REFORMS IN

EDUCATIONAL POLICY
AND PRACTICE DUE TO
GLOBALIZATION.
 Globalization has developed concept of nation states
creating the ground of similarity, commonality, and
interdependent regarding social, political, cultural,
economic, and educational issues.
 The impact of globalization on education policy and
reforms around the world has become a strategically
significant issue.
 Nation-state developed their education policy in regards
to what they saw as important to their nation.
 Education policy is a perspective, mission, and
commitment of a nation which determines national
education system.
 Education policy nowadays is formed and implemented
in a global context.
 Educational emerged as an universalization and
standardization of education policy, practice, and plan.
 Socio-economic, cultural, physical, psychological,
geographical context of an individual has been realized
as a corner stone of the education policy.
 A new paradigm shift in education for this millennium
which includes globalization, localization, and
individualization as unavoidable processes
Carnoy(1990) finds three forms of impact of globalization
on educational reform initiatives/strategies.
1. Competitiveness-driven reforms
-improvement of economic activities by improving
the quality of labour and human capital.
2. Finance-driven reform
-reduction of public funding on education.
3. Equity-driven reform
-to increase equality of economic opportunity.
 The globalizing agencies of education like UNESCO,
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.
 In the 21st century, organizing children with a global context in
mind is a solution to ensure that all children will not be left behind.
However, it is not as simple as one may think because there are
critical questions that need to be answered.

A. Reforms in the curriculum. The shift in the international nature of

the student population in many tertiary institutions has raised
numerous issues about the form and content of the curriculum that is
delivered. This necessitates shifts or reforms in the curriculum.
According to Lourdes Quisumbing (2000), these major shift in
educational paradigm and approaches must be accompanied by
corresponding changes and reforms in our educational system.
These policies, practices, and strategies include among others:
1. Learner-centered and learning-oriented curriculum.

a. Change in the role of the teacher as role purveyor of

knowledge to facilitator and motivator of learning.
b. From rigid selection of students, based on single and
fixed criteria to more open and flexible standards, taking
into account the learners multiple intelligences,
aptitudes, and interest.
c. From prescribed methodology to more flexible teaching
style that respect the uniqueness of the learners
intelligences, motivations, needs, and situations.
2. Contextualized learning

a. From pre-organized subject matter to contextualized

themes, relevant and appropriate to the society and
culture.
b. From knowledge limited to the local scene to globalized
knowledge, values, attitudes, and skills interfaced with
local wisdom.
c. From traditional methodologies to more modern
strategies of teaching and learning with the freedom to
use mixed modes of instruction and more interactive
technology.
d. From rigid subject matter boundaries to more
interdisciplinary and multidisciplinary approaches to
problems issue.
3. Holistic and innovative methods of assessing
educational outcomes

a. Revising the scope and content of assessment of learning

outcomes for greater relevance.
b. Designing qualitative and quantitative methods of
assessment of performance according to objective.
c. Developing more diversified and creative forms of
assessment that can be applied to such categories as
civic values and attitudes, rights, and obligation in the
workplace.
B. Transformative education as a progressive paradigm in
the globalizing world. Global citizens are required to see
education against of backdrop of broader agenda of
universities, policy-makers, and civil society bodies.
Yeban (2004) noted that knowledge in the 21st century
must address both the opportunities and challenges that
facilitate and inhibit human and societal development.
The kind of education that will produce, reproduce, and
utilize such knowledge is a kind of education that rests
on the pursuit of transformation both personal and social.
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
rather than general knowledge that includes the
following:
-technological intelligence
-political intelligence
-social intelligence
-cultural intelligence
-economic intelligence
-learning intelligence
-emotional intelligence