Impact Of Globalization On Education And The Context Of Education

An educational system is a means to develop a workforce, to improve the socioeconomic status of the poor via social mobility, and to create a shared culture. Given these important roles, educational systems are targets for social reformers. Joseph Lancaster and Arne Duncan were both education reformers with strong and influential ideas about what and how students are taught. Lancaster was a London schoolmaster and eventual leader of the Monitorial education reform movement in the early 1800s. Duncan was the US Secretary of Education from 2009-2015, and led an era of active federal education reform. In comparing and contrasting these two educational reformers from the past and present, there are more similarities than differences.

An American philosopher by the name of Martha Nussbaum argued in regards to how the world’s economic development cannot produce democracy. Being an author of over twenty books in topics relating to educational reform as well as social policy, one of work she had produced, Not for Profit: Why Democracy Needs the Humanities explains her theories in why this is not possible. Nussbaum believes today’s educational system focuses too much on professional training rather than the current political issues. [She states, “nations all over the world will soon be producing generations of useful machines, rather than complete citizens who can think for themselves, criticize tradition, and understand

Public education gives all students the opportunity to gain a quality education within Australia. This education is of a high quality and free, thus creating fairness for all.

Schooling in Australia reproduces and exists to reproduce the structure of inequality we see in class and sex. Social stratification is endorsed by the secular, free and compulsory schooling that is provided in Australian society (Connell, et al., 1986). There is a lack of social mobility through education, especially in capitalist economies, this can be attributed to Government policy and how it tends to increase educational inequality rather than reduce it.

Public Schools can, undoubtedly, achieve great things by supplementing their budgets with money from corporate sponsorship; however, this activity is dangerous for public schools as it could put them in a position where they would be expected to support a corporation’s politics while possibly being made to forgo convictions for their own standards and ethics. Since the early 1900s, with the influx of immigrants and the increasing number of children enrolling in schools due to lack of employment opportunities, there has been great demand in education reform with regards to laws and funding (Grubb).

Though this policy attempts to achieve a support of diversity and an increase of equity among the Victorian community, its affects are hindered by an education system that favours the middle class and above. As stated by Reid (2013, p. 13), the equity espoused within policy ‘is produced by policy processes which are counterproductive to the achievement of equity.’ This means that, in order to really achieve equity for all students, the education system needs to

All of this is hinges on the maintenance of economic prosperity, stability and further opportunity, none of which are a stable element. The global financial crisis bears evidence to this, which occurred in 2008 alongside the introduction of this policy. Thus, education reform is seen as a replacement for both economic and social changes and the implications that trickle down are that teachers and teaching are now focuses of criticism and inquiry (Luke, 2006,

This essay evaluates how successful the Education Reform Act of 1988 (Also referred to as 'The Baker Act' after secretary of state Kenneth Baker) was in particular reference to the national curriculum of Primary schools. Firstly, to examine the aims of the ERA of 1988 in relation to the national curriculum including why these aims were put in place. Next, it closely looks at the general provisions and how it took public services and turned them into a market (Marketisation of education). Finally, it focuses on the arguments for and against the national curriculum and whether the Education Reform Act was successful of not.

Within this review I am going to summarise, critique, and discuss Martin Thrupp’s Journal Article “Education’s ‘Inconvenient Truth’: Persistent Middle Class Advantage’.

Australia is ranked 19th of 26 OECD countries in terms of expenditure on education. Australia is also ranked 55th in the UN league table of spending on education. The amount of funding a public school receives can also effect the amount of students attending that school. " The Commonwealth's State grants report and budget estimates papers reveal that the proportion of federal government funding going to public schools in 1996 was 41.5%. It is estimated that by 2004, federal funding to public schools will be slashed to 34.1% (or $2 billion a year) " (Kemp's bill rips off public education. http://www.greenleft.org.au/back/2000/429/429p9.htm)

Under the theme of neoliberalism I am addressing the policies that are in favor of reducing government intervention in education, that disregard education as a public good, that treat education as a commodity, and that focus on the debate between private and public education. This topic resonated with me the most because of its detrimental consequences, like depriving education to impoverish children. Furthermore, neoliberal policies seem to continuously affect developing countries and benefit private individuals in develop

The notion that education has a transformative power is one that is universal (Ranson, 1994: 3). It is a notion that is embedded in our collective consciousness; from the American Dream articulated by Presidents (Obama, 2005: 136), to being cherished as a means of social mobility in the slums of India (Goswami & Manna, 2013: 19). From being an idea that seeks to revolutionise the favelas of Brazil (Freire, 1974), to being a part of the ethos of the oldest public schools in England (Cowley, 2013). This idea, that education has transformative power, transcends traditional political divisions, and exists

In the early 1900’s, a philosopher and educational reformer by the name of John Dewey voiced his concerns about the education system in his book “Democracy and Education.” This book talked about how the education system was based around a very social type of education; an informal type of education. However, with the increase in complexity that comes with the passage of time, a need for a more structured and formal education was present. More recently, Kenneth Bernstein, a former high school teacher, has talked about some of the effects the education system experienced as a result of the involvement of big corporations and the government, in his article “Warnings from the Trenches.” Even though both educational experts are from completely different times and wrote about their ideas at different times, it is evident from the texts that the focus of education has shifted from both informal and formal aspects of education to just the formal aspect of education, in the hopes of pleasing the big corporations. According to Dewey’s Democracy and Education, having a solid informal education is just as important to growth as a formal education is. However, with time passing, we see that the formal education is what is valued more, according to Bernstein’s “Warning from the Trenches.” From these two texts, we can see just how much the government and other big corporations have had a hand in the way the education system has changed to suit the needs of the corporations.

The educational policies in place illustrate this globalisation of poverty when we look at the legislations and those who write them. In the US, the educational policy is firmly under the thumbs of these corporate elites in the form of the Business Roundtable, the public education system itself is becoming a vehicle for socialising citizens into good compliance and complicity. (Chomsky, 2003; Gabbard, 2003)

In this essay I will discuss and define the key issues in New Zealand’s education sector. The reforms in the education sector have increased independence throughout the residential area in terms of local opinions. Yet, teachers and parents wanted the government to focus more on facilitating, staff workload and school funding issues instead of more changes to regulations. Majority of the schools faculty believed that New Zealand’s education department were omitted from structuring the governments education policy. This essay discusses the effect of the 1989-1999 education reforms by using examples from the staff, parents and the board of trustees and how they feel about this impact, if reforms such as funding, resources and equity, relationships and participation and if these changes have been successful and finally how the education system is today.