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Andy Green’s article on the role of globalisation and comparative education explores the effects of globalisation in changing education and its implication for comparative study. He questions whether the decline of nation states constructs the national system as obsolete. His article considers the importance of studying educational systems as well as inquires to define the field of comparative education by reviewing how globalisation is changing education and comparative study. Green assesses the changing relations between education and the nation states, and concludes that the national education system is far from obsolete.
Green begins by exploring the early rise of comparative education and its relation to national educational systems. He then goes on to explore the role of globalisation on education, as well as the various changes that took place in comparative education with the rise of globalisation. His article presents an original argument about the effects of globalisation on the role of comparative analysis in education.
According to Green, early examples of comparative education began in the 19th century with the rise of national education. During this era, the national system was the main object of study. Accordingly, during this period, systematic descriptions and classifications
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Therefore, comparative education as a field of study began with the notions of national systems as they were seen to be an important aspect to understand. Thus, the first comparative educationalists were preoccupied with systems of the nation. They organized their classification of education around national systems. These comparativists viewed education through the lens of the nation state. The national system remained the main unit of comparison, until the rise of
Fulcher, James. "Globalisation, the Nation-state and Global Society." The Sociological Review 48.4 (2000): 522-43. Print.
The Education system of England and Wales underwent a number of important changes since 1944. This essay seeks to concentrate on these major changes describing the rationale and impact they had on the British education system.
Education both influences and reflects the values and aspirations of a society. It is therefore important to recognise a set of common aims, values and purposes that underpin a school curriculum and the work of schools in a range of countries (DfE, 2008). This comparative study will explore the curricula of England and Finland - discussing the history, structure and contents; and consider which of the above are more useful in preparing young adults for life in the modern society. With reference to the modern society, it is important to understand that what makes a society modern is entirely a subjective ideology. This takes into consideration that the views and expectations of one modern society may differ from the views and expectations of another.
Regarding “The Age of Globalization” by Alan Brinkley I thought that the reading selection provides good details on timeline of significant events that significantly affected the global economy. The reading selection from the American History textbook starts off with a summary of event of September 11, 2001, and the role they played in the changes within global economy. On the next page we are presented with a timeline of events that will be described later in the reading selection. The purpose of this section is to illustrate how each of those events contributed to the world we live in today, particularly their influence on the global economy.
Mebrahtu, Teame, Michael Crossley, and David Johnson. Globalisation, Educational Transformation and Societies in Transition. Oxford: Symposium, 2000. Print.
Constant change and a flat, global competitive market landscape were described by Thomas Friedman, author of The World is Flat, as triple convergence and was a result of the ten flatteners. Friedman also stated that in “Globalization 1.0, countries had to think globally. In Globalization 2.0, companies had to think globally to thrive, or at least survive. In Globalization 3.0, individuals have to think globally to thrive, or at least survive.” (Friedman, 2007) The concept of needing individuals to think globally and thrive in the market led Friedman to travel and report on various educational cultures across the world. Friedman was determined to find “the right stuff” to make the youth in future generations competitive globally.
Literature 1: Bain, C. M. (2002). Globalization and the Social Sciences. Transitions in society: the challenge of change (p. 351). Don Mills, Ont.: Oxford University Press.
The dominant theme in this essay appears to be this: post war social changes such as offering increased university admission promote the view of egalitarianism in education. The author’s main issue with “secondary” education is the sheer numbers of our population that the United States as a whole educates.
Many differences exist between the French and the American education systems: from academics, to the school schedule, to the structure of the system itself. Three levels of schooling that exhibit the most differences include daycare or preschool, primary education, and secondary education. Compared to the American education system, French education places more emphasis on attending daycare or preschool, the importance of studying foreign languages and the arts as part of the core curriculum in primary school, and the opportunity for specialized study and career development in secondary school.
Welcome to college! You can only afford to maintain two of the next three options: adequate sleep, a social life, and good grades. In Dani Rodrik’s new book- The Globalization Paradox, a similar triangle is evinced. The author presents us with a “trilemma” consisting of Hyperglobalization, Democratic politics, and the Nation-State. You can efficiently balance two of these three triangle “corners”– but no more than two. Rodrik claims our current worldview on globalization is that the more of it- the merrier. Yet this is flawed thinking in the fact that bigger globalization isn’t necessarily better globalization, instead we need to strive for “smart” globalization over “maximum” globalization. Rodrik uses a vast amount of real world events, past and present theories, and statistics as evidence. In this essay I will first give a brief overview of Rodrik’s main argument and his evidence supporting it. Moreover, I will attempt to compare Rodrik’s argument(s) to Friedman’s. Finally, I will analyze the specific claim Rodrik makes (and one I found most interesting) concerning hyperglobalization’s hindrance on national democracies.
The world grows smaller and smaller as time goes on; maybe not literally, but definitely through some points of view. With everything and everyone being more connected than ever now thanks to advances in communicational technology and with the merging of cultures from all over the world, a suitable form of education needs to become the standard to accommodate such a world. Global education teaches students about the world’s different cultures, traditions, religions, languages and other important global factors contributing to our modern world. According to various recent studies, The U.S. falls behind many other nations regarding their global education standards (Webb). How then, can the U.S. or any other nation with similar education struggles
The education system has been a controversial issue among educators. Requirements of school do not let student choose what they want to study for their future. It’s a big issue to force student study specific curriculums, which don’t help them improve, and what they like to create something. Educators choose a general system for education to all students which based on general knowledge. Intelligent or genius students have to be in that system of education, which doesn’t let them improve their creativity. Educators attempt to change that system to make it better, but their changing was not that great to be an example for the world. Also, did that change qualify education system to compete other systems or not? In some examples and reasons have been made me agree with some of points from Gatto’s and Edmunson’s and disagree them.
In this essay I will give a detailed explanation of what sociologists mean by the term ‘globalisation’ and how they have tried to explain it.
It is estimated that the USA is ranked twenty-seventh in the world in overall education. This is a direct contrast to the American view that the US is number one. Society sees education as the future but what quality is this future? Although America believes in equality, the reality is the opposite derived from American societal views in the educational system that results in a difference of standards and the ability to succeed in the world.
In ascertaining the differences and similarities between European and Western neighbours in how education serves its purpose, this essay will address various areas that concern the historical, political and social perspectives of primary schooling between both Danish and its English counterparts with reference to key issues such as relevant areas of concern. Thus highlighting matters such as the difference in starting ages; varied approaches to the curriculum and assessments in how both countries address its education, it is therefore significant in evaluating the backgrounds in both the Danish and English primary schools. This essay will emphasise how influential factors in education has developed in light of the twenty-first century, evaluating ideology which has directed both primary schools aims and outcomes that exemplifies the difficult outlook of education and learning viewed by its pupils as well as the teachers. Furthermore, highlighting and providing evidence for the importance of understanding the socio-cultural context and how learning takes place to meet the requirements and reinforce analysis on educational modifications in comparing educational systems and their outcome and effectiveness, this essay endeavours to provide knowledge, in comparing both countries’ primary schooling.