Review of Globalization, Knowledge Economy, and Comparative Education

This report offers a critical review of the relationship between globalization, the knowledge economy, and comparative education. The author examines the impact of globalization on various domains, particularly comparative education, and its influence on shaping key elements of globalization. The review explores the concepts of globalization, social relations, regionalization, and nationalism, and their effects on education policies. It also delves into the global knowledge economy, its drivers, and the theories of globalization, including political realism, Marxism, liberalism, constructivism, and postmodernism. The report highlights the arguments of various scholars, such as Zajda, Dale, and Larsen, and discusses the implications of global standardization, the role of education, and the challenges and opportunities associated with the globalization of education and knowledge. The author employs a qualitative research methodology to gather information and draw conclusions about these complex interconnections. This report is a valuable resource for students seeking to understand the multifaceted impacts of globalization on education and the economy.

Critical review on Journal
attached below

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................1
Aim..............................................................................................................................................1
MAIN BODY...................................................................................................................................1
Background.................................................................................................................................1
Critique........................................................................................................................................2
Arguers........................................................................................................................................2
Critique........................................................................................................................................4
Arguers........................................................................................................................................5
Methods.......................................................................................................................................6
CONCLUSION................................................................................................................................6
REFERENCES................................................................................................................................7

INTRODUCTION
Globalization is referred to as a phenomenon which helps in describing the
interdependence of world economies, population and culture by effectively trading technology,
goods and services, information, human resource and flow of money from one economy to
another (Beech & Artopoulos, (2016)). This helps in making international trade easier which in
turn leads to higher sustainable growth. This study will critically evaluate and review the
particular journal article.
Aim
“To critically to evaluate various articles associated with globalization, knowledge
economy and comparative education.”
MAIN BODY
Background
Globalization is considered to be a dynamic process which has major implications on the
various domains of the activity. The field of comparative education is considered to be one of the
domain, as it helps in shaping various key elements of globalization. Comparative education is
mainly associated with the cross national analysis which in turn is considered to be encouraging
the individuals to be outward looking. Globalization is considered to be effective concept which
is considered to be denotative. Robertson & Dale, (2015) sought to determine the fact that, the
key concepts of globalization is mainly linked with social relations, intensification, rationalism,
cultural and political network, interpenetration, etc. Social relations is mainly associated with the
economic, social and political network across the globe. Regionalization helps in effectively
increasing the interconnection between the various states that tends to border each other.
Wimmer and Glick Schiller evaluated that, territoriality of social science is mainly
concerned with reduction of analytical focus associated with the boundaries of nation state. The
concept of nationalism is mainly associated with nationalism which is mainly coupled with
embedded statism. Niemann, Martens & Teltemann, (2017) critically investigated that,The
concept of governance is mainly linked with the concept that the work associated with governing
can be broken down into various independent set of activities. There are several range of
governance activities which mainly consists of funding, ownership, regulation and provision.
Scale of governance is mainly associated with supranational, national and subnational. There are
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several broad range of agents which mainly comprises of state, community, market, household,
etc.
Zajda, (2018) determined the fact that, approaches of globalization which is mainly
linked with education and globalization mainly comprises of theory of globalization and theory
of education. Globally structured Agenda for Education (GSAE) and Common world education
culture (CWEC). Economic globalization tends to create intense competition. This in turn leads
to lower unit labour costs. Nature and force associated with the extra-national effect tend to
largely influence the issues associated with the education and globalization. Transnational forces
is very useful in effectively controlling the global economy system and it is very useful in
determining the external influences on the national system.
Critique
Zajda, (2015) argued that, international organization who has been operating at a global
level are heavily scripted and severely constrained by an overarching cultural framework. Every
economy tends to have different culture. It is very important for the company to determine the
various cultural aspects within which the company operates. This in turn helps in attaining higher
operational goals and objectives. There is a zero sum of relationship between global local
influences which is mainly linked with education policies. The global level is mainly linked with
posited hallowing out of state.
Arguers
Zajda, (2015) argues on Social changes and economic development is mainly linked with
increasing determined ability of regions and localities in order to achieve access to the global
network.
Dale, (2015) said that, in the era of regionalisation and globalization such discretion is largely
limited and is crucial at decision making as it helps in determining the supranational fora.
Globally structured Agenda for Education and Common world education culture is mainly linked
with relationship between education and globalization. Global knowledge economy is mainly
referred to as the knowledge economy which is mainly associated with knowledge of the
economy beyond the boundaries of one specific nation. Knowledge economy is an economy
which helps in the production of goods and services which is primarily based on the knowledge
intensive activities. Global KE is mainly linked with the large portion of the economic growth
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which is mainly associated with the large portion of economic employment and growth which in
turn is a result of knowledge intensive activities. Larsen, (2016) determined the fact that, Global
KE is referred to as the effective use of knowledge which in turn helps in creating goods and
services. In particular, knowledge economy is referred to as the high degree of skilled employees
in economy of location, territory, country and world. The key elements associated with the
knowledge economy is knowledge, changes and globalization. The global economy getting
transited to knowledge economy tends to state that, the information age is getting transited into
information society. The key drivers associated with the concept of globalization is mainly
linked with trade, unification of production, finance, means of information technology and
communication, competition, scientific research and various other areas. Globalization is
referred to as a phenomenon which helps in describing the interdependence of world economies,
population and culture by effectively trading technology, goods and services, information,
human resource and flow of money from one economy to another.
Tayan, (2017) critically investigated that, there are various theories of globalization
which is linked with attainment of higher operational goals and efficiency. There are various
theories of globalization which mainly comprises of political realism, Marxism, liberalism,
constructivism, feminism, postmodernism, trans-formationalism and eclecticism. Each set of
theories tend to carry sever al range of variations. Rowell, (2017) sought to determine the fact
that, A political theory or transformationalism theory tend to emphasize on assimilation as an
effective process of global cultural convergence. Marxism theory of globalization is mainly
linked with economic globalization. This helps in revealing the trends and nature of globalization
which in turn results in international expansion of capitalism. Liberalism theory of globalization
is mainly linked up with the market oriented reform policies which in turn helps in eliminating
price controls, lowering trade barriers and deregulating capital market. This in turn helps in
reducing state in influence on the particular economy. The neo- liberalization is considered to be
an effective process which in turn contains imperatives for all areas associated with the social
life. Education is powerfully affected by multiple roles and support. This in turn helps in
maintaining cohesion, support for accumulation and legitimating system as whole. Political
realism theory of globalization is mainly associated with the pursuit of national interest, power of
states and it also helps in determining the conflicts between the states. This theory helps in
pushing individual in order to act in a specific way which helps in placing interest over the
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ideologies. Panitsides,(2015) sought to determine the fact that, Constructivism theory of
globalization tends to largely emphasize on effectively understanding the relationship associated
with the power in the process of globalization. Feminist approach or theory of globalisation tend
to move between global pressures and local conditions. This helps in exploring to themes
associated with objectification, oppression, discrimination, stereotyping, aesthetics, patriarchy,
etc. Postmodernism approach to globalization is mainly associated with the changing functions
and modern policies into more effective and developed ones. Making fundamental and necessary
changes in social life helps globalization to move ahead. Globalization is largely affected by how
MNC tend to seek towards effectively organizing the cross border transaction and activities.
Sobe, (2015) determined the fact that, tends to focus on critically evaluating the key
elements of national education system. It has been determined that, issue have been raise
associated with comparative education in relation with increasing prominence associated with
discourse of knowledge economy. There has been a strong relationship between comparative
education, globalization and comparative education. It tends to focus on effective possible
implication with the change in the core elements associated with national education system. This
helps in effectively determining the emphasis of nature and social factors on the functioning of
an economy. Creation of highly skilled, highly waged, world class skills helps in assuring that it
leads to higher route associated with economic prosperity. This also helps in reducing social
cohesion and income inequalities. Global standardization is considered to be one of the effective
process which in turn helps in higher operational efficiency for the organization. Globalization is
an effective process which helps in creating valuable app roach which in turn leads to higher
sustainable growth and efficiency. Global knowledge economy helps in effectively improving
the overall skills and also helps in higher tax collection which in turn leads to long term
sustainable growth and efficiency. Labour movement from one person to another tend to result in
higher operational growth in developed economy.
Critique
Carter, (2015) argued that, knowledge economy is considered to be an effective system
which helps in wealth creation. The knowledge economy growth is highly dependent on the
quality, accessibility, quantity of the various set of information available as compared to the
conventional means of production. Government tends to focus on pushing their nation to wards
a particular knowledge economy in order to comply with the technological development with the
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changing economy at a global level. Knowledge is considered to be one of the highest quality
power where they tend to focus on effectively carrying out the business operations. Development
of service and knowledge based economy is mainly linked with the globalization. Education is
mainly associated with the forefront of the globalization process where they intend to focus on
enabling regional and is considered to be very useful in effectively carrying out the business
operations.
Arguers
Carter, (2015) Underpins the wide set of information communication technology in turn helps in
fast and easy access to the vital information.
Rowell, (2017) said that, the rise in the highly skilled workers and low wage employee
tend to result in increased inequalities. This in turn also results in increasing challenge which is
mainly linked with education, reward and jobs. Globalization has a become pervasive and
central element in relation with the comparative education literature. Knowledge economy is
referred to as the increasing component associated with the discourses associated with the
education and globalization. At OECD, they focus on interpreting the globalization as an
effective process associated with closer economic integration linked with the global market
linked with product, labour and financial. Economies are becoming more integrated which in
turn helps in accelerating the function of the economy in order to reach greater heights. Theory
of globalization and knowledge tends to evaluate that, Globalization is useful in effectively
meeting the education, knowledge and learning opportunities and challenges. Individual with
high degree of skills and knowledge helps in effectively carrying out the operations. Henderson,
(2015) sought to determine the fact that, Global education and knowledge helps in preparing
individuals to effectively face problems associate with the face of catastrophes, challenges
associated with complex life style in the future, etc. UNESCO education statistics tend to change
over the period of time. This in turn has resulted in pressure from brokers which includes the
OECD, EU and World Bank. CWEC is considered to be an effective approach which in turn
mainly focuses on determining the intrinsic feature related with the education. UNESCO tends
to focus on fruitful diversity of the particular culture associated with the mankind. The paradox
associated with the coexistence of high degree of underemployment and unemployment and
shortage of specific skills. Thus, globalization helps in free trade of good and services across
various borders. This in turn also helps in privatization and increased collaboration across
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various economy. Dimensions associated with globalization, economic reforms, liberalization,
etc. helps in effectively carrying out operations of the business through knowledge economy and
comparative education.
Methods
The researcher of the study has used qualitative research methodology to collect useful
and relevant information related with the globalization, knowledge economy and comparative
education.
CONCLUSION
From the above conducted study it has been summarized that, Globalization helps in
making international trade easier which in turn leads to higher sustainable growth. Social
changes and economic development is mainly linked with increasing determined ability of
regions and localities in order to achieve access to the global network. This study also helps in
determining the various theories of globalization and it also helps in determining that, Global KE
is referred to as the effective use of knowledge which in turn helps in creating goods and
services.
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REFERENCES
Books and Journals
Beech, J., & Artopoulos, A. (2016). Interpreting the circulation of educational discourse across
space: Searching for new vocabularies. Globalisation, Societies and Education. 14(2).
251-271.
Carter, L. (2015). Globalisation, neoliberalism and science education. In Second international
handbook on globalisation, education and policy research (pp. 839-850). Springer,
Dordrecht.
Dale, R. (2015). Conjunctions of power and comparative education. Compare: A Journal of
Comparative and International Education. 45(3). 341-362.
Henderson, D. (2015). Globalisation and national curriculum reform in Australia: The push for
Asia literacy. In Second international handbook on globalisation, education and policy
research (pp. 633-647). Springer, Dordrecht.
Larsen, M. A. (2016). Globalisation and internationalisation of teacher education: a comparative
case study of Canada and Greater China. Teaching Education.27(4). 396-409.
Niemann, D., Martens, K., & Teltemann, J. (2017). PISA and its consequences: Shaping
education policies through international comparisons. European Journal of
Education. 52(2).175-183.
Panitsides, E. A. (2015). Towards ‘Utilitarian’Adult Education Perspectives? A Critical Review
of the European Union’s Adult Education Policy. In Global Perspectives on Adult
Education and Learning Policy (pp. 207-220). Palgrave Macmillan, London.
Robertson, S. L., & Dale, R. (2015). Towards a ‘critical cultural political economy’account of
the globalising of education. Globalisation, Societies and Education.13(1). 149-170.
Rowell, L. (2017). Knowledge mobilization and action research in global contexts: towards a
comparative orientation.
Sobe, N. W. (2015). All that is global is not world culture: Accountability systems and
educational apparatuses. Globalisation, Societies and Education. 13(1). 135-148.
Tayan, B. M. (2017). The Saudi Tatweer Education Reforms: Implications of Neoliberal
Thought to Saudi Education Policy. International Education Studies.10(5). 61-71.
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Zajda, J. (2015). Globalisation, ideology and education reforms. In Globalisation, ideology and
politics of education reforms (pp. 1-7). Springer, Cham.
Zajda, J. (2018). Globalisation and education reforms: Paradigms and ideologies.
In Globalisation and Education Reforms (pp. 1-14). Springer, Dordrecht.
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