What Are The Globalizing Practices Of Elite Schools?

Throughout the studies of some typical issues in education that the authors cited in the three texts, this essay will explore the perspectives on education and key aspects in each article. Meanwhile, the implications for contemporary education and their significances will also be examined in this essay.

As Angus (2015) addressed in his article, school choice making is depending on parent-consumers. The market competitions between schools force them to keep improving standards to satisfy their consumers. However, school choice not only shaped by the school marketing but also through the neoliberal social imaginary in education (Angus, 2015, p. 408). As school choice is the key element for neoliberal policy, the social imaginary relates to

This paper acknowledges a study that includes one school from different countries which links to the British Empire to explore the globalizing practices of elite schools. Some countries are colonialism or post- colonialism. The schools in this article were founded in the British Empire and all adopt the British public school model. Children are sent to the local elite schools and the upper levels children are sent to the top English public schools. Global force is evident in elite schools due to the international environments produced under the English school models and the teacher from other nations. On the other hand, the global market capitalism is linked to the elite education markets. The power and privilege produced in the elite schools ' selective entry. It is based on the fees, exams and interviews (p.181). Only the middle-level or upper-level parents are able to send their children to elite schools. Elite schools are globally connected because of multi-cultural backgrounds and the student exchange programs. Some elite schools give students opportunities to see the value of other cultures, religions and languages (p. 188). This paper states the significance of elite school education under globalization, students can access high-quality education and furthermore they are offered a vision of the world through the global

With the social trend and change of global economic, humans need to acquire skills, knowledge and wisdom. The lifelong learning is regarded as utterly transform the way knowledge is acquired and transferred (p.2). Some key aspects were made on this issue. Roche suggests lifelong learning is about humans ' abilities to reconstruct knowledge and engage with change (p.2). In the lifelong learning, the assessment can help learners to self-regulate their learning. Adults prefer non-formal education than the formal classroom. The education and society integrate by using the valuable resources and facilities such as the community learning centers. For some reasons, children may drop out school. While the program- Catch-up Education Programme (CEP) aims to help disadvantage young learners like never enrolled in school, children who enrolled before but dropped out and some children 's achievements were lagged at least three years behind their peers (p.3). The program can reduce the number of dropout children. Another point is the higher education is the transition from education to lifelong learning. Universities and colleges should open doors to learners from all ages and backgrounds and engage with communities and business (p.4). Lifelong learners can learn the subjects they are interested in and they can achieve a range of outcomes for example personal well-beings. This paper analysis the key