1. Impact of Globalization
on
Educational Reform Initiatives and Practice
Karna Bahadur Chongbang
MPhil in Education
First Semester
Thirteenth Batch

2. What is Globalization?
• ‘Globalization’ in practice: trade link between human civilization centers,
territorial expansion, Friedman’s three periods of globalization:
Globalization 1(globalization of countries 1492-1800), Globalization
2(globalization of companies 1800-2000) and Globalization3 (globalization
of individuals 2000-present)
• Development of term and as a field of study: By 1960s Economist/ Prof .
Theodore Levitt of Harvard University coined and used the term
‘Globalization’ in marketing at the first time. The globalization studies
arose by 1970s and emerged different theories, approaches and
perspectives.
• Globalization implies the opening of local and nationalistic perspectives to
a broader out- look of an interconnected and interdependent world with
free transfer of capital, goods and services across national frontiers.
• Globalization is the process of international integration arising from the
interchange of world views, products, ideas, and other aspects of culture.

3. Theoretical perspectives of globalization
• Ontological and epistemological difference of scholars in
exacting the complex societal phenomena is the responsible
for the development of the several theoretical perspectives
and approaches in the field of globalization. The concept of
globalization is fluid and there is constant process of
theorizing rather than accepting a single and an absolute
theory.
• Robinson(2007) however explores debates and theoretical
discourses of some competing globalization theoretical
perspectives:
1. World-system theory: three tiers or regions like
Core(powerful and developed nations i.e. Western Europe,
later North America), Periphery(subordinated to core,
colonized or neo -colonized nations i.e. Asia, Africa, Middle
East etc.) and Semi periphery( nations changed from core to
down ward and from periphery to upward)

4. Cont..
2. Theories of global capitalism: centrality of global economic
structure is main feature. Among the set of theories, ‘Theory of
the global system’(Sklair 2000, 2002)
3. Theories of transnationality and transnationalism :Transnational
capitalist class(TCC) emerged as the class group to manage
these globalized circuits(Robinson 2007). This has led to the
establishment of G7 , the world Trade Organization, the World
Economic Forum which has signified to rise of supranational or
global governance structure( inter alia, Held et. al. 1999, as cited
in Robinson, 2007).
4. The network society approaches: technologic approach to
globalization, new technological paradigm, informational
capitalism, a new economy, networked interprises.
5. Theories of space and place: focused on cities, sites,
geographical centers to connected for global activities like
production, network, market etc led by New York, London and
Tokyo.

5. Cont…..
6. Modernistic theoretical approaches: universal modern norms of
organization, process of standerdization, global culture, global
society, world polity etc. Globalization as the spread and ultimate
universalization set of modern values, practices, and institutions
through isomorphic(being identical/ similar), processes that operate
on a global scale.
Educational institutions are singled out as central to the isomorphic
transmission of culture and values that become global in scope.
Post modernistic theoretical approaches: local, diversity, difference,
multiplicity, heterogeneity and argue that every local context
involves its own appropriations and reworking of global products
producing more variety and diversity.
7. Theories of global culture: three positions of global culture i.e.
homogenization theory (uniform culture, global cultural
convergence), heterogeneity approach( continued cultural difference,
local cultural autonomy) and hybridization approach (new and
constantly evolving cultural forms and identities).

6. Globalization and Education policy
• Globalization has developed concept of nation-states creating the
ground of similarity, commonality and interdependency regarding
social, political, cultural, economic, demographic, educational
status, issues and challenges.
• Traditionally, nation- states developed their education policy in
regards to what they saw as important to their nation. In another
word, education policy was some time ago a mainly national affair.
• Within wider context of globalization, education is regarded now as
an international commodity, playing a remarkable mission in global
economy with investment in people, skills and knowledge.
• Education policy is a perspective, mission and commitment of a
nation which determines national education system. Education
policy now days is formed and implemented in a global context.

7. Paradigm shift in educational
globalization
• At beginning , educational globalization emerged as an
universalization and standerdization of education policy, plan and
practice to meet global norm which revealed educational
globalization as modernization. ‘Formation of Human Capital’,
‘Equal Opportunity in Education’, ‘Education for All’ are some of the
catchy and popular global slogans.
• Socio-economic, cultural, physical, psychological, geographical
context of an individual has been realized as a corner stone of the
education policy which led educational globalization into the
diversity in policies, plans and practices like Equity in Education,
Social Justice in Education, Inclusive Education, Special Education,
Open School Education, Open Distance Learning, Online Learning
which are compatible with post modernity.

8. Global Conferences on Education
• The Washington Consensus(1980-1990)
The Washington Consensus focused restructuring
economic policies for the low-income countries
like Mexico and developing countries. Some of them
were unable to repay the loan of IMF.
Robertson et al. say that education systems of
developing countries had been affected by the
Washington Consensus policies. It is argued that the
influence of internal organizations on education
policy of these countries had increased noticeably
during this era.

9. Cont…..
• The post- Washington Consensus(1990-2005)
The Washington Consensus was criticized for its failure to ensure social
cohesion and stability for the low income countries. The criticism led
to the development of Macro policy framework focusing on good
governance.
The post Washington Consensus concentrated its policies to help
developing countries through : increasing living standard (more
improvement in education and health), achieving sustainable
development and bringing equitable and democratic development.
These have been developed on the conceptual background of social
capital.
As effects of the Post Washington Consensus, there is increase in the
number of NGOs to help in education sector and human right
organizations to function as watch dog to ensure the enjoyment of
human right in education as well as in other sectors.

10. Cont…• World Conferences and Meetings on Education For All
Education For All is global movement led by UNESCO, aiming to
meet learning needs of all children, youth and adults by 2015.
Jomtien Conference (Jomtien, Thailand,1990) committed to
improve education by 2000,
Amman meeting( Amman, Jordan,1996)
Mid-Decade Meeting of the International Consultative Forum on
Education For All was held to assess the advances made since the
Jomtien Conference evaluated the progress and found progress in
education,
World Education Forum/ Dakar Meeting( Dakar, Senegal,2000)
The international community met at the forum to evaluate the
implementation of EFA commitments in1990. the forum concluded
that countries were far from having reached the goals. The Dakar
Framework for Action, Education for All : Meeting Our collective
Commitments was the commitment made by the participants.

11. Cont….
Kathmandu Meeting(2001)
The Ministers of Education of the SAARC evaluated the condition of EFA
in the region.
Global Education Forum-2015/ EFA beyond 2015 or post-2015 Which will
be taking place in Incheon, South Korea.
Millennium Development Goals
The Millennium Summit of the United Nations declared international goals
as The United Nations Millennium Declaration in 2000.The Millennium
Development Goals are eight goals to be achieved by 2015. Among the
goals , two goals are directly related to education and its policy.
Goal 2: achieve universal primary education
Goal 3: Promote gender equality and
empower women

12. Conceptual and Perspectival Changes in
Education
• The central concepts to be redefined and to be rethought due
to the impact of globalization are neo-liberalism, the state,
restructuring, reform, management, feminism, identity,
citizenship, community, multiculturalism, new social
movement, popular culture and local which change
relations, practices and the institutional arrangements
(Burbules & Torres, 2000).
• The origins, nature and dynamics of the process of
globalization are a focus for concern of educational
philosophers, sociologists, curriculum workers, teachers,
policy makers, politicians, parents and many others involved
with educational endeavors(Burbules & Torres, 2000).

13. Cont….
• Cheng(2000) has proposed Triplization Process( Triple+
ization) as a new paradigm shift in education for this
millennium which includes globalization, localization
and individualization as unavoidable processes . It is
necessary in re-conceptualizing educational processes
and formulating the new pedagogic methods and
environment for students’ life long learning and
development of contextualized multiple intelligence
(CMI) rather than general knowledge(GK) that includes
technological intelligence, political intelligence, social
intelligence, cultural intelligence, economic intelligence
and learning intelligence and emotional intelligence as
well.

14. Cont… Cheng’s Triplization Process
aaa
Technological
Globalization
Social
Globali-
zation
Learning
Globali-
zation
Political
Globalization
Economic Globalization
Cultural
Globaliz-
ation
Localization
Localization
Locali-
zationLocali-
zation
Locali-
zation
Locali-
zation
Individua-
lization
Individ-
ualization
Indivi-
dualiza-
tion
Individ-
ualization
LI
PI
EI
TI
SI
EI

15. Education Reform initiatives and practices
The analysts see educational reform initiatives and practices as
restructuring of the education.
• Mundy(2002) observes the impact of globalization on education as
‘Sharply curtailed the role for government in educational provision’,
‘commitment to decentralization, cost-recovery and privatization in
higher education,’ ‘increased attention to productive inputs like
textbook,’ ‘a movement out of technical and vocational education’.
• Al’ Abri(2011) claims that World Bank had two policy preferences :
to decentralize education and to privatize schooling in developing
countries.
• The globalizing agencies of education like UNESO, World Bank have
attempted to restructure the education policies in terms of the ten
themes. They are: human capital, budgetary decision, costing
education, educational objectives, educational outcomes, education
system, global/local context , investment, management, and
teacher(Vongalis-Macrow, 2009).

16. Cont…
• Carnoy(1990) finds three forms of impact of
globalization on educational reform
initiatives/strategies.
Competitiveness-driven reforms:
- improvement of economic activities by
improving the ‘quality of labour’, ‘human capital’.
Four types of reforms:
Decentralization,
Standards(established centre authority),
Improved management of educational
resources
Improved teacher recruitment and training

17. Cont…
Finance-driven reforms:
-reduction of public funding on education
Three types of reforms:
Shifting public funding from higher to lower levels of
education
Privatization of secondary and higher education
The reduction of cost per student at all schooling
levels(high yield at low cost)
Equity-driven reform:
- to increase equality of economic opportunity
Main reforms in developing countries:
To reach the lowest- income groups with high-
quality basic education i.e. large number of youths and
adults.
To reach certain group i.e. woman, rural population etc.
To reach the people at risk and special needs students

18. Education reform program in Nepal based on
global commitment
• The experiences gained through implementation of Education For All(EFA-
2004-2009), Secondary Education Support Program(SESP), Teacher
Education Project(TEP), Food For Education, School Sector Reform
Plan(SSRP)-2009-2015 has been implemented to meet the gooals and
strategies put forward by Dakar Conference-2000 related to EFA and
United Nations’ Summit for Millennium Development Goals -2000.
Reform sectors
School structure: Basic Education Grade 1-8 and Secondary Education
Grade 9-12, technical and vocational secondary education stream
Governance and management: empowerment of education governance
and management.
Access and quality: free basic education, no admission fee, no tuition fee,
no examination fee, and free of cost text book.
provision of national norms and standards, learner responsive classroom
pedagogy.
Gender and inclusion: Gender and dalits responsive school, multiple
inclusion etc.
Capacity building: institutional, organizational, and individual levels.

19. Cont….
• Tribhuvan University of Nepal has been practicing the policies of
the World Bank.
• Since 1980s, educational response to globalization as a part the
wider democratization movement is dominated by the discourse
on decentralization, community participation and ownership
familiarizing the terms cost –effectiveness, cost sharing,
performance based funding, competitiveness and marketibility.
• World Bank has been trying to decentralize higher education
institutions since 1980s.
• Second Higher Education Project(2007) intrduced by World Bank
stes, ‘Despite strong resistance from some stakeholders, HEP I
was able to introduce decentralization in TU’s Engineering
Campus by offering decentralization as an option.’
• The World Bank’s term ‘Quality’ is meant as ‘semester’ or ‘pass
rate’.
• Role of World in higher education reform as decentralization and
ultimately privatization.
• The campuses under TU have been motivated to decentralize
and move towards autonomy.

20. Means of Educational Globalization
• Globalized information communication
technology like Internet
• International agencies, supranational
organizations and their policies (policies and
activities of World Bank, UNESCO, IMF, UNO,
EU, G-7, DANIDA, UNICEF etc.)
• Personal agencies
• Artificial satellites

21. Criticisms
• Globalization losers’ perspective (in the field
of work force)
• Western hegemony(in terms of knowledge,
politics, culture, power, technology etc.)( in
the field of education and social sciences)
• Colonialism or neo-colonialism( in the fields of
politics and culture)
• Americanization( in the field of technology
and culture)

22. reflection
• Nationally decentralization, globally
centralization
• Geographically and physically
localization, symbolically globalization
• We are the well globalized personal
agencies and globalizing personal
agencies as well in terms of formal
knowledge and education.

23. Bibliography
• Anonymous(n,d). Education For All. Rereived from
http://en.wikipdia.org/wiki/Education_For_All
• Carnoy, M(1990). Globalization and educational reform: what planners
need to know. Fundamentals of educational planning, UNESCO Paris:
International Institute for Educatinal Planning,
http://unesco.amu.edu.pl/pdf/Canoy.pdf Retrieved on July 14, 2014.
• Cheng, Y. C.(2002). Fosring local knowledge and wisdom in globalized
education: Multiple theories. Centre for Research and International
Collaboration, Hong Kong Institute of Education. Retrieved from
http://www.ied.edu.hk/cric/
• Robinson, W.I.( 2007). Theories of globalization. pp. 125-143. Retrieved
from http:
• Vongalis-Macrow, A.(2009). The simplicity of educational reform : Defining
globalization and reframing educational policies during the 1990s.
International journal of educational policies. Vol.3(2)pp.62-80.
http://ijep.icpres.org2009/v3n2/avmacrow.pdf Retrieved on July 14, 2014.

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25. Thank you