4.2. \Norlel Models The WoFld poly may be seen finchide Wes models (one for education, for instance). WNGEKL Inodelscondsrofcogniesacloneolgieal mela esey thee speeiy the nares purses Mctovher acon (Meyer al TD02, p14) ame hey maybe seen arora in pice documents ad caseminated omy Inernainalenanizatencard aavonal governments ofthe Ligget counts (Dale 2000: 3000) ‘The word plity takes for granted oe rescibes the exitence ofa nare othe wedeun type change offers verntery ind inpletencng oven stone aneuluren technology. sovereignty: control, and resources of nation-states ‘The woul models inform policy-maksrs and researchers about the desirable and and prescribe the role of education. research, and so on (Meyer eal, 1997), Also.they signal, amengother things.cducation asan insteument in the struggle for sconomic competitiveness bur also educational effi incy, decentralization. school-based tnanagement, prratizanon, choice, what outcomes fo be measured, and indicators af outcomes (Wsernan & Baker, 2005), The elements of the World medel are combined in diffrent ways tations make pact of the NG. The world polity iss symbole and discursiveentity;but thereis no physiealor ot bur most of these comb oy thasperormathetianctons Gf attate the dutrdbution of collective goods and elfortuta implement palsies of equalization for ceampl av thetarernational or weld oyseras level Gris (2003) angace har = We bore » global ssonomy but nota global polity and hence our ability &ogovern she market’ and Scrahcninweakened (p78) Avail dary loves have been alabaliza and echeoing is ssumed to have lege number of eect benefit beth the iaiidal and socery epee of time and space (Chabot & Raitt, 2000; Hanum &e Bachmann, 2093). However is fects an anveomes have been shown ta be onthe cof and enrellment in education ae the primary and natianal poliical, economic and culearal characteristics (Pres 128, 2001) and on": mation position in she global trade sys (Hannum 8€ Buchmann, 2003, p 22) Like dhe ate General he education system ist alge extn under cre pressure berween focal Force and she global gan nvernatonaing fren on the erhet hana Aura he dacationsjtems experince ene orseteral of the following contradictory preare: 4 Tangunge() (Dau 2002) (Ear vore lemon in the cc ational ward yc se Table 11). ‘Although eras tlavonshipa hatin itera srangerncnta and economic sot arcanuned ovis hore ot alas cortespandence berwech thet we ype of Factors Fat eample-Aficaanaconsinenthaslow lvlsoftonnectvity key ares hate pobsizton (inanceproaction, tat) bur the sametine thas hh levels connec in polite and policy-making (Bangura, 1001, p.33). Thar is; the continent has implemented the insticurions and modes of policy-making suggested and expecced by the international agencies, while iehas become marginalized Irom the global economic Hows Since che beginning of the 1980s, the world models include parts of and carry combinarions of conradictery as Well as complementary or overlapping Meas such as the market ortntation (the being) and the modern communitarian orientation (the individal as an autonomous but altruistic and solidarstie being). These and some other ideological orientations are deseribed in the next section. astonomous individual as a rational chocser, consumer and wtilyy-maxinnlements of the World Medel for Education View ero Corer poapetie: Edocronconmibs dewapers onome Golan Gemwhekbertey tonal anon henge Seabee Weng Table 1.1 Core rmenitored and assessed by the sate Eiluction stem Extention of compulsory edurstion. Extended pre-schoel attendance “pesagogized” methods in pre-school lemming contests, Seven fo nine yeare compulsory At least secondary education is peferable, Aims, goals Exlacation for all. Quabty education. Eetiveness and efficiency ~ ational production of multsiled, mu compereatand compecinve peep Curis: Anatol oe eur ther pre fie and dapat oa enn Telco or bul cempeitentas eqatyempenetncr dency hunean rights and eaizenship. Gender equalty.Vilucs education, Scicnifi and techno loggal subjects. Enviconmental education. Sexual education, Mather tongue instruction: Eagish atthe second language Finsacing Basic subse from the centr tte bua conssrable share fiom local and rec levels Prive Onerizaien: National skeleton, nasional Hamework Decentralized bodies for decision-making within this amnewerk, School-based management. Locl participation community paricpation equation contol: Surveillance snd rerecctive usemmenry the sete choice exerted hy partes and pupil Use of seandarcied examination and centralized evalaston procedures [Reporing from below, Ouscomerbarededuestion Owners Pudsic lac Private. NGOs Assroment Measurable (quansiative tems) im The ont ofthctalc atin collected fom» beg amber of poly decunen 4.1 World Syarem and Globalization “Too secs of theories deal with he phenomena discussed here: (a) Woeld system theories, ant () glbalizcon theories. The bald atom (AVS) ithe exruceure and rdercnchips berseen Gow wecntyendene surpenents Gostone compare oppatenonnne), whe gach ison uth prossne and ows tar te plc berncontheompancnnel the WS, Whendhe Isbenees thee smpnent become hors enrane refer cams eran tog and transactions, these processes may be scon as globalization (Henderson, 1996)". This beam the mont exten an penetrntive fren f governance (Con, 2000) and ae pee scomoutateas of Iie among thers education."Phe “marker order’on aytobal sale iecountey aise treated by ratona ad local hatory poten economies an cues, forthe sgh haven tre gblateaen makes grcinmes meccconle "The tae types af world systems, rhe econemie and the cukurat institutional”, have somewhat diferent views om education. The wurld ayaeme theory Formate by the nat feuding education systems) due 40 the attr! pemue io ene 1GOr (propoung the Wold mod). The scones wed tem approach angues chat schscatin istestrastered secnring sa the sequitements anc denvands of theron Gs maks people ad cour sompetve for exemple) (Ose 2000) riomslises assumes that states scrucrare shemsclves