teaching children with special needs. Theme Four: Society, Culture & Change Human resources are important in national development. This is because citizens contribute to the economic power of a society. This contribution makes it important for governments to ensure that its citizens live in appropriate socio-economic standards (Al-Kandari, 2010). This means that governments need to invest in education, health and essential services that would improve the citizen’s living standards and enhance social changes. A number of socio-economic factors have enhanced social changes in the Gulf region. Culture has contributed to social changes by accepting modern technologies and communication systems (Berk, 2006). These technologies enable the Gulf region to interact with the outside world as a global village and have influenced the interactions between its communities and global citizens. Furthermore, technological equipment have improved the efficiency of human capital, thereby promoting economic and cultural development in the region. Political culture has enabled the region to maintain collective beliefs and values guided by Islamic teachings. These collective beliefs and values have introduced new systems due to political tensions and tensions among interest groups in the region. These pressures redirect governance and affect the region’s political institutions and activity (Al-Kandari, 2010). Global competition has also made the Gulf countries aware of their reliance on oil and exposed them to renewable and alternative energy sources. These countries have shifted their complete dependence on natural resources, which are exhaustible, to renewable energies that guarantee future growth and economic development. This shift is shown in the development of a carbon-free city project initiative in the United Arab Emirates (Al-Kandari, 2010). Economic and social changes such as the globalization, declining national manpower and migration of non-Arabs into the country have influenced the education system. For instance, Gulf countries have limited national manpower in the domestic market and are increasingly needing skilled workers (local and foreign) to provided much needed labor. This need has increased demand for higher education institutions since national labor in Gulf countries is characterized by low education attainment and lack of skills. Political and cultural changes in the attitude towards women in employment has reduced gender differences and equipped them with the capabilities and skills to contribute to national development. Lastly, economic values can be imparted in education institutions so that conventional roles and national pride can be instilled in students (Al-Kandari, 2010). Social and cultural changes can happen quickly in UAE because of globalization. Presently, the Gulf region has mixed economic values owing to inheritance of culture. The migration of non-Arab workers has introduced cultural changes as these migrants integrate their values and beliefs with the local culture of Emiratis. This integration has enabled UAE to become more accepting of foreign cultures. GCC countries need to improve their national culture in order to improve their national labor market. This is because currently, citizens feel they have a right to financial benefits without performing any work in return. This culture has perpetuated a donor view of the state and made citizens less competitive in seeking employment in the public sector. The countries need to develop a culture that emphasizes achievement, loyalty, self-improvement and respect for work rules and different jobs such as artisan jobs (Al-Kandari, 2010). In summary, the development of GCC countries has been increasing due to socio-economic factors. However, this development is fraught with challenges such as culture, which affects the values and attitudes of the Gulf people towards economic development. There needs to be a cultural shift that supports economic development to ensure the countries’ success. Theme Five: “Too pretty to do math” Young women in movement and pedagogical challenges” & “The Other face of Development.” Gender-based pedagogy has had a significant impact on development, especially in the UAE and Arab region. This pedagogy has introduced the concept of self-determination and been argued to be very girl-friendly by the boys. This has created debate in current gender pedagogy and necessitated changes in the organizational structure with regards to gender-specific settings (Graff, 2013). Gender based pedagogy affects development by providing freedom for women and young girls. This freedom is based on the support provided to the female gender (self-determination). The conceptualization of self-determination has perpetuated an ideological image of strength in women, thereby shifting gender in a sensitive and critical manner. These images are presumed to imply real empowerment though at times they are used to present a cliché of women as successful and tough (Graff, 2013). The changing image of women in Arab society affects development because these women are facing ambivalent expectations. Self-identity in women is based on the expectation that women should be self-confident and strong (Graves & Graves, 2008). However, women are still required to be caring and nice. The challenge for Arab women, especially in the UAE is that it is difficult to balance both expectations simultaneously. This multiplicity forces women to be assertive and strong in the workplace, but caring and nurturing with their families or in private space. Thus, societal expectations of Alpha women have neglected the diverse experiences of each women. This neglect affects development negatively because the women take in harassment and violence since they have been indoctrinated to act strong regardless of the situation (Lootah, 2010). This acceptance of violence affects women’s self-esteem and self-image, thereby lowering their contribution towards national development. Similarly, the heightened debate on self-determination has lowered the society’s response to respect between genders. This reduced response is a challenge for Arab region because women are increasingly being disrespected for acts of violence meted against them by the male gender (Graff, 2013). The challenge of gender-based pedagogy in education is that women are increasingly preferring gender-based institutions and workplaces as part of their self-empowerment. This emancipation into single-sex settings does not foster positive relationships between boys and girls in a co-educative setting. Furthermore, lack of co-educative environments reduces diversity since each gender learns separately. The final challenge has been the boys’ crisis created from feminist self-empowerment. As support for girl power and gender equality increased, pedagogy continued to neglect boys (Graff, 2013). There is a need to create intellectual system that embraces culture and focuses on economic conditions affecting Gulf societies (Lootah, 2010). An egalitarian multinational education can be created by first opening debate on traditional gender stereotypes in the Arab region. This debate would reveal how gender-images and identity development affect education (Graves & Graves, 2008). The debate would seek to deconstruct gender stereotypes so that boys and girls are not seen as weak or deficient, thereby needing promotion in the form of self-determination). Once this deconstruction has been achieved, educators could then develop curriculum and pedagogy that embraces the strengths of both genders rather than reinforce gender stereotypes (Graff, 2013). It is important to address gender as one of the multicultural issues affecting children and development in most countries. Multicultural education and pedagogy should be encouraged because it will increase society’s awareness of multicultural issues, such as gender stereotypes, and issues affecting both genders in education and national development. Theme Six: Industrialization, Globalization and Its Implications on Education Education is regarded as a national good since it is provided in national institutions and is based on national values and beliefs (Jarvis, 2000). However, globalization and industrialization have introduced foreign cultures into national education. These foreign cultures have influenced the content, processes and approaches used in pedagogy. Furthermore, the increasing influx of international students abroad has made it necessary for universities and educational institutions to provide courses that attract these students and create competitive advantage for graduates in the knowledge economy (Torres, 2009). Therefore, industrialization and globalization have significant implications on education. Industrialization and globalization are increasingly leaving lesser room for localization because they have had greater effects on education. Industrialization, for instance, has created a situation where transnational corporations look for employees that posses certain skills regardless of their geographical location. These corporations are increasingly adopting diverse workforce and developing workforce-training programs that embrace cultural diversity (Jarvis, 2000). Globalization has also affected education because educators and learning institutions have had to adapt different cultural styles in their learning and curricula. The institutions sell learning materials to international students after adjusting the content and processes of learning to meet the cultural needs of these students (Jarvis, 2000). These changes have had a profound impact on education than localization Globalization has had an impact on teacher education. Firstly, globalization has created an internationalized curriculum due to the influx of international students who are learning national curricula. This internationalization has also affected the standardization of education and choice of business models for evaluating performance of teachers in education (Oikonomidoy, 2011). On standardization, globalization has increased the pressure to develop an internationally uniform teacher education program. This uniformity aims at training teachers to adopt similar standards and work practices regardless of the national education context. Secondly, globalization has introduced the concept of multicultural education. This is because the influx of international students requires teachers to be culturally sensitive to these students’ needs. This multicultural education allows teachers to adapt to the experiences of international students and to help the students as well to adapt to the cultural and social models in their new environment Oikonomidoy, 2011). The Arab world needs to consider the following features when implementing education reforms: political stability, resistance to change and governance. Political stability is important because political leadership will influence efforts towards education reforms and legitimize academic achievements as part of Islamic cultural heritage (Emirates Centre for Strategic Study and Research, 2007). The Arab needs to reconsider its attitude towards change because education reforms will be met with resistance. This resistance could be attributed to lack of democracy, which would support respect for freedom in the education sector. Thirdly, Arab world needs to assess the competence and transparency of its educational institutions. The institutions need to demonstrate good governance through accountability and transparency (Emirates Centre for Strategic Study and Research, 2007). An emerging trend from globalization is the evolution of information and communications technologies (ICTs). ICTs have changed the way teaching and learning is carried out by improving practice methods, introducing distance learning, equipping skills with importance competencies such as the ability to access, analyze and integrate information (Suarez-Orozco, 2006). In summary, globalization and industrialization have shifted cultural thinking. Education is no longer viewed as a national good. This is because globalization has changed the education sector dramatically and with greater consequences. Although societies are slow to adapt to the realities of globalization, it is important that educators and scholars develop content and curricula that helps students to add value to the knowledge economy rather than focus on localizing education. References Al-Kandari, M. (2010). Society, culture and development in the Gulf Region. In. Emirates Centre for Strategic Study and Research (Ed.), Human Resources and Development in The Arabian Gulf (pp.439-451). Abu Dhabi. The Emirates Centre for Strategic Studies and Research. Berk, L. (2006). Child Development. U.S.A: Pearson Emirates Centre for Strategic Study and Research. (2007). Current transformations and their potential role in realizing change in the Arab World. Abu Dhabi, UAE: Emirates Centre for Strategic Study and Research. Graff, U. (2013). Too pretty to do math! Young women in movement and pedagogical challenges. Pedagogy, Culture & Society, 21(1), 57-73. Graves, D.A., & Graves, S. B. (2008). Multicultural issues in the lives of developing children in the 21st century. In J.K. Asamen, M. Ellis & G. Berry (Eds.). Child Development, Multiculturalism and Media. London: Sage. Lootah, M. (2006). UAE Education: Modernization and the challenges of globalization). In Z. Rukhsana (Ed.). Globalization, modernization and education in Muslim Countries (pp. 237-247). New York: Nova. Lootah, H. (2010). The other face of development. In The Emirates Centre for Strategic Studies and Research (Ed.), Human Resources and Development in The Arabian Gulf. Abu Dhabi (pp.429-437). Abu Dhabi, UAE: Emirates Centre for Strategic Study and Research. Mundy, L., & Murphy, L. (2007). Transitional advocacy, Global civil society? Emerging evidence from the field of education. In H. Lauder, P. Brown, J.A. Dillabough & A.H. Halsey (Eds.). Education, globalization and social change. Oxford, UK: Oxford University Press. Oikonomidoy, E. (2011). Reinventing aspects of multicultural education under the shadow of globalization. Pedagogy, Culture & Society, 19(3), 329-344. Ornstein, A. & Levine, D. (2006). Foundations of education. Boston: Houghton Mifflin. Suarez-Orozco, M. (2006). Learning in the global era: International perspectives on globalization and education. Los Angeles: University of California Press. Read More