Education and Globalisation: A Comparative Study of Two Nations

This report delves into the intricate relationship between education and globalisation, specifically focusing on the impacts of global forces on higher education in low-income and postcolonial countries, with Bangladesh and Mozambique as case studies. The report begins by defining globalisation and its influence on education, exploring concepts and positions on the topic. It then analyzes the effects of globalisation, both comparatively and in specific contexts, including debates on globalisation's role and its manifestation as a world system. The study further examines the impact of globalisation on education in Bangladesh and Mozambique, highlighting the challenges and opportunities. The report also explores the theoretical frameworks for understanding the influence of global processes on local, national, and international education policies, including typological, political, and econometric approaches. In conclusion, the report synthesizes the key findings, emphasizing the transformative effects of globalisation on education systems and policies in the selected countries, and providing insights into the evolving landscape of education in a globalised world.

Education and Globalisation

Table of Contents
INTRODUCTION...........................................................................................................................3
MAIN BODY...................................................................................................................................3
1. Concepts and positions on globalisation and education.....................................................3
2. Effects of globalisation in both comparative and particular...............................................4
2.1 Debates on globalisation and education;.....................................................................5
2.2 Globalisation as a World System.................................................................................6
3. Theoretical Framework for understanding the influence of global processes on local,
national and international education policies.........................................................................7
3.1 Typological approach..................................................................................................7
3.2 Political approach........................................................................................................7
3.3 Econometric approach.................................................................................................8
CONCLUSION................................................................................................................................8
REFERENCES................................................................................................................................9

INTRODUCTION
Higher education at present has become one of the vital most subject that needs proper
study for countries that are dealing with issues like low income and so on. On the other hand,
globalisation involves the transformation of both space and time along with the transcending
state territories, and historical traditions (Busemeyer and Garritzmann, 2019). It has been found
that, globalisation has somewhere impacted on almost every country's higher education system.
Under this report, the two case studies of Bangladesh and Mozambique are taken into
consideration. Both of these nations are coming within under the specific criteria of this
assignment and these are: low income and postcolonial countries. Away with this, report is also
going to be enclosed with critical discussion on the impacts of globalising forcing higher
education to get changed accordingly.
MAIN BODY
1. Concepts and positions on globalisation and education
Over the years, globalisation has majorly impacted upon higher education of all the
countries. Basically, globalisation has led all the nations to rise and look after all the different
factors like social, technological, educational and economical as well. According to Adelino
Leonardo Chissale, (2013), that higher education developments in Mozambique in the past
fifteen years are not only reflective of free market economy logic, but it has also ignored all the
factors that are directly linked with social and historical context, which is majorly needed for
today's young generation to have appropriate knowledge related with social inequalities.
Therefore, this could be considered as one of the crucial issue that students that are studying
among universities are specifically unaware of it. But, it is also critically analysed that
Mozambique has also raised number of elements where they need to improvise (Globalizing
Higher Education for Neo-liberal Development in Postcolonial Mozambique, 2013).
Away with this, if it is talked about the other case study that is considered of Bangladesh,
which has clearly showed that Higher education plays a crucial role for a country's development
as it directly stays connected with various factors like political, socio along with the economic
development. In order to improvise the human civilization, many of the purveyors along with the
creators of knowledge, the universities' contributions are widely accepted in the societies and
seldom require any elaboration. But, just when globalisation started taking place, communicative

revolution along with emergence of the neo-liberal economy as the dominant economic ideology,
universities are now undergoing rapid transformations (Future of higher education in
Bangladesh, 2016). Due to this, privatisation that already took place in education sector has
raised number of issues for the middle class families because it raised cost of the educative
courses within Bangladesh. On the other hand, it is also said that curriculum has changed
accommodating state as well, which is directly linked with number of courses in relation to
innovations along with the art scientific research as well (Davis and Wilson, 2019).
Another issue that came in front due to globalisation is quality assurance for the
universities of Bangladesh because they have directly gets rank on the basis of regional,
nationality and at global level. This could be understood with a good example of famous
universities where they started offering courses to students from all over the world. They have
done this on the basis of Massive Open Online Course (MOOC).
2. Effects of globalisation in both comparative and particular
Impact of globalisation on higher education within Bangladesh:
According to Ho, (2019), within Bangladesh due to globalisation there are number of free
along with paid courses with minimal costs has started being offered by many national and
international universities. They have started offering free online courses to Bangladeshi students
and but after sometime, they charge money so that they could get genuine certificates. On the
other hand, it is also said that students among different developing nations are rushing to get
their certificates and diplomas overlooking their own countries' institutes. But, due to low
income country, Bangladesh mainly deals with various issues that lead to students not to opt for
the courses that demands high fees. Along with this, it is also said that universities considering
developing world where they are now grappling to find ways to catch up with the new trends in
higher education. Through developing a whole new curriculum, adopting number of learning
methodologies and utilising various technologies, universities within Bangladesh is going
through major issues while taking actions to improvise the higher education within the country .
Impact of globalisation on higher education within Mozambique:
Based on the information given by Sylvester who has given information in the year of
1999 that, it is pretty much needed for enhancing the insightfulness in order to improve the
number of subjects that are linked with postcolonial studies. Therefore, it can easily be said that
due to number of approaches like contextualization in regards to the development within

Mozambique needs to think of enhancing the positive impact over different elements like
cultural transformations, economic, social, political and so on. Therefore, it can be said that
postcolonial studies if given to Mozambique students then it will directly enhance the knowledge
level in relation to the neo-liberal globalisation and it will also improve the modernization as
well for the business company.
Henceforth, these could be considered as both comparative and particular impacts on
higher education on both the low income nations (Mozambique and Bangladesh) of
globalisation. Both the case studies consists of different topics and these are: Globalizing Higher
Education for Neo-liberal Development (Mozambique). On the other hand, the other case study
is based on the future of higher education within Bangladesh. Therefore, these are said to be
some of the crucial differences that has carried different conclusions, which means the study is
performed on particular basis as globalisation do not mostly carries a specific impact over
different nationalities.
2.1 Debates on globalisation and education;
According to Montana-Hoyos and Scharoun, (2019), it has been evaluated that
globalization influence on higher education and develops various opportunities for students in
future. It has wider the utilization of technologies, Research & Development and so on. Entry of
foreign universities is one of the most effective tool of globalisation as it raises the education
standard of students which impacts positively on the economy. Foreign universities bring quality
teaching as well as infrastructure up to a high extent. Due to Globalisation, the competition in
education industry increases and teachers started to adopt innovative technologies in their
learning processes. Globalisation arise the need of E-learning in the education industry and
develops s high competition among them. E-learning enhances the skills, competencies and
knowledge of students due to which they get high grades and develops high position for them.
By the assistance of globalisation, there is change in the way of delivering lessons in classroom,
teachers are giving assignments as well as projects electronically. Along with this, videos, digital
books, pictures attracts students to gain more understanding about topics in a defined manner.
For instance, In Bangladesh the overall curriculum is changing and its universities adopt
MOOC(Massive Open online course) in their teaching processes. The private universities is
opened in cities of Bangladesh and the government is allowed public universities to open

technology programmes or part time programmes in order to meet students requirement. This
takes place due to the reason of globalisation and to control capital outflow of foreign countries.
The other reason is government of Bangladesh wants to keep its student in their own country. In
context to Mozambique, its government changes policies of institutions in order to adopt new
technologies in universities and give quality education to students. The reason behind this is to
utilize skills and knowledge of students in their own country.
As per the point of view Patrinos, Psacharopoulos and Tansel, (2019), it has been
analysed that globalisation has adverse impact on the development of countries. Due to
globalisation, the students did not experience similar culture, education as the way they get in
their own country. It is not essential that all countries win the race of skill and knowledge
production globally. Due to globalisation, a country currency fluctuate and might effect
negatively on the development of economy. Students keep travelling in order to get higher
education that increases the chance of Terrorist attack. It develops a fear in citizens of foreign
countries due to which they did not trust on their neighbours also. Moreover, globalisation
integrate various cultures that leads students to not follow their own country customs and
traditions as they take their culture as primitive. Globalisation affect negatively on economy as
students like to prefer to work or job on foreign countries rather than their own country. It also
raise fear on insecurity among students regarding their jobs sue to which their skills and
capabilities is not developed properly and they did not focus on their work and growth as well.
2.2 Globalisation as a World System
There are many of the scholars and economists has said that higher education system
directly supports a country in growing in much more effective and in efficient manner. But, they
have also said that for the nations like Mozambique and Bangladesh, it is not that easy to
consider these without developing a specific approach. This is where, globalisation takes place
so that to improve the processes of economic conditions of a business firm. Mainly, it is said that
many of the low income based along with the postcolonial nations have utilised economic
dimensions of globalisation and accompanying market forces (Vietnam is a good example of it).
At the point when globalization normally alludes to the advancement of social and financial
relations over the world, it assigns a monetary measurement. In the event that one of the key
parts of globalization is the development of a world framework, as mentioned by Immanuel

Wallerstein in 1974, the world shaping of a solitary social request, at that point the build obtains
one more new measurement—an idea guide of a world framework, separated into stratified
zones, in light of inconsistent relations between the centre, fringe and semi fringe nations.
Including this, it is also accept that private enterprise is at the core of the world framework and
endeavours to clarify the ascent of Western Europe to world matchless quality in the fifteenth
and sixteenth hundreds of years.
3. Theoretical Framework for understanding the influence of global processes on local, national
and international education policies
In present time, there are ample number of approaches along with the theories that are
available within the market that can be utilised to develop the local, international and national
education policies and these are: Typological approach, political approach questioning the
transformations of governance of education systems. Along with this, econometric approach is
also developed considering the impact of accountability in relation with adjusting the academic
performance. There is another approach i.e. sociological which can also be implemented to
improve local policies.
3.1 Typological approach
If it is critically analysed then it can easily be said that typological approach would
directly lead the higher education system of Mozambique to become much more systematic, but
it can also create empirically rigorous situations as well if the state of affairs are carrying
dynamic nature of the country. Therefore, researchers has mentioned that considering the
typological approach would not lead sociological performativity to get improvised as change
among state of affairs would lead to go through number of issues. Under this, it is said that
globalisation is being considered as one of the crucial factor that could effectively stay connected
with higher education system, because offering all the citizens of this country (Paus, 2019).
3.2 Political approach
This is being considered as one of the crucial approach, political approach can be utilised
by normative political theory is concerned about how the Bangladesh needs to focus when
exploring number of values that are directly linked with appropriate transformation higher
education systems (Teodorczuk and Morris, 2019). But, it has been found that there are number

of elements like lack of professionalism along with the skills among teachers has raised various
questions on universities that are offering higher education to students of Bangladesh, this led
and raised low quality products. Therefore, within Bangladesh getting a PhD degree in their
respective disciplines is considered as the highest form of professional development, and
university teachers are seldom trained further regarding pedagogical skills. But, if it is critically
analysed then it can be said that due to less opportunities within the low income nation like
Bangladesh it is hard to deliver training to every single teacher as it would directly enhance the
expenses, and a low income based country cannot afford it, as it will become hard for them to
survive.
3.3 Econometric approach
Another crucial approach i.e. econometric methods could help both the nations like
Bangladesh and Mozambique could effectively enhance or improve the use of various economic
theories along with the statistical tools as well, as this would lead to improvise the overall
combination of the overall estimation that the parliament has developed in relation to the
economic variables and to forecast the intended variables (Stevenson, 2019). Away with this, it
can be said that econometric model would be placed with a system of simultaneous equations.
Econometric approach is also developed considering the impact of accountability within the
relation linking and adjusting with the academic performance. If it is critically analysed then it
can be said that both the nations Bangladesh along with Mozambique directly needs to adopt this
type of approach, as this would lead them to hold or develop higher education system with the
help of globalisation.
CONCLUSION
Based on the above mentioned report, it is being concluded that all the nations are
looking forward to take into consideration of globalisation in their education system as well,
because through this nations like Mozambique and Bangladesh could effectively gain positive
results in a short span. In order to develop or grow, countries has effectively made high range of
investments in modernising their institutes, to deliver higher education to students along with the
citizens as well. On the other hand, higher institutes of learning in world countries like
Bangladesh along with the Mozambique do not act with serious urgency, they would be on the
wrong side of the rapidly widening knowledge and technology gap.

REFERENCES
Books and Journals
Busemeyer, M. R., & Garritzmann, J. L. (2019). Compensation or social investment?
Revisiting the link between globalisation and popular demand for the welfare
state. Journal of social policy, 48(3), 427-448.
Davis, E. R., & Wilson, R. (2019). “Not so globalised”: contrasting media discourses on
education and competitiveness in four countries. Journal of Asia Business Studies.
Ho, W. C. (2019). Citizenship education and music education: exploring the crossroads
between globalisation and localisation in Taiwan. Music Education Research, 21(3),
228-242.
Montana-Hoyos, C., & Scharoun, L. (2019). Cross-culturality, interdisciplinarity and
globalisation in design education. In Cultural Spaces and Design: Prospects of
Design Education(pp. 92-110). Librum Publishers & Editors LLC.
Patrinos, H. A., Psacharopoulos, G., & Tansel, A. (2019). GLOBALISATION AND
GOVERNANCE: Returns to Investment in Education: The Case of Turkey (No.
1903). ERC-Economic Research Center, Middle East Technical University.
Paus, E. (2019). Innovation strategies matter: Latin America’s middle-income trap meets
China and globalisation. The Journal of Development Studies, 1-23.
Stevenson, H. (2019). LEADERSHIP AND GLOBALISATION. Principles of Educational
Leadership & Management, 275.
Teodorczuk, A., & Morris, C. (2019). Time to CHAT about globalisation.
Online
Future of higher education in Bangladesh. (2016). [Online]. Available through:
<https://www.thedailystar.net/supplements/25th-anniversary-special-part-3/future-
higher-education-bangladesh-211417>.
Globalizing Higher Education for Neo-liberal Development in Postcolonial Mozambique.
(2013). [Online]. Available through: <https://www.codesria.org/IMG/pdf/1-
Chissale.pdf?3294/e15270e149c2344fc54b9df67f2895c8ad41b661>.