Educational Policy
EDUC 2032: Educational Policy and Politics, Semester 1, 2013/14
Educational policies are increasingly reflecting global trends. Is this a positive or negative development?
Educational policy is inextricably linked with globalization. Inherent in this idea of globalisation is the increasing interdependency among different countries and nations around the globe. This only means that nations and individuals are becoming more interconnected and the world is becoming even smaller through globalization. (Alberto, 2005, p. 102) This paper will discuss the concept of globalization and its implications on educational policies and a conclusion will be made to determine whether it is a desirable or undesirable phenomenon.
Educational policies are very much interrelated with other policy domains especially those of economic and cultural fields. Local and national governments, consciously or unconsciously play roles in transmitting the global ideologies which is reinforced and influenced by transnational organisations. (Rizvi and Lingard, 2010, p. xii) Global actors may impose on the term “globalisation discourse” tactically; in order enforce their own agenda. (Dodds, n.d, p. 8) This “globalization discourse” has produced convoluted demographic profiles through immigration and the global mobility of cultural workers which bring challenges to policy developments. It is also particularly responsible for the reduction of power of the nation state due to spread of multi-national corporations and rise of international organizations which restrained the state in endorsing and addressing stronger redistributive reforms. State’s policy choices have become less flexible, advocating more concern to propagandise the imperial values of competition, economic efficiency and individual choice which revolved around neo-liberal construction. (Rizvi and Lingard, 2010)
The role of transnational institutions and global policy actors such as World Bank (WB), World Trade Organisation (WTO) and
Educational policies are increasingly reflecting global trends. Is this a positive or negative development?
Educational policy is inextricably linked with globalization. Inherent in this idea of globalisation is the increasing interdependency among different countries and nations around the globe. This only means that nations and individuals are becoming more interconnected and the world is becoming even smaller through globalization. (Alberto, 2005, p. 102) This paper will discuss the concept of globalization and its implications on educational policies and a conclusion will be made to determine whether it is a desirable or undesirable phenomenon.
Educational policies are very much interrelated with other policy domains especially those of economic and cultural fields. Local and national governments, consciously or unconsciously play roles in transmitting the global ideologies which is reinforced and influenced by transnational organisations. (Rizvi and Lingard, 2010, p. xii) Global actors may impose on the term “globalisation discourse” tactically; in order enforce their own agenda. (Dodds, n.d, p. 8) This “globalization discourse” has produced convoluted demographic profiles through immigration and the global mobility of cultural workers which bring challenges to policy developments. It is also particularly responsible for the reduction of power of the nation state due to spread of multi-national corporations and rise of international organizations which restrained the state in endorsing and addressing stronger redistributive reforms. State’s policy choices have become less flexible, advocating more concern to propagandise the imperial values of competition, economic efficiency and individual choice which revolved around neo-liberal construction. (Rizvi and Lingard, 2010)
The role of transnational institutions and global policy actors such as World Bank (WB), World Trade Organisation (WTO) and
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