Many definitions and keywords shape the idea of globalization. It is also often misunderstood to be internationalism, a concept closely related to globalization, but stands apart in its definition and purpose. This article, however, will consider the key ideas behind globalization and its effect on education policy.  

In defining globalization, Cambridge and Thompson use Held’s theories to assert that, “Globalization has been described in terms of ‘the widening, deepening and speeding up of world-wide interconnectedness in all aspects of contemporary social life.’ It is ‘a process (or set of processes) which embodies a transformation in the spatial organization of social relations and transactions –  assessed in terms of their extensity, intensity, velocity and impact – generating transcontinental or interregional flows and networks of activity, interaction, and the exercise of power’ (pg. 169). 

Rizvi and Lingard, two scholars on the forefront of the education policy conversations in a globalized system, observe that globalization is not limited to “transnational economic activity” or “the shaping of culture and communication through advances in information technology,” but also on “how these changes are interpreted and enacted (Nagahara, pg. 372).”

Effect of Globalization on Education

The effect of globalization on education and education policy has to be viewed through the lens of economic, social, and political impact. Though the three attributes often overlap, it is possible to observe the distinct changes that contribute to education globalization. 

Economic Perspective: 

Rizvi and Lingard link globalization in the 20th century to neoliberalism and social imaginary – the implicit and normative nature of the daily practices that guide policy – which does not take into account aspects like educational equality, freedom, and efficiency. “This philosophy equates education to a private good, as opposed to a public good, and all learning is linked to human capital development and economic self-maximization (Nagahara, pg. 374).”

Sun-Keung Pang also credits neoliberalism for the decentralization and privatization of education in the 1980’s: 

“To enhance a nation’s productivity and competitiveness in the global situation, decentralization and the creation of a “market” in education have been the two major strategies employed to restructure education (pg. 20).”

However, Sun-Keung Pang observes that decentralization of education has resulted in the commoditization of education, causing greater inequality and inequitable practices (pg. 22, 24). 

The economic perspective is revisited in the political perspective as well, because the two are closely linked. 

Social Perspective: 

The benefits of increased connectivity and higher technological advancements are many. Maringe, Foskett, and Woodfield, in their study on perceptions of globalization and internationalism in universities across the globe, found senior university staff strongly agree that the “improvement of access to resources,” but disagree that it has contributed to “Raised quality of people’s lives.” Instead, the popular belief is that globalization has “Accelerated uneven world development (pg. 25).”

Sun-Keung Pang adds that, It is evident that in many places, globalization has led to greater economic and social inequality; and that educational access, whilst expanded, has also become more unequal in quality (pg 24).”

Therefore, the gaps caused by globalization’s effect on societal trends outweigh the benefits of education globalization. 

Political Perspective: 

Furlong writes, “In her presidential address to the American Educational Research Association (AERA), Marilyn Cochran-Smith (2005) observed that teaching and teacher education are inherently and unavoidably political (Furlong, pg 45).”

The political perspective is greatly intertwined with the economic perspective. Furlong looks at 30 years of education policy in England, starting with the Washington Consensus of the Reagan and Thatcher era in the 1980s, where policy was introduced to “cut state expenditure on services such as education, except where it could be justified in economic terms,” 

The New Labour movement, however, created a “strong emphasis on bureaucratic management of public services.” Currently, the Coalition government then emphasized the “importance of public services, but the need to manage them through free markets.” 

Given the nature of change in education policy even within the various UK-based countries, allow Furlong to argue that a neoliberal approach is not static and can vary in different regions and historical periods. However, their link to economic gains and liabilities is intrinsic (pg 31). 

Globalization of Education in the Indian Context: 

In the last two decades India has witnessed a rise in private education services as a direct result of a booming IT sector and the service sector. This effect of globalization has propelled education as an independent industry. However, Singh, Bansal, and Garg, highlight that only a small group of elite institutions for higher studies within India are globally recognized.

On the other hand, “The children of the poor and socially disadvantaged have been denied English medium school education. Decades of under-investment in education have created shocking shortages of buildings, laboratories, libraries, sanitary facilities and even drinking water and sanitation facilities in the nation‟s decaying education sector especially in Government Schools (Singh et al., 2013. Pg 2489).”

Huang, in comparing influences of globalization on education in China and Japan, notes that, “Globalization has not changed the essence of the internationalization of higher education in the two countries [China and Japan]. A clear indicator is that both countries still export more students abroad…”

Singh, et. all also make the same observation for India: 

The largest number of foreign students in the US come from India, some 80,000; and there are even an estimated 5,000 Indian medical students in China. Many of the best students go abroad. Globalization has made education an extraordinary business opportunity with a great impact on employment. In the current scenario, Universities from different parts of the world want to join hands with Indian Universities and be a part of India’s lucrative economic strength. Partnership, Academic Exchanges, Joint Ventures, Research Collaboration, just about everything short of building a campus on Indian soil (illegal) are the ways in which Universities in the UK are seeking a stake in India.

With the introduction of the Right to Education Act of 2010 for lower secondary and higher secondary schooling, India seeks solutions for issues regarding access vs. quality, labor vs. knowledge, privatisation vs. education controlled by the center. However, the problem outlined in the economic, social, and political perspectives continue to plague India.

Conclusion: 

Education policy as it pertains to teachers or students has become a product of other influencing factors such as economy, social-cultural factors, and politics. Since it is impossible to extricate the influences, any research on education globalization must continue to study their impact on educational needs in the grassroots levels. 

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REFERENCES: 

Nagahara, M. (21 May, 2011). Fazal Rizvi and Bob Lingard: Globalizing education policy. Journal of Educaitonal Change, Vol (2011), 371 – 377. DOI 10.1007/s10833-011-9170-1.

Cambridge, J. and Thompson, J. (June, 2004). Internationalism and globalization as contexts for international education. Journal of Comparative Education, Vol. 34, No. 2, (161 – 175). DOI: 10.1080/0305792042000213994.

Sun-Kueng Pang, N. (n.d.). Globalization in the One World: Impacts of Education in the Different Nations. Bulgarian Comparative Education Society Conference Books, Vol. 11 (17 – 27). Retrieved on 8/12/2019 from https://pdfs.semanticscholar.org/ea39/fa5389f90b5c3effc55344ed9c5c4c4c650a.pdf?_ga=2.209033883.861372167.1565583127-2042389398.1565583127

 F. Maringe , N. Foskett & S. Woodfield (2013) Emerging internationalisation models in an uneven global terrain: findings from a global survey. A Journal of Comparative and International Education, 43:1, 9-36, DOI: 10.1080/03057925.2013.746548

John Furlong (2013) Globalisation, Neoliberalism, and the Reform of Teacher Education in England, The Educational Forum, 77:1, 28-50, DOI: 10.1080/00131725.2013.739017

Singh, A., Bansal, P, and Garg, R. (2013). Impact of Globalization on Indian Education System. International Journal of Engineering Research and Technology. Vol 12 Issue 1. (pg. 2488 – 2491).

Huang, F. (2007). Internationalisation of Higher Education in the Era of Globalisation: What have been its Implications in China and Japan? Higher Education Management and Policy, Vol. 19. No. 1, (pg 47 – 61).