Globalization and Education

Running head: GLOBALIZATION AND EDUCATION
GLOBALIZATION AND EDUCATION
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1GLOBALIZATION AND EDUCATION
Abstract
Globalization has significant impact on education systems worldwide. The developing world
which perceives to the education of its youth as the primary path to affluence, wealth and
development has experienced both advantages and disadvantages in the internationalization of
education system introduced by contemporary globalization. The term ‘globalization’ sheds light
on the integration of financial system and the public through cross-country distribution of
information, concepts, and ideas, advanced technologies, product, services, resources, finance
and populace. It has been noted that cross border integration tend to have a number of
dimensions such as cultural, social, political and financial. Furthermore, it has been noted that
total education system of the world under one roof typically necessitates the amalgamation of
education curriculum, method and up-gradation of information and system to sustain in the
context for competence and efficacy by which revolution of knowledge in acceptable approach
to achieve the goals of life. It has been noted that the dynamics and attributes of globalization
dynamics have ended conventional restrictions amongst countries, provinces, and ethnic divides.
It has been noted that the world in recent times has developed as a global community.
Globalization in historical framework does not have a significant origin in comparison to most
communities who are equipped to acknowledge. The directions of reforms show a discrepancy,
from the extensive expansion of educational program and content standards and evaluation in the
formulation of standard education standards by the state schooling systems in the World. The
paper has evaluated the connection between globalization and education in countries such as
India, Bhutan and England.

2GLOBALIZATION AND EDUCATION
Introduction
Education has been recognized as the parent as well as child to developing republics.
According to Edwards Jr and DeMatthews (2014), the national education system is a widespread
and civic institution initially developed in post-revolutionary Europe in the form of a mechanism
of state creation. It offered a controlling as well as prevailing medium for the edifice and
assimilation of the new country state and developed into one of its major institutional provisions.
Since these years, few countries have boarded on self-regulating statehood devoid of alternative
to its philosophical prospective. Even the developed states, particularly in ages of war and crisis;
have sustained to perceive learning as an important source of national consistency as well as a
key mechanism for economic growth (Carnoy, 2016). On the other hand, the significance of the
nation state in current times has been undergoing changes and with it the realm of education has
been going significant developments. Furthermore, the world system of nation states has been
undergoing transformations by newly developed international forces. Moreover, for several
social scholars, globalization has ground-breaking consequences, not only in relation to world
financial system but also in the domain of policymaking as well as culture. Nationwide
economies have been battered by the mounting dependence of world marketplaces in goods,
services, capital, and information. In the face of universal global necessities and leveraged by
supra-national bodies, teaching systems come together on a universal, influential standard that
has not been able to uphold their individual national characters (Appadurai, 1990). However, in
order to appreciate the shifting role of education in the globalized era, it is highly imperative to
analyse the ways in which the association between education and the course of state formation
has changed. The paper will evaluate the relationship between globalization and education in
countries such as India, Bhutan and England.

3GLOBALIZATION AND EDUCATION
Discussion
Neo-liberal education policies have formed alignment to policy-makers in developing
countries as their dedication of augmented competence can be viewed as ‘elucidations’ to the
crisis of fugitive charges in ever-escalating national education structures (Carnoy, 2016).
Nevertheless, in developing nations many countries these have been observed a criticality for
democratic responsibility, reliability of values in addition to the continuance of equality of
prospect. In England, market forms have been taken to extreme level. Certain services have been
privatized, at the same time as others have sustained in the public dominion but in institutions
which have been 'opened up' to market services, in the course of local management as well as
competition policies (Edwards Jr & DeMatthews, 2014). With increasing demands of
globalization along with the rising demand of ability in the global language, some nations are
inclining towards setting up English as the primary medium of teaching while others tend to give
emphasis to on the requirement to safeguard their native language in the education setting.
However, while it is indistinct as to whether Bhutanese educators have the knowledge of these
categorizations, their existing educational response to globalization strongly reflects a Culturalist
orientation. Moreover, the Bhutanese approach is closer to their conception. Park (2017) has
cited example of Japan which has significant authority on the Bhutanese educational
arrangement facilitating a World Systems model to be a suitable lens to keep Bhutanese
schooling in a significant position.
With the discovery of internet by the Bhutanese youth, awareness developed that
monetary prospect laid beyond its interior boundaries as well as conceivably the education of
English reveals the Post-Colonialist or World Systems approach. On the other hand, the
interrelated of various network influences along with the course of several ideas concerning