GLOBALIZATION AND

COMPARATIVE EDUCATION

Philip Omar G. Famularcano

EDD-ED MA
Reporter
What is GLOBALIZATION?
• According to T.Evans, GLOBALIZATION is the space – time
compression. In simple words it means shrinking of space as well
as time, which brings together nations, cultures and economies in
mutual respect for one another.
• GLOBALIZATION is the system of interaction among the
countries of the world in order to develop the global economy.
Globalization refers to the integration of economics and societies
all over the world.
• I involves technological, economical, political, and cultural
exchanges made possible largely by advances in communication,
transportation and infrastructure.
GLOBALIZATION AND EDUCATION
• People around the world are more connected with each other. There is
need of understanding of interaction of human society and environment all
the more
• Education in global society has greater responsibility of shaping preferred
futures of the students
• Liberation and privatization has changed the education scenario of today
• Exploration of change, interdependence, identity and diversity, rights and
responsibilities, peace building, poverty and wealth, sustainability and
global justice keys areas where education has to play vita role.
• Developing skills of cooperation shared responsibility, critical thinking,
communication
• Positive and responsible values and attitudes and orientation to active
participation
 GLOBALIZATIO
N AND
EDUCATION
• The quantity and
quality of education
determine whether
and how the country
can participate in the
processes of
globalization
Comparative
Education
• ‘a field of study that applies
historical, philosophical, and social
science theories and methods to
international problems in education.
Its equivalents in other fields of
academic study are those dedicated
to the trans-societal study of other
social institutions, such as
comparative government,
comparative economics, and
comparative religion. Comparative
education is primarily an academic
and inter-disciplinary pursuit.’
(Erwin Epstein in Phillips and
Schweisfurth, 2007: 7)
Why comparative education?
• To understand and improve systems of learning by looking at
others
• Challenges us to think broadly about the link between local
practices and global issues
• To explore overlapping values and social systems that underpin
education (Hayhoe and Mundy, in Mundy et al, 2018)
• 18th and 19th Century – ‘travelers’ tales’ – info on education
gather from excursions and expeditions
• Sought to identity features that might be copied and inserted into
the system of the observer – ‘borrowing’
 Key Issues
• Collaborative enquiry involving teams of researchers
• different disciplinary backgrounds and different
degrees and types of experience provide different
perspectives and methodological approaches
• Seeing differences between things that are similar and
the similarities between things that are different
• Advantages and disadvantages of models observed in
one context could provide lessons for policy in
another
• Learning from others
• Learning about self through others
• Attraction of difference
• Identifying good practice and copying/emulating
• 3 stage process – identification, introduction to home,
assimilation
• Misreporting eg. comparative studies like PISA
THE AIMS OF
GLOBAL
EDUCATION
1. Creating Global Citizens
• A Global Citizen is someone who is aware
of the wider world and has a sense of his or
her own role as a world citizen
• Respects and values diversity;
• Has an understanding of how the world
works
• Troubled bu social injustice
• Participates in the community at a range of
levels, from the local to the global
• Is willing to act to make the world a more
equitable and sustainable place
• Takes responsibility for his or her actions
• Feels an ethical responsibility to others
around the globe
2. Knowledge and Understanding
• Interconnectedness and
interdependence
• Environmental sustainability
(factors that contribute to quality
of environment)
• Economic development
• Diversity
• Human rights
• Change management
• Conflict resolution and peace
building
4. Skills and Processes
• Framework of Knowledge
• Critical Literacy
• Develop and express point
of views
• Identify unfairness and
action to rediness it
• Empathy for others and
environment
• Cooperation
5. Action and Participation
• Involvement
• Identify and investigate
opportunities
• Consider consequences
• Identify and overcome
barriers
• Cooperate an value
participation of others
• Reflect and evaluate action
TEACHING
WITH GLOBAL
PERSPECTIVE
1. Learning Processes
• An inclusive Classroom
• Participation for all
• Student-centered learning
• Experiential learning (providing them direct experience to learning)
• Inquiry – based learning
• Interactivity
• Cooperative learning
• Building sel-esteem
• Enabling critical literacy
• Using current issues
2. Practicing active citizenship
• Involvement in community activities and
campaigns
• Identify, investigate and evaluate alternative
courses of action
• Devise strategies to overcome barriers to active
participation
• Reflect and evaluate effectiveness of action
SKILLS OF 21ST CENTURY EDUCATOR
 The Risk Taker
• Teachers should not wait for
others to take the initiative,
they have to be the leader.
Show our students that
everything can be learnt
through risk and initiative
taking and sometimes
surrender yourself to your
students’ knowledge
The
collaborator
• The teacher should be
able to collaborate the
different tasks for the
students. He should be
able to collaborate the
best technology in the
teaching learning
process
The model
• Teachers job is not just instilling
information in students minds though
instilling is not a proper term to use,
but they are also there to give the
exemplary model of how the life long
learning should be. Students are very
much influenced by their teachers
behaviors therefore the 21st century
teachers need to model several
characteristics
The Leader
• The teacher
should be able to
guide the
students properly
 The Visionary
• Teacher must be imaginative. They need
to foresee the potential of the emerging
technologies, look into other areas of the
curricula and across disciplines, make
links that enhance and value learning in
other fields to leverage this knowledge
and reinforce their teaching and the
learning of their students
The Learner
• This is good way to teach others
about what is special to you and to
learn about other people at the
same time
• Learning is a continuous process,
a lifelong commitment to
knowledge, teachers should
always seek knowledge
everywhere using technology. The
world is dynamic and the horizons
and landscapes are changing so do
the teachers’ needs and skills
The
communicator
• 21st century teacher
should be fluent in the
use of communication
and information
technologies, know how
to facilitate, stimulate,
control, moderate and
manage them
The Adaptor
• Different as they are the models of
learning, teachers should always
make their teaching styles adaptive
to:
• the new curriculum requirements
• The emerging latest technology
• The various are groups and
abilities
• The new dynamic teaching
experiences
 SKILLS OF
21ST
CENTURY
EDUCATOR
GLOBALIZATION
AND
EDUCATIONAL
POLICY
• Globalization: increased interconnectedness of
different areas of the world

• International comparison between education

systems – PISA rankings and TIMSS

• Government looks to other education systems

to improve own education system`
 • Variety of Schools – Free
Schools and Academies

Example • Skills for global Market –

National Literacy and
Numeracy Strategy
of • Additional Funding for
Policies Math Sciences

• Raising Standards for

Teachers
 • Changes to teaching and
learning strategies

Other
Impacts of • Changes to Curriculum
Globalizatio
n
• Multiculturalism
• Limited range of subjects
monitored

• Cultural differences
between nations
Critisms
• Validity and reliability of
testing

• Expensive and often

short- lived policies
Next Topics
•2.2 Initiatives and efforts of different
countries about globalization
•2.3 Education policy about globalization
THANK YOU