IMPLICATIONS OF GLOBAL INFORMATION SOCIETY IN EDUCATION SYSTEM

CHAPTER 8 – GLOBALIZATION, ASEAN INTEGRATION  Demand for widening the education access for all
 Lifelong learning
Globalization – is one of the most dominant forces facing education in the 21 st century  Global versus local cultural development
- refers to an increasing interconnectedness and convergence of  Creation of new educational networked organization
activities and forms of life among diverse cultures throughout the  Changing of educational management
world  Demand for more flexible and general skills
- links individuals and institutions across the world with
unprecedented interconnection CORE VALUES
- “AS A THEORY, it seeks to explain the integration of economies and  Peace and non-violence
societies around the world  Social justice and human rights
- “AS A PROCESS”, it affects all countries, some more favorably than  Economic well-being and equity
the others  Cultural integrity
Education Systems – constitute the core of the globalization process  Ecological balance
Global education – extend students’ awareness of the world in which they live by  Democratic participation
opening them to the diverse heritage of human thoughts and
actions, and creativity CORE SKILLS AND COMPETENCIES
 Self-worth and self-affirmation
CHARACTERISTICS OF GLOBALIZATION THAT CAN BE LINKED TO EDUCATION
 The affirmation of others
1. Educational terms – there is a growing understanding that the neo-liberal
 Cultural and racial differences
version of globalization, particularly as implemented by bilateral, multilateral,
 Critical thinking
and international organizations is reflected in an educational agenda
 Effective communication skills
2. Economic terms – a transition from Fordist to Post-Fordist forms of workplace
 Non-violent conflict resolution and mediation
organization
 Imagination
3. Political terms – a certain loss of nation-state sovereignty or at least the
 Effective organizing
erosion of national autonomy
4. Cultural terms – a tension between the ways in which globalization brings forth
ISSUES ON GLOBALIZATION
more standardization and cultural homogeneity
1. Socio-cultural Issues – one of the paradoxes of globalization is that differences
is becoming increasingly normative.
ASPECTS OF GLOBALIZATION
 Massive migration – are changing the ways we experience national
1. Industrial globalization, trans-nationalization –refers to the rise and expansion
identities and cultural belonging
of multinational and transnational enterprises
 Managing differences – becoming one of the greatest challenges to
2. Financial globalization – refers to the emergence of worldwide financial
multicultural countries
markets and better access to external financing
 Global changes in culture – deeply affect educational policies,
3. Political globalization – refers to the spread of political sphere of interest to
practices, and institutions.
the regions and countries .
2. Economic Issues – growing worldwide inequality, consistency and quality of
4. Information globalization – refers to the increase in information flows between
educational experiences remain patchy, new technologies of globalization
geographically remote locations
3. Political Issues – constraint on national/state policy, economic coordination
5. Cultural globalization – refers to the growth of cross-cultural contacts
and exchange, global conflict, crime, terrorism and environmental issues
6. Globalism – refers to the universal, internationalist impulse that the world is
connected
FORCE OF GLOBALIZATION

-Taxing youth -families -education systems worldwide

IMPACT OF GLOBALIZATION ON EDUCATION 6. To promote Southeast Asian studies
7. To maintain close and beneficial cooperation with existing international and
1. The needed reforms within the educational system
regional organizations with similar aims and purposes
A. Content of Education
- Curriculum Up-gradation
PILLARS OF THE ASEAN COMMUNITY
- Productivity Orientation
1st Pillar: ASEAN Economic Community (AEC) – a shift towards globalization of products
2. The Fall Out of Globalization
and labor aimed at boosting investments, generating more jobs, and increasing
A. Internationalization of education
incomes
B. Finance-related issues nd
2 Pillar: ASEAN Political-Security Community (APSC) – oversees that the ASEAN
C. Privatization of secondary and higher education
Community continues to live in peace, stability, resilience, and in concord.
General Agreement on Trade in Services (GATS) COMPONENTS OF APSC
 Political development
ASEAN COMMUNITY – a regional integration of norms, values, and resources  Shaping and sharing of norms
 Conflict prevention
August 8, 1967 – the first convergence of five Southeast nations
 Conflict resolution
Bangkok, Thailand – hosted the first convergence of five Southeast nations  Post-conflict peace building
 Implementing mechanisms
FIRST 5 SOUTHEAST NATIONS 3rd Pillar: ASEAN Socio-Cultural Community (ASCC) – seeks to provide fair access to
 Indonesia opportunities without prejudice to religion race, gender and cultural
 Malaysia background.
 Philippines ASEAN COMMUNITY – is a collaboration of nations having a wide array of broad
 Singapore cultural, political and economic dimensions
 Thailand
Followed by another 5 countries CHAPTER 9 - EDUCATION IN THE NEW MILIEU
 Brunei Darussalam A “key purpose of schooling” is to familiarize the learners to the present
 Vietnam environment and prepare them for the future.
 Lao PDR
 Myanmar THINGS TO BE CONSIDERED FOR THE SCHOOLS TO INCORPORATE INTO THE SYSTEM
 Cambodia TO COPE UP WITH THE DEMANDS OF EDUCATION AND LEARNING:

ASEAN COMMUNITY BLUE PRINT 1. Students must be prepared for life, not just for careers
1. Political-Security Blueprint – rules based, shared norms and values 2. What ought to be taught, is not thought, but the process of thinking
2. Economic Blueprint – single market and production base 3. Acceptance of heterogeneity
3. Socio-cultural Blueprint – human development, social welfare and protection 4. While delivering the curriculum, teachers should drive application-based,
creative, and innovative thinking
ASEAN AIMS AND PURPOSES
1. To accelerate economic growth, social progress and cultural development in Information and Communication Technology (ICT) – consist of hardware, software,
the region through joint endeavors network media for the collection, storage, processing, transmission and presentation of
2. To promote regional peace and stability information
3. To promote active collaboration and mutual assistance on matters of common
interest CONTRIBUTIONS OF ICT IN EDUCATION
4. To provide assistance to each other  Increasing access through distance learning
5. To collaborate more effectively  Enabling a knowledge network for students
  Training teachers - Society – an understanding of social institutions and their role in
 Broadening the availability of quality education materials change and development
 Enhancing the efficiency and effectiveness of educational administration and - Environment – an awareness of the resources and fragility of the
policy physical environment
Internauts – teachers and students exploring the internet’s educational possibilities - Economy – sensitivity to the limits and potential of economic
growth and their impact on society and on the environment
Global education – educators’ work in investigating a world-based curriculum STAKEHOLDERS in SD
COMPUTERS IN EDUCATION ENABLE/ADVANTAGES  Governments
 Teach more effectively  Businesses
 Reach and teach more students  Educational institutions
 Make the world our classroom  Media
 Turn latchkey kids into connected kids  Youth
 Get ready for the future
AREAS OF ESD
COMPUTERS IN EDUCATION DISABLE/DISADVANTAGES  Implementation
 Effective teaching all but disappear  Decision making
 Digital world remains divided  Quality of life
 Students risk becoming antisocial
 Computers are a health risk SKILLS THAT ARE ESSENTIAL TO ESD
 Fundamental skills are sidelined 1. Envisioning – being able to imagine a better future
2. Critical thinking and reflection – learning to question our current belief
POSSIBLE OUTCOMES OF THE PROCESS OF CHANGE systems
3. Systematic thinking – acknowledging complexities and looking for links and
 Learning increasingly will take place in authentic contexts and focus on
synergies
authentic tasks
4. Building partnerships – promoting dialogue and negotiation, learning to work
 Students will become active learners
together
 Education will become a lifelong process
5. Participation in decision making – empowering people
 The artificial divisions of grade levels will disappear
 The boundaries separating schools from each other and the community will
United Nations Decade for Sustainable Development (DESD)
blur or disappear
UNESCO’s ROLE IN ESD
Ladderized System of Education and Training – a new path created by former President
 Respect for others
Gloria Macapagal Arroyo, to solve the problem in mismatch in skills and the
 Respect for the present and the future generations
requirements of the jobs
 Respect for the planet and what it provides us
Technical Education and Skills Development Authority (TESDA)

DESD PROMOTES
CHAPTER – EDUCATION for SUSTAINABLE DEVELOPMENT (ESD)
 Interdisciplinary and holistic learning rather than subject-based learning
EDUCATION for SUSTAINABLE DEVELOPMENT – it is an active and expanding field of
educational innovation and transformation worldwide  Values-based learning
- is a dynamic concept that encompasses a new vision of education to  Critical thinking rather than memorizing
empower people to assume responsibility for creating a sustainable future  Multi-method approaches
 Participatory decision-making
COMPONENTS  Locally relevant information, rather than national
KEY ACTION THEMES FOR ESD COOMON THEMES OF ESD SHARED BY EFA AND UNLD
 Gender Equality  Overcoming poverty
 Health Promotion  Gender equality
 Environment  Health promotion
 Rural Development  Environmental conservation and protection
 Cultural Diversity  Rural transformation: education for rural people
 Peace and Human Security  Human rights
 Sustainable Development  Intercultural understanding and peace
 Sustainable Consumption  Sustainable production and consumption
 Cultural diversity
DIFFERENT ATTITUDES TO FACE GLOBALIZATION  Information and communication Technologies
1. Optimist globalists – see only the boon of globalizing
2. Pessimist globalists – see the dark side of globalization
3. Traditional globalists – take a safe ground feeling indifferent to change
4. Transformation globalists – who would not stand and wait but take a proactive
stand
4 DIMENSIONS of ESD
1. Environmental awareness – promotes environmental education, active
approaches to teaching-learning etc.
2. Competencies for the knowledge economy – this delineates the skills of
knowledge workers and specifies conditions to be met for lifelong learning for
all
3. Human/social capital and economic growth – this studies the specific roles of
both human and social capital in economic growth
4. Inclusive education – this addresses the special education needs of students

4 MODES of ESD TEACHING-LEARNING PROCESS

 Values-based learning – the process of self-reflection and critical inquiry
 Learning to transform – this involves developing a vision for ESD
 Whole-school approach - this is to develop an entire school culture committed
to ESD
 Community-based learning – the schools act as a social agent

SCOPE OF ESD
 Promotion and improvement of basic education
 Reorienting of existing education to address sustainable development
 Developing public awareness and understanding of sustainability
 Training and skills development for the world of work