What is globalisation and how has it affected the production and development of contemporary education policy

武星

Introduction

The debate on globalisation takes place in many different areas，such as sociology，cultural studies，economics，political science and education.The word of ‘globalisation points out changes and dynamism over time.It refers to a step or to a series of relevant steps that do not necessarily progress at the same speed or move in the same direction.Globalisation also has effects on the different parts of the world in quite different ways.The debate on globalisation relates not only to the notion，but also to its consequences and origins.These debates focus on such questions as： what is globalisation； how globalisation should be measured； what are its causes； how might we explain the ways in which globalisation affects to various social，economic，cultural and political transformations； and especially in this essay，what are its implications for education policy.

This essay tries to look at globalisation as concepts and discuss the relationship between globalisation and education policy.It also tries to examine the effects of globalisation on educational policy.

The definition of Globalisation

Speaking of the definition of globalisation，in its common sense，it refers to the deepening，widening and speeding up of global interconnectedness.This definition seems to need further elaboration.As introduced by McLuhan （1960） about the newly shared experience of mass media，the concept of the world community has been transformed into a notion of global village.It was possibly the first expression of the contemporary concept of globalization.Although a rapid increase in numbers of definitions in contemporary discussion，among them ‘a(chǎn)ccelerating interdependence，‘a(chǎn)ction at a distance and ‘time and space compression （Ohmae，1990），there is barely adequate evidence in the existing literature of any attempt to specify precisely what is ‘global about globalisation.

The concept of globalisation should contain trans-regional interconnectedness，the widening reach of networks of social activity and power，and the possibility of action at a distance.The World Bank defines globalisation as ‘the growing integration of economies and societies around the world.Held（2003） has stated that globalisation implies a stretching of social，economic and political activities across borders such that events，decisions and activities in one region of the world can come to have significance for individuals and communities in distant regions of the globe.Besides，Held （2003） has stated that growing intensity and extensity of global interconnectedness may also lead to a speeding up of global interactions and processes as the development of worldwide systems of transport and communication increases the potential speed of the global spreading of goods，information，ideas，capital and immigrants.Clearly，globalisation means different things to different people （Clack，2006）.

How has globalisation affected the contemporary education policy？

The globalization perspective has important implications for education policy.Thus，the impact of education policy usually effects from beyond the nation.As Lingard （2007） has stated，the influences on educational policy are often derived from the global level.Important economic and political powers can come from the globalization to create changes.New state structures and practices and new-liberal politics often involving marketization and new forms of accountability are effects in complex，mediated and non-straightforward ways of what has been called ‘globalisation.Education policy is now a global matter and all the more complex for that （Ball，2004）.These changes dependent on globalisation demand some essential analytic moves within the area of education policy.

A useful approach to education policy recommends the requirement to analyse context，texts and consequences （Taylor et al.，1997）.The context contains the factor of globalisation （Ball，1994）.Contemporary researching the context of influence requires that we consider the global，as the consideration of education policy text production，but local factors may still have more immediate effects on education policy practice.Consideration of globalisation needs a social science-based understanding of the phenomenon of globalisation in all its complexity （Thomson，2006）.

Also，globalisation changes the fundamental conditions of an educational system premised on fitting into a community characterized by proximity and familiarity.The origins，nature，and dynamics of the process of globalization are a focus of concern of educational philosophers，sociologists，policymakers，curriculum workers，teachers，politicians，and many others involved with the educational policy（Burbules and Torres，2000）.The processes of globalisation，however defined，seem to have serious consequences for transforming teaching and learning，as they have been understood within the context of educational practices and policies that are highly national in character.

Different Dimensions of globalism and different effects on education policy

There are several dimensions of globalism： economic globalism，environmental globalism，social globalism，and etc.They both more or less affect the education policy directly or indirectly.Social and cultural globalism involves the movement of information，images，ideas and people who carry different ideas and knowledge with them（Keohane and Joseph，2003）.Contemporary education policy can be influenced by social globalism，because it involves the imitation of one societys practices and institutions.

Usually social globalism has followed economic globalism.Different ideas，information，and people follow economic flows，and subsequently transform societies，markets and policymaking.Educational policy cannot remain the same，because social globalism affects the consciousness of individuals and their attitudes toward culture，politics and personal identity（Keohane and Joseph，2003）.Joseph （2003） has also stated that social and cultural globalism interacts with other types of globalism，because environmental and economic activities convey information and generate ideas，which may then flow across geographical and political boundaries.

The different dimensions of globalisation are used not only to describe a set of influence on contemporary education policy，but also to prescribe desired interpretations of and responses to these influences.In this way，globalization affects the ways in which we both interpret and imagine the possibilities of our lives.Within this combination，the idea of globalisation represents both an ideological formation and a social imaginary that now shapes the discourses of education policy （Rizvi and Lingard，2010）.

Some advantages and disadvantages of globalisation on education policy

Globalisation plays an important role in education policy and influences it both positively and negatively.The effect of globalisation on education has been an important component of the successful globalizers progress.Some countries and regions such as South Korea，Singapore，Ireland，Hong Kong and Taiwan have moved from low to higher incomes.These countries appear to have advanced at least partly on the basis of a strong commitment to education at all levels and a careful openness to global markets（Bloom，2005）.

Globalization also places a premium on the quality of education.As individuals advance from subsistence farming to trading agricultural goods and eventually move into services and industry，the need for flexibility in thinking and adaptation to new skills and technologies increases.Globalization drives these processes，and the old style teaching methods and materials are no longer appropriate.Clearly，expansion of educational opportunities is critical to providing more people with the benefits education confers.Such expansion will be even more beneficial if it is accompanied by an increase in quality（Cheng，2003）.

One drawback of globalization is that cultures in some countries and regions are getting lost because of the changing of education policy，which may be influenced by globalisation.The cultures of some countries have more economic power and they are more dominant than others.Developed countries produce many things that can affect cultures，such as techniques and fashion，even the ways of thinking.Both of them can affect education policymaking.The negative aspects arise when in the process of globalisation many valuable aspects of earlier cultural forms are destroyed（Menon，2005）.It is really a big challenge in recognising the character is that globalisation is an inherently arguable concept.It frames the world in communal conditions，and more broadly，it threatens many with a loss of individuality.

Another inevitable consequence of globalisation is the growth in fundamental multi-polarity in the international political system.In the end，the hitherto hegemonic national power would no longer be able to impose its own distinct regulatory objectives in either its own territories or elsewhere （Hirst and Thompson，2000）

Conclusion

Globalization is an abstract concept，and it is very difficult to measure and define.The influences of globalisation on education we have known are very limited.Also the different sorts of processes of globalization do not always take place at the same time or lead in the same direction.Globalization should not be regarded as a crucial political necessity，an autonomous process and an historical movement，which is impossible to prevent.We have to be aware to make globalization more concrete and insist constantly that overall processes always be interpreted as the result of collective or individual action when using such an encompassing term.

Despite its ambiguous definition and the disadvantages and anxieties it generates，globalization will still remain a dominant paradigm for the foreseeable future.The world has witnessed the improvements and challenges，which are so closely associated with economic and cultural globalization； education policy must include the examination of and reflection on globalization as a force shaping the world in which we live.

References：

[1]Burbules， N.C.and Torres， C.A.2000.Globalization and Education： Critical Perspectives.Routledge.pp.4-6.

[2]Clack， G.2006.The Challenges of Globalisation.Global Issues.E-Journal USA.pp.4.