The scholars equally explore the role played by the global institutions and systems in contributing to the dominant challenges that affect poor countries.
The relationship between education and globalization takes two broad dimensions. The first dimension involves the role of education in empowering weaker countries, groups, and individuals to compete favorably with other stronger powers (Burbules & Torres, 2000). The concern of scholars and economic analysts revolve around the fact that the policies of the global financiers and powerful countries do not actively support education programs. Instead, the powerful nations actively support cuts on government spending meant to fund education-related projects in preference to those that support commerce and industry. Such policies of education have the long-term effects of disempowering the weak nations (Stromquist, 2002).
The second dimension of education is the one that promotes the empowering of the weaker nations and the impoverished groups. Such kinds of education are homegrown and tailored on the specific needs as understood within the local context. Normally, an education system is supposed to provide solutions to the challenges that afflict the beneficiaries of the education and their societies. The developing world requires an authentic education system that suits its local needs. Such an education system must seek to establish structures that shall shield weaker nations from the adverse influences of globalization and promote structures of self-sustenance.
In essence, there appears to be a consensus among many scholars regarding the association between the interests of the richer countries’ programs and the prevailing states of poverty and adversity in the developing world. The scholars also cite the impact of colonialism within the general aspect of inequality (Bigelow & Peterson, 2002). Some of the themes that appear common