“In order to meet the needs of the fundamentally changed economy at both global and local levels, education system needs to adapt to new realities.”

 

Learning and Development Agency (2015) The Impact of Globalisation on Education, Available at: http://www.lsda.org.uk/the-impact-of-globalisation-on-education.html

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Globalisation has radically transformed the world in every aspect. But it has especially transformed the world economy which has become increasingly inter-connected and inter-dependent. But it also made the world economy increasingly competitive and more knowledge based, especially in the developed western countries including the UK. While blue collar jobs have been decreasing, white collar jobs have been increasing, especially in the service sector. At the moment of writing, almost 80 percent of Britain’s GDP comes from the service sector. As a result, there is an increased demand for highly-educated and highly-skilled labour force. In contrast, work performed by unskilled workers has either been taken over by robots or unskilled workers in the developing countries.

In order to meet the needs of the fundamentally changed economy at both global and local levels, education system needs to adapt to new realities. But besides equipping the students with the necessary skills and knowledge to meet the employers’ needs, the students should also be equipped with the necessary skills and knowledge to recognise and ‘capitalise’ the many opportunities offered by an increasingly global world.

globalisation on education bring rapid developments in technology and communications are

foreseeing changes within learning systems across the world as ideas, values and knowledge,

changing the roles of students and teachers, and producing a shift in society from industrialisation

towards an information-based society.

 

 (Globalisation and Education : What do the trade, investment and migration literatures tell us?, 2005) 
http://www1.pucminas.br/imagedb/documento/DOC_DSC_NOME_ARQUI20060214114604.pdf

The similarities and differences in national educational responses to global pressures are illustrated in the paper by two comparative qualitative research projects comparing the work of primary school teachers in England and Finland and England and New Zealand respectively. On the one hand, in Finland, the pressures of globalisation have been mediated by pre-existing national ideologies of social welfarism and equity. This has led to marked discontinuities of response in England and Finland. For example, where England introduced a national curriculum, Finland dismantled its previous national curriculum and moved instead to school-based curricula, arguing that this was more appropriate for the kind of flexible and lifelong learning approach required in a globalised era. In addition, unlike the strong target-based and audit culture developed recently in England, Finland abandoned its national school inspection system and moved to a policy of school self-evaluation. On the other hand, in New Zealand, whose government shared with England a neo-liberal market ideology, there were strong continuities in response between the two countries. There were very similar changes to curriculum and pedagogy and the development in each country of a strong audit culture and discourse of ‘new professionalism’ in primary schools.

In the twentieth century, many developing countries have experienced growth in the educational

facilities available to them due to the entry of institutions from the West. Some believe that this

process is an invaluable opportunity for the people of the developing countries to raise their skills and

standards of education. Others fear that it is merely a modern version of cultural imperialism that will

lead to the creation of a universal, ultimately Western society.