Posted at 11.22.2018
Globalisation is a buzzword nowadays and it is often said as an all natural process by many views especially from popular media. Globalisation is unavoidable to a land. Different region may have different response and effect of globalisation. Many sectors are influenced either in good or bad ways credited to globalisation and one of the cases is education sector. In this specific article, I would like to discuss the effect of globalisation on educational coverage, especially in Malaysian framework.
Globalisation is not limited to a definition; it could be define in many ways depending that views it is seen. In my viewpoint, globalisation is an activity where the world is 'shrinking', becoming borderless and seen as a sense of global wholeness and unity. Globalisation made everything becomes easier and it offers led to great changes in many areas since hundred years ago. However, they have speeded up over the last century because of the presence of move forward technology in communication. The consumption of e-mail and internet will be the exemplory case of globalisation where global communication takes place almost instantneous. Matching to Bottery (2006), globalisation can be defined as the planet is viewed as a whole and the quickness of communication had 'shrunk' it over the last few centuries. Many theorists and authors generally determine globalisation a process involving the movements of the world's people, images, systems, financing including trade, money, and capital, and ideas, such as practices concerning says and other institutional insurance policies. (http://infonomics-society. org). Globalisation is reported to be marked by fast, free movement of individuals, services, capital, goods, ideas and knowledge across edges.
Some people thought globalisation is a poor phenomenon which affects the world in lots of ways. Among the common problems that are always associated to globalisation is environmental problems. To mention a few, global warming, ozone depletion and imbalance ecology system will be the impact of globalisation, specifically environmental globalisation. Another exemplory case of damaging globalisation impact; cultural globalisation is seen as the cause of losing one's culture and vocabulary since everyone is adapting and practising the dominating culture. McDonald is the exemplory case of recent dominating culture because of this of social globalisation. Regardless of the negative impact of globalisation, another group of individuals agree that globalisation has given benefits to the earth, where people get more connected and prepared than ever before. Looking from cultural globalisation, Bottery states it provides cultural variety in one location to eat virtually any countrywide dish, enroll in any religious wedding ceremony, and listen to almost any music. These types, as promises by Bottery provide education with different house windows by which new perspectives are gained. Besides that, ethnic globalisation too offers usage of different beliefs and methods to life, and become a real make for spiritual growth (Bottery, 2006).
On top of this, globalisation is not entirely focuses on the advance of technology, Bottery (2006) in his article promises globalisation includes environmental globalisation, social, demographic, politics, American and financial globalisation which is a continuous process whether human being recognised or not. He then added that the process of globalisation impacts nation states, generate policy mediations and also have direct impact after educational institutions. To conclude, different kinds of globalisation put different tensions to the globe. However, the different types of globalisation interact and influence each other in diverse ways, creating a far more intricate and difficult world to live on.
Education is positioned among the key concern of nation-states as it is participating in a amazing role in shaping and preparing children for future years in an significantly globalised world. Actually, much money is allocated to education as a open public service due to its importance. To attain the seeks of education, traditionally, nation-states developed their education coverage to what they saw as important with their nation. However, in recent framework, education policy is seen beyond the nation-states, it is become internationalised to the dominance of the global economy over the nation-wide politics. Inside the wider context of globalization, education is currently regarded as a global service, participating in a remarkable objective in the global overall economy with investment in people, skills and knowledge. Simply, it argues that education insurance policy nowadays is produced and executed in a global context. The improvement of education insurance plan lately is also anticipated to global competitiveness, due to invent real human capital discourse which is economically competitive to other countries. In such global context, improving global competitiveness has been targeted by nation-states' education plan. This is credited to invent individual capital discourse which is economically competitive to other countries. (infonomics-society. org)
According to Mundy, many countries have become more competitive by spending so much time to improve the efficiency of the domestic labour force which may be accomplished by introducing new educational regulations, programs and reforms that prepare children to remain competitive in the global labour pressure. He later added; despite benefitting the education, the competiveness among these nation-states boosting the production of new education polices with packed with value. Actually, many studies have affirmed that there were new education insurance policies that introduce reforms in curriculum, pedagogy and analysis, seeking to increase competitiveness among nation-states. Examples of these reforms are proposal in international evaluations of test performance, national curriculum and effective pedagogies Rizvi and Lingard  confirm that globalization has reformed and redesigned the educational insurance policy terrain.
The procedure for globalization has deeply shifted and transformed the ways in which education insurance policies are developed, put in place and examined as globalization has witnessed the reworking of the nation-state; the website at which open public policy was mostly created.
It is without doubt that globalisation contributes to an improved education policy. This is anticipated to education is a essential part to help a region to contend with other countries. The role of education has changed in most common nation-state as they realised the importance of offering proper education to the people which eventually helped the financial growth of the country. For example, recent finding in India areas that Indian Education System has increased fourteen-fold in terms of the number of colleges and thirty three-fold in conditions of the amount of colleges, in comparison to the number during Freedom (http://www. aserf. org. in/presentations/globalization. pdf).
As a developing country, Malaysia too goes through changes in education insurance policy to meet up with the need of the globalised world. The colonisation of Uk in Malaysia kept long lasting impact to the deviations of Malaysian education policy, which is continuously changing until today. Typically, education in Tanah Melayu began as a private enterprise which is principally concerned in producing man with means of knowledge and skills for his well-being and for his salvation in the hereafter. The training system in Tanah Melayu then transformed as the British needs skilled visitors to benefit them to be able to exploit the economy in Tanah Melayu thus the British isles colonial supplies the school for local people. When the British colonized Malay, they instituted an education system in all of the colonies with the goal of helping the natives to keep traditional life also to prevent public unrest through limited education (Hooker, 2003). Actually, the British isles limited education to "creating better anglers and farmers, because the British worried that an 'over-educated' human population might rebel against colonial guideline" (Hashim, 1996). ( https://scholarsbank. uoregon. edu/xmlui/bitstream/handle/1794/9167/Tableman_Leslie_Diana_MPA_Win09. pdf?sequence=1\) This is the starting place of trend in education policy in Malaysia, where economical sector is the largest impact to the change. Education is an important tool in encouraging the infrastructure of your country, hence having a reliable education system is crucial to the success of expanding countries in a worldwide current economic climate (Tableman, 2007). (https://scholarsbank. uoregon. edu/xmlui/bitstream/take care of/1794/9167/Tableman_Leslie_Diana_MPA_Win09. pdf?sequence=1)
Much said globalization is synonymous with the opening of national edges to the international stream of goods, services, recycleables and resources, information and technology, and human resources. Within the last three years, East Asia has been reported to experience an interval of financial development which includes been described as 'unprecedented' and 'miraculous' (World Standard bank, 1994). Economic expansion and educational development is carefully related, and these two aspects are also linked to state development and developmental talk about. It is recognized by Green (2002), the coincidence in East Asia countries of monetary progress with educational expansion clearly suggests a close relationship between your two. For instance, it has been reported that in Hong Kong, Singapore, South Korea and Taiwan, the economic development grew eight per cent per annum, which is way faster than other region on the world (Green, 2002). Generally, the enrolment rates in secondary college were below 50 per cent in each country in the first 60's, however, these four countries have undergone enormous growth in education, where each one of the countries got quite high levels of basic education. In fact, Taiwan and South Korea will have among the highest rates of top secondary completion on the planet, and a sizable proportion of these who complete go on to higher education (Green, 2002).
(British AS DOMINANT Terms : http://idosi. org/wjihc/wjihc1(1)11/6. pdf)
In respond to economic downturn in 1997 in Malaysia, the Malaysian authorities required a few drastic actions to reform the market in Malaysia. The needs for much more graduates and k-workers who could speak British well and who can work in multinational companies were posted as important strategies. To meet up such needs, the government reversed the English language policy in schools. Beginning 2003, the medium of instructions for Math and Science topics began to be taught in English. Having, at least, a credit in British in the nationwide school evaluation would be an advantage for students to be accepted at general population universities. Now British becomes a second terminology in Malaysia again. Actually, the last Malaysian Leading Minister disclosed that 94% of unemployed graduated in the united states are Malays and they're unable to procure careers because industrial careers called for a higher English words competency. (http://books. google. co. uk/books?hl=en&lr=&id=xzrSYcBxaV4C&oi=fnd&pg=PA123&dq=effect+of+globalization+on+education+in+malaysia&ots=KNH2yfoWDU&sig=odAIpeFxJyJmIwMCY1hdrhvx4sc#v=onepage&q&f=false) Indeed, with the growth of technology in the classrooms, the way students learn English in Malaysia might not exactly be the same as it was before. (http://cluteonline. com/journals/index. php/CTMS/article/viewFile/5575/5658) However, there is certainly complicated issue about the usage of English language to instruct Math and Knowledge, the coverage is reverted to using Malay and British to instruct both subjects. Despite the issue, it is amazing that English dialect is an important language for folks to remain competitive, as the majority of the trade commodity use British to talk.
As a developing country, Malaysia needs to focus on the facet of lifelong learning, which is essential to meet the changes in the demand for more knowledge workers, especially in producing skilled workers. In the area of higher education, universities have become factors of the competitive good thing about nations (Porter, 1998). To obtain and preserve competitive advantage in various industries, the bigger education is the main locus that steps economies forward, and the primary means of educating and making the ability or human being capital. Besides that, due to the same fact to improve world economies, universities have become more self-consciously global, especially universities of the advanced countries, looking for students from around the world who stand for the entire spectral range of cultures and principles, besides sending their own students abroad in educational exchange programs to get ready them for global employment opportunities. A number of the colleges also offering training of review that addresses the challenges of interconnected world and collaborative research programs to progress knowledge for the benefit of all mankind. As a result, the causes of shaping higher education cause the movements of people across the border. Students travel in one developed nation to another, and from producing or less-developed to the developed countries to get good education. (http://amrjournal. blogspot. co. uk/2009/07/impact-of-globalization-on-malaysias. html\)
The preamble to the Malaysian Education Take action 1996 areas that 'education plays a essential role in attaining the country's perspective of achieving the status of a completely developed region in terms of economical development, sociable justice, and religious, moral and ethical power' (http://link. springer. com/content/pdf/10. 1023%2FA%3A1017572119543) The economic globalisation has affected Malaysian advanced schooling insurance plan where in 1995, the Malaysian government reversed its opposition to private universities and urged private sector investment in advanced schooling. However, the private sector including overseas providers is firmly governed. Malaysia instead legislated to keep up governmental control over the emerging private higher education sector to make it meet what the federal government perceives as the cultural and economical needs of the country. Matching to Ward and Eden (2009), for education, neo-liberal economics means presenting the sort of competition making private business successful. Neo-liberals want a free-market in education, making education as item which is purchased and sold; schools are the providers and parents and children the consumers or customers. In the 1990s not only private colleges and colleges are liberalised, many private institutions and international academic institutions are also built. Now, foreign capitals are permitted to endure to 49% of the shares in virtually any private educational company. Branch campuses of international universities are allowed, in truth attracted to setup in Malaysia. (http://www. japss. org/upload/1. %20globalization. pdf
By 2000, there have been 11 public higher educational establishments, 7 private universities, 3 foreign university or college branch campuses, plus more than 400 private colleges approved by the Malaysian administration (Challenger Notion, 2000). A lot of the private establishments offer their own diplomas as well as foreign-linked level programs, a few of which require students to complete a number of years of study overseas while others can be completed completely in Malaysia. A few of these universities, such as Taylor's School, are foreign-owned.
With the amount of money moves through this education commodity, the overall economy of the country will establish greatly. However, one question stay, is this liberalization, globalization and privatization of education good for Malaysians, especially the indegent. It really is clear that the poor cannot afford to go to private university which requires high fees. For example, one of secondary schools in Malaysia, known as Saad Groundwork College or university, the fees required for a year is approximately RM 41 000 (equal to 8200 GBP). That is a big sum of money in comparison to average salary of working school people in Malaysia. It is said that private university serves better destination to teach the students, for example private academic institutions have much smaller classes, much better student-teacher relationship, excellent extra curricular activities; we take the kids from the school and in to the community and we even teach several dialects like French, Bahasa Malaysia and Mandarin. Although private university is good for students' lifelong learning, it is a disadvantage to the poor, where they haven't any chance to really have the same kind of education which is always lacking. Tooley concludes in his recent article Could Globalization of Education Advantage the Poor? That: The argument begun, first by demonstrating that we now have private schools open to, and patronized by, the indegent in "developing" countries. Second, there exists evidence showing that these schools are providing poor parents and children a much better package, educationally-speaking, than the state alternative. Educators in the private classes, in particular, the study has suggested, show a much better commitment to teaching than in the government schools. Both of these considerations claim that private education in itself could be good for the poor. (http://www. japss. org/upload/1. %20globalization. pdf) Economic globalisation has affect education greatly. Advanced schooling is embroiled in global marketisation. It trains the professionals and technicians of global businesses; the primary student growth is at globally mobile certifications in business studies and processing; the sector is formed by economic regulations undergoing partial global convergence, and the first global university or college market has emerged. (http://doc. utwente. nl/60264/1/Marginson07globalisation. pdf)
Globalization is also influencing ways of educational delivery and support. Traditional classroom delivery is now enhanced with electronic learning support. Online classes, online classrooms and Web-based lessons are some delivery methodologies for distance education across edges as a result of globalization. In fact, using ICT in education is inescapable as ICT has improved just how businesses and companies are conducted and affected the way people work, interact and function in contemporary society (UNESCO, 2002). ICT has become common place at home, at the job, and in educational corporations (Kirkup & Kirkwood, 2005). The use of ICT, including the Internet at home and work places, has increased exponentially (McGorry, 2002).
Explosion of knowledge and information in the age of it has in some way helped the globalization of education. The benefits of computers and internet and other technology-mediated learning by using VCD, CD-Rom, Email, E-Chat, databases, website, LMS, digital library, etc have helped in the dissemination of information and knowledge to hundreds of thousands surrounding the world (http://idosi. org/wjihc/wjihc1(1)11/6. pdf). Because of this fact, Malaysia is trying to integrate the utilization of ICT in education, besides to bridge the distance within the global trend as other countries have long developed the plan of ICT in education. The introduction of the 'Insurance policy on ICT in Education' in Malaysia is root of four major pillars; Human Capital, Budget, Digital Learning Resources and Infrastructure.
One of the illustrations the implementation of ICT in Malaysian Education insurance policy is the launching of Smart university. The aim of the smart school Flagship Application is The Smart School is a learning establishment that has been reinvented in conditions of coaching and learning methods and institution administration system in order to prepare the students for the Information-Based Society. Creativity and better management of information is facilitated by using technology where students, professors, administrators and parents are better ready for the troubles of the info Time. ' The Smart University applications brings the advantage of technology to the educators and administrators. These also allow the young to learn the ICT world - using tools such as personal computers, scanners, printers, multimedia products, Television/videos, etc. - at a much earlier level in life. They get to appreciate the energy of the web and multimedia applications, which will make learning more interesting and enriching. This will in turn lead to them becoming more technology savvy (http://www. mscmalaysia. my/sites/default/files/pdf/publications_references/SMART_SCHOOL_ROADMAP_020506. pdf)
Smart College is not only about ICT intervention in teaching and learning. The national curriculum and pedagogy receive the best importance, with the role of educators, administrators, parents and the city enhanced in the education of the Malaysian students. Individuality, creativity and initiative between the students are prioritised. However, ICT is critical to make the coaching and learning functions easier, more pleasurable and effective, as well as making communication and management on the list of stakeholders more efficient.