The Effects of Social Change and Globalization on Education Systems
The 21st century's teaching and learning is a formidable milestone achieved in the education sector. This analogy is bolstered by the existence of disparities observed in the learning systems over time especially from the education systems in the preceding centuries. As a matter of fact, evolution in academic institutions which not only involved the classrooms, teachers and students but also the curriculum itself. This essay profoundly elucidates the effects of social change and globalization on education systems.
Changes in Learning and Teaching
Bolstad et al. (2012) describes 21st century's learning and teaching as a series of emerging beliefs, new ideas, theories diversified knowledge and practices (p.7). This analogy is in respect to the various changes observed over a period of time that notably initiated different standards of learning. According to research Bolstad and his team, most of the aforementioned aspects may be significantly observed in learning institutions while others may be felt at different levels at different rates.
It is important to note that the education system adopted in the 21st century has not only moved slightly away from the classrooms but also from teachers who are the custodial source of information to students. This aspect has affected the student teacher relationship. Considerable attention is directed to advanced information sources such as online books, journals and other articles rather than library books. In his book, Senge hints that all aspects are products to age (Senge, 2012, p. 32). In other words, evolution is a continuous process that consider every situation universally.
Assessing the education system in the 20th provides explicit difference that in turn bolsters the progress witnessed over time. Work by Senge further reveal the teacher was solely the center of the learning process (Senge, 2012, p. 33). This analogy assumes learning as a teacher-centered process rather than a student-centered process observed in the 21st century. Supplementary, as the world transforms into a digital world the 21st century's learning and teaching has been designed to analyze innovative trends in schools and to ensure that the education sector doesn't lag behind. This occurrence can be achieved by introducing new working methods that help extract relevant knowledge from the information surrounding us. Bolstad and his team confirm that most outsourcing of information and referencing was limited to the text books, periodicals and newspapers in the school libraries. The aforementioned idea is in contrast to the current education system since the scope of learning and research was limited to the library (Bolstad et al. (2012, p. 10).
The Impact of Globalization
Globalisation
Globalisation is a ubiquitous buzzword that has not only been misused but also misinterpreted. When talking about impacts of globalisation on education then we can confine ourselves to the increase flow of technology, finance, trade, knowledge, values and ideas across borders (Bartlett " Burton, 2012, p. 178). Indeed with the fast growing technology people need knowledge .The wealth of a nation will no longer be equated in terms of land, buildings and money but the knowledge it has acquired and conserved over time (Connell, 2013, p. 358).
In the recent past, a country that comes second is not good enough, every country wants to be at the top so as to count and this can only be achieved with knowledge. Globalisation has improved performance in education center. This is by virtue of successful teaching formulas and methods of assessment which are adapted and copied for use in other countries. Through global competition, people get to learn from each other and exchange ideas beneficial to education sector. Students from underdeveloped countries pursue higher education in developed countries thereby sustaining unity and coexistence necessary in the growth of the education systems at large (Connell, 2013, p. 362).
Globalisation in education has offered programs which enable subscribers to understand their cultural diversity (Bartlett " Burton, 2012, p. 184). The global markets are not replacing nations but are transforming the relationship between and within people who live within the respective nations. Through education, a person is able to learn the cultural diversities and appreciate other people's culture. This analogy significantly builds a bridge used by everyone at every level in reaching an academic milestone in their quest for education.
On the other hand, the government ministers in charge of education constantly measuring the success and failure of their policies against other nations (Connell, 2013, p. 369). With respect to the diversities in the education systems adopted in distinct nations, customary policies usable in one country might not be practicable in another. There aforementioned situation causes conflicts of interest where other countries are forced to adopts systems against their wish. In a nutshell, globalization has positive impacts on education system while at the same time might initiate imperialism especially in the underdeveloped countries.
Social Change
Social change
Social change refers to the alteration of order in the society (Churchill, 2011, p. 537), including but not limited to social behaviors, social institution and social relationship that occur in diversified rates and magnitude. The relationship between education and social change is an inherent a debate over the years where different philosophies are created. Research done by Churchill clearly expounds on the two broad analogies such that at one level, education is considered to cause social changes while at a different perspective, education is shaped as a result of social change (Churchill, 2011, p. 542).
It is imperative to acknowledge that the main role of social change in education is to enable the continuity of the society. The students are considered the immediate beneficiaries of the aforementioned system which enable them fit well in their own societies besides appreciating others' in the long run. In other words, school are obliged to prepare students to a much progressive system of learning to avoid future uncertainties evoked by sudden changes in the system. Research findings affirm that future trajectories are shaped around shifting notions of identity in family structure, rapid population, shift in economies and work places (Churchill, 2011, p. 540)
The pedagogies must change the students intellectually beyond the classroom mentality. Boys and girls are entitled to equal chances of education. However, this aspect is not apparently significant following the research findings that expounded more about concentration on the girls' education at the expense of the boy child. (Churchill, 2011, p. 550). This indifference is a result of social changes. Education systems are mandated with the duty to promote justice and equity for a greater social cohesion.
Conclusion
Development in the information technology is apparently the key to the widespread of knowledge across the world as education is significantly liberalized. With the formidable changes created in the 21st
century's learning systems, students play a center role in the learning process. In other words, the students have direct access to different learning components, leading to a diversity in the education system which is imperative in creating quality students.
References
Bartlett, S., " Burton, D. (2012). Globalisation and comparative education. In Introduction to
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Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., " Hipkins, R. (2012). Supporting
future-oriented learning " teaching: A New Zealand perspective. Wellington: Ministry of Education.
Churchill, R. (2011). The future of teaching : education and social change. In Teaching: (plus
IStudy Version 2) [Value Pack] : making a difference (pp. 536-565). Milton,Qld: John Wiley " Sons (Aust) Ltd.
Connell, R. (2013). Globalisation. In Education, change and society
(3rd ed., pp. 357-380). South Melbourne, Vic: Oxford University Press.
Senge, P. M. (2012). The industrial age system of education. In Schools that learn: A fifth
discipline fieldbook for educators, parents, and everyone who cares about education
(pp. 32-69). London: Nicholas Brealey.
