Q #1: 

    Identify the emerging global socio-political trends which are

likely to affect the future of education system. What are the
implications of these trends for education in Pakistan?
The global trends of a large number of recent political, economic, and demographic changes
around the globe. Services, people, and products transfer more easily than ever before
courtesy to technological advancements leading to lower transportation costs, international
agreements, and market convergence, bringing greater diversity, but also an increasing
competition and challenges to societies. Governments around the world are worried and
troubled by migration, climate change, financial market interdependence, urbanization, shifts in
family structures, ageing populations, the public spending, and rising inequality. These patterns
undoubtedly have an effect on education systems, but they also have the ability to influence
them negatively. Educational institutes can aid in the preparation of future generations for the
creation of jobs that do not yet exist. For policymakers, teachers, parents, and students who are
collectively responsible for the future of education in a world marked by diversity and rapid
change, what these recent developments mean for each education system is a pressing and
open-ended issue.
https://gpseducation.oecd.org/revieweducationpolicies/#!node=42356&filter=all
TOP TRENDS IN EDUCATION
It is critical that we prepare our educational systems in light of these basic trends. The future
we talk about is not a faraway place where our problems are to be solved by education. Our
ability to predict and function depends on how well we use our intelligence. And data from
these trends just like the developing world.
Globalization is worldwide interconnection of people and companies that impacts global
cultural, political, and economic integration. Education is an opportunity to traverse across the
globe and interconnect with others for conducting business across the boundaries.

Globalization is the method of integrating markets across the world, resulting in increased
interconnectedness of national economies and patterns. The late twentieth and early twenty-
first centuries saw the globalization of education, leisure, and other fields.

1. In the last 40 years, advancement in information technology, mobility, and

communications have increased significantly enhanced the speed of globalization. The
internet has facilitated global communication that is available all the time, it has allowed
goods to be transported around the world and cultures to be exchanged.
 2. Nowadays, with the emergence of social media, International boundaries have become
less important in several respects, as manufacturers utilize new modes of
communication and marketing, such as micro-marketing, to reach out to foreign
customers.

https://www.economicsonline.co.uk/Global_economics/Globalisation_introduction.html

Over the next ten years, the middle class will make up the majority of the world's population, a
development mostly led by China and India, which will account for 90% of new middle-class entrants.
This will not only increase the pressure to offer quality education to more people, but it will also raise
the bar for education as more demanding consumers put higher demands on it. If international mobility
grows, our programmers will be put under more strain to integrate students from all walks of life.

Digitalization:
In 2017, three out of every four internet users aged 16 to 74 used the internet on a regular or near-daily
basis. Online interaction also leads to offline results, whether it's a work, a room for the night, or the
love of your life. In reality, extensive internet usage in school has been related to lower student success. 

Education has already fallen behind the times when it comes to digitalization. It needs to do more to
take advantage of modern technology's resources and strengths while also dealing with concerns about
possible abuse, such as cyberbullying and privacy concerns. Education, on the other hand, continues to
struggle to encourage students, especially girls and minorities, to pursue STEM (science, technology,
engineering, and mathematics) subjects.

The problem for education is that items that are simple to teach and measure are often simple to
digitize, automate, and outsource.

  ADULT LITERACY

This isn't just a question about the labor market. Digital literacy and critical thinking are becoming
increasingly important, not just for young students, in a world where the number of people reading
news online has risen by about 40% on average. Despite this, older adults in many countries lack the
necessary skills to access complex digital data. Governments – and employers – must consider what it
would take to have education that is not just lifelong but also life-wide.

https://www.oecd.org/education/ceri/trends-shaping-education-2019-oecd-says-countries-
should-use-global-mega-trends-to-prepare-the-future-of-education.htm
Human capital theory-based educational strategies have the potential to increase cooperation and
minimize inefficiencies caused in the use of minimal resources (Mace 1987). The “human capital”
approach towards the educational policy is also based on the premise that education and providing a
trained and qualified workforce has a national economic benefit. Modern economic growth is driven by
the generation, implementation, and utilization of information, so it is critical to unleash creative
capacity and disseminate knowledge across the population. Many social structures regard education as
the primary means by which such transitions will occur, notwithstanding the issues concerning which
skills and knowledge should be taught. Knowledge is to be gained by whom and who makes those
decisions mostly lack clarification.

. As a result, in most pluralistic societies, towards the end of twentieth century, the conflict
between economic individualism and social collectivism as preordination determinants of social
organization has dominated the debate within the sociopolitical environment. As a result,
educational policy is influenced by and situated within what Taylor et al. (1997) refer to as the
sense of the results of debates in the larger socio-political system, and the language used to
articulate the policy is explicitly derived from the dominant discourse. A variety of social and
political influences have merged in this context to make economic functionality the dominant
discourse.

This may be based on carefully specified and rigorously tested curriculum content and/or
pedagogy, a thorough inspection process, or a combination of the two. They must also be able
to show that this is what they are doing and that they are enforcing national policy in a way
that contributes to the human capital results that the education system is expected to produce.
There are practices that lead to the development of internal policies that will allow the
institution to produce an adequately qualified and educated group of students, as well as the
day-to-day organization of schools, decision-making details, and the type and degree of
delegation of responsibilities. The essence of the programmer and its content, pedagogy and
evaluation, individual teacher responsibilities, processes for reporting to and involving parents,
school internal management, and mechanisms for developing relationships with the external
community can all be identified once these are established.
Education policy can be seen as having a social purpose, as it is concerned not only with matters
of welfare but also with issues of philosophy. The distinction between educational provision as
an economic and social policy is not always clear – the relationship is frequently one of
interdependence. Education plays a critical role in fostering a sense of personal and mutual
well-being, as well as social stability. It also plays a similar ideological role in shaping what
society considers to be accepted ideals and creating a sense of national identity.
https://core.ac.uk/download/pdf/55754.pdf

PAKISTAN
Higher education is debated as to whether it leads to a country's professional workforce.
Brilliant managers have the ability to become successful leaders, engineers and scientists are
examples of technological advances, and coaching professionals prepare young people for
future success. Higher education contributes to an educated and professional labor force,
which increases productivity and contributes to a high national income. Apart from universities,
all who are eligible higher education institutions and have with education of institution of
higher education and have selected degrees pursue research and development (R&D) activity in
industry (Akbar and Naqvi, 2008).
Several countries are currently working to improve the social rates of return on university
research and growth. Greater social cohesion and strengthened democratic foundations that
support property rights and enforced law and order are necessary conditions for generating
incentives.
According to a recent report, Pakistan is experiencing a demographic shift as a result of its
population's declining growth, resulting in a shift in the country's age structure. The proportion
of secondary school-age children to pre-secondary school-age children will continue to decline,
while the population of post-secondary school-age children (18-24 years) will grow until 2050.
http://pu.edu.pk/images/journal/studies/PDF-FILES/14_v21_1_20.pdf

People develop the sense of obligation as a result of their education. People who have received
an education understand not just their responsibilities, but also how to exercise their political,
societal, and individual rights. Primary aim of education is to empower common people by
increasing their awareness of their status as global citizens. People become prosperous as a
result of their education, and they play their respective roles in the overall national growth.
Pakistan is a developing country with a struggling economy and is beset by rising political
unrest, escalating extremism, never ending sectarian conflict, civil unrest, and economic
decline. After the establishment of Pakistan, the education system has received the lowest
percentage and share from national income, eroding the pillar of quality in the educational
system.
https://files.eric.ed.gov/fulltext/EJ1091681.pdf

Pakistan already have high youth unemployment rate. According to the Commonwealth's
Global Youth Development Index, which measures young people's progress across the realms of
public engagement, schooling, jobs and opportunity, health and well-being, and political
participation.

Perhaps most notably, Pakistan, after Nigeria, has a the largest number of “out-of-school”
children in the world: In 2017, 22.7 million children ranging from five to sixteen—44% of this
age group, did not attend school.

Gender disparities are rife, with boys outnumbering girls at every educational level. Human
Rights Watch estimates that 32% of girls in elementary school are not attending schools
compared to 21% of boys. By the sixth grade, only 41% of girls have completed their schooling,
compared to 51% of boys. Just 13% of young girls are enrolled in school by the ninth grade.
https://wenr.wes.org/2020/02/education-in-pakistan

REFERENCES
https://wenr.wes.org/2020/02/education-in-

pakistanhttps://gpseducation.oecd.org/revieweducationpolicies/#!node=42356&filter=all

https://www.economicsonline.co.uk/Global_economics/Globalisation_introduction.htm
l

https://www.oecd.org/education/ceri/trends-shaping-education-2019-oecd-says-countries-
should-use-global-mega-trends-to-prepare-the-future-of-education.htm
https://core.ac.uk/download/pdf/55754.pdf
http://pu.edu.pk/images/journal/studies/PDF-FILES/14_v21_1_20.pdf

https://files.eric.ed.gov/fulltext/EJ1091681.pdf