By: Sasekea Harris
The proliferation of treaties and global institutions, privatization, trade expansion, financial markets and investments, labour market flexibility, travel and migration are prime indicatives of the globalization of economy, politics and culture although some critics question the degree to which if any globalization has in fact occurred. The high speed at which one can access information, the growth of computer software and hardware, rapid increase in bandwidth and the plethora of information available at the “click of a button” point towards the advances in Information Communication Technologies (ICTs).
These occurrences can also be seen as profound changes resulting from the globalization of economy, politics and culture as well as from the advances in ICTs. Accordingly, issues of education and development namely: the school curriculum, regulation, technology in education, teaching methodologies, and teacher training need to be considered in radically different ways.
The Developing and Developed World will provide the context for the framework for this paper. The first section of this paper will attempt to provide evidence to support the postulation that indeed there has been a globalization of economy, politics and culture and will highlight the resultant changes, showing its profoundness. The second section will discuss some of the issues of development and education that now need to be considered in radically different ways given the changes spurred by the globalization of economy, politics and culture.
The third section will look specifically at ICT supporting the claim that there has been advancement in ICTs. The fourth section will discuss some of the issues of development and education that now need to be considered in radically different ways given the advances in ICTs. The fifth and final section will seek to tie all the issues together in a conclusion.
1. The Globalization of Economy, Politics and Culture
a) Towards a Definition of Globalization
There are competing definitions of the term globalization; three of these will be examined, which will inform this paper. UNDP (1997, p.82) posits that globalization encapsulates both a description and a prescription. The description is the widening and deepening of international flows of trade, finance and information in a single, integrated global market. The prescription is to liberalize national and global markets in the belief that free flows of trade, finance and information will produce the best outcome for growth and human welfare. A review of the abovementioned statement by UNDP indicates that economic and technological variables should intermingle at an international level to improve lives.
Globalization for others refers to: the broadening and strengthening of world links which have taken place progressively since the Second World War and have now reached a stage where almost no one is completely untouched by events originating outside their own country and where international constraints increasingly restrict independent national action (Stewart 1996, p.327). This definition aptly speaks about the compression of the world thus blurring the barrier of time and distance.
Hay (2003, p.2) purported that globalization is a process which reinforces the tendency for economic and political relations to become more global in character over time. Whether or not globalization is happening now is in Hay’s belief an empirical question; not a matter of judgment, faith or theory. Additionally, Hay (2003, p.2) further adds that globalization should not be confused with Europeanization. European integration is not globalization; nor is it evidence of globalization. He posits:
We cannot afford to confuse globalization and the openness of an economy. If Britain becomes more open by trading an ever growing share of its GDP but with only one or two countries – say, France and Ireland - whilst its trade volume with other countries falls then this is not globalization either. To count as evidence of globalization, the process under consideration must be genuinely global-ising.
(Hay 2003, p.2).
To a large extent one can agree with this assertion. Sharing cannot be with one or two countries. It has to be with many, for the event to be seen as globalizing. However, when one adds each sharing, it nevertheless tends to suggest that globalization of economy, politics and culture has occurred. Also, observations of present relationships amongst countries tend to lean to the notion that to a large extent the liberalization of one’s market is a prerequisite for globalization. Although the definitions on the surface seem competing, they nevertheless share common features – openness and sharing - which tend to support the notion that globalization has occurred and the changes are indeed profound.
b) Political and Cultural Globalization
It is claimed that globalization impacts on the political structure of all nations as it requires increased cooperation among countries on an international level. This sometimes results in the compromise between the power of the nation state and the power of multi-national organizations. This is particularly true in education where international organizations such as International Monetary Fund (IMF) and World Trade Organizations (WTO) dictate the operations of a country. For example, WTO specifies that all countries must conform to the stipulations of General Agreement on Trade in Services (GATS) which nullify the role of governments in the provision of higher education and the setting of domestic policies.
Bernal (2000, p. 95) corroborated the claim that globalization impacts profoundly on the political institution of a country. Bernal (2000, p.95) posits that the role of the state has changed and will continue to change as the process of globalization proceeds. Markets, both global and national, have reduced the dominance of government in economic affairs and together with changing political and economic thinking will impact on the nature and the role of the state.
At the cultural level the world has seen a new culture emerging- one that is driven by electronic advancements. The spread of cable networks and the ease at which people can travel have led to the global world of sports, food, dress and speech. Accordingly, there is the homogenization of culture which has ramifications for education in the developing world. Bernal (2000, p.99) believed that a global mass culture has emerged as a result of economic globalization, international availability of media and international migration. Within this overarching development there is simultaneously homogenization and cultural complexities because cultures are not obliterated.
Cultures are nevertheless ‘de-territorialised and cultural differences are increasingly found within societies and to a lesser extent between societies. Today, it can be said that globalization has caused profound changes in language. English is now seen as the universal language. Almost everything is posted on the Internet in English. With this being said one can clearly understand why education in the developing world must be considered in radically different ways. In the Caribbean for example, English is not the first language. However, children must learn this language in order to be functional in a globalized world.
c) Emergence of Treaties & Global Institutions
Globalization is often perceived in purely economic terms. Hence, there are evidences of the prevalence of global links in the economy. Globalization of the economy has resulted in de-regulated markets, privatization, exceptional growth of international production led by transnational corporations, increased foreign direct investment, an international division of labour and the rapid growth of regionalization and the formation of mega trading blocs.
The neo-liberal principles espouse that governments should not interfere with the operations of the market. That is, market forces must be the key determinants of what is to be produced and the price of the commodity. Based on this premise education must be considered in radically different ways since education at the post secondary level now becomes global in character since countries must convert tertiary education to a market price where only those who can buy the good will benefit from it and where the most competitive investors will survive.
It is arguable true that the growth of transnational corporations has resulted in the international spread of capital. Consequently, many developing countries have benefited from the economic boost from the developed world. Accordingly, Stewart (1996, p.328) purported that global link is to be found in data on international movement of resources. Stewart further noted that during the latter part of the 1980s, Foreign Direct Investment (FDI) in developing countries rose by 17% per annum, amounting to around $70 billion in 1993.
Data also revealed that various areas in the developing world gained disproportionate share of FDI. For example, Ohiorhenuan (2000, p.45) stated that FDI inflows was only 1.4% of global inflow in 1996, compared to 11 per cent for Latin America and the Caribbean and 13% for South Asia. The abovementioned data also supports the claim that there is a globalization of economy.
“Treaties are the portals through which globalization proceeds; for example those establishing the European Union and the WTO” (which are global institutions) (IMF 2000, p.1). Freidman (2000, p.6) notes that FDI bilateral treaties were up more than 10 times from 1980 to 2002. He marks this as evidence of globalization. By extension one could mark this as one example of a profound change fuelled by the phenomenon.
d) Privatization
Privatization can also be viewed as a profound change caused by globalization. Critics and supporters of privatization both point out that the last decade has seen the increased use of privatization as a policy instrument for economic development throughout the world. This process according to Mostert (2002, p.1) has been part of a broader process of economic restructuring that has taken place over the last two decades. This process of economic restructuring is often referred to as globalization or, by critics on the left, as neo-liberal globalization. This is evident in the forced economic restructuring that was undertaken by United Kingdom and Jamaica, as a result of the conditionality notion of global institutions, namely IMF and the World Bank in the 1980s.
However, there are threats and dangers that are not pointed out in the spectrum of promises:
The threat to national territorial sovereignty, the deepening crisis of dependency on transnational capital, the actual or potential erosion of the ability of local communities and their leaders to make independent policy decisions and a real loss of competitiveness in the world economy. Thus globalization leads to a new form of colonialization of developing countries by turning them into fields of operations for transnational corporations; it is neocolonialism of the late capitalist era with a nice name.
(Farazmand 1999, p.557)
One can agree with Farazmand (1999, p.557) to a large extent. Support for his argument is evident in the over dependence of developing countries on foreign capital and corporations, owing to a heavy debt burden; thereby giving global corporations such as: IMF and World Bank control of many of the developing world’s economies, for example, Jamaica, where IMF stipulations caused government to cut back its expenditure in education.
This highlights the need now for a revamping of the issue of education. There now needs to be an education that is value oriented and that emphasizes human rights especially when globalization is viewed by some as colonization in a new form.
e) Trade Expansion, Financial Markets, Product Market & Investments
The literature suggests that the expansion of trade is another prime indicative of globalization and its profound change effected.
Over the last forty years, world trade in goods and services has consistently grown more rapidly than world output. As a result, close to 20 per cent of the total volume of world output is exported. These exports are worth 47 trillion or about 23 per cent of the value of world output. Developing countries account for just over 30 per cent of global exports”.
(Ohiorhenuan 2000, p.46)
Ohiorhenuan (2000, p.46) further cited that manufacturers now account for over 60 per cent of developing country exports, compared to 40 per cent ten years ago. The resultant one could argue is an explosion in the level of imports and exports, which is indicative of the profoundness of change caused by globalization.
Additionally, globalization has resulted in the integration of financial markets. There is evidence to reveal that there is a recognizable growth in cross border investment. Ohiorhenuan (2000, p.46) provided supporting data for this claim by examining global cross-border growth in general as well as specific reference to the developing world. He notes:
Cross-border transactions in bonds and equities were generally less than 10 percent of the GDP in 1980 for the major advanced economies; by 1996 they were generally over 100 per cent. The average daily turnover in foreign exchange markets, adjusted for local and cross border double counting has risen from about $ 15 billion in1973 to about $ 200 billion in 1886 to over $1.3 trillion in 1995. Additionally, developing countries provided confirmation that financial markets are global in character. Data revealed that in developing countries private capital contributed to 85 per cent in 1996 versus 45 per cent in 1990.
(Ohiorhenuan 2000, p.46)
It is important to note that although globalization has produced some positive and profound changes, caution is warranted. With increase in trade and investments another potential implication of globalization is that the distribution of incomes across countries will shift. According to Leamer and Schott (2005, p.20) significant gains in Chinese and Indian per capita income over the past twenty years may have come at the expense of income growth in the so-called "middle income" developing countries such as Argentina and Brazil. This suggests the need for developing countries to be more attentive in developing their export markets to foster their own development.
f) Labor Market: Flexibility, Travel & Migration:
One could argue that flexibility in the labor market is another key indicator of globalization as well as the profound change fuelled by it. According to Hay (2003, p.1) globalization is seen to intensify the pressure for labor market flexibility. This highlights an issue of education to be discussed in this paper – the need for education systems to now create flexible and mobile learners to keep pace with these flexibilities.
In addition, Stewart (1996, p.329) declares that migration of skilled and educated people has become a serious drain for some countries. The proportion of total migrants who are skilled has risen sharply, for example, less than half the immigrants to the USA from developing countries were skilled compared with three-quarters in 1986. The foregoing therefore reveals that the changes fuelled by globalization are indeed profound.
2. Ways in which Issues of Development and Education Now Need to be Considered in Radically Different Ways Given the Profound Changes Resulting from the Globalization of Economy, Politics and Culture.
Given the profound changes propelled by globalization, namely, privatization, trade expansion, labour market flexibility, travel and migration, aspects of the school curriculum such as human rights, peace, democracy and multiculturalism, communication, and curriculum as social-reconstruction-relevance with a globalised perspective will now need to form part of the core of the objectives and content. Also, the regulatory framework will now need to be considered in radically different ways given the changes fuelled by globalization.
a) The School Curriculum
Education that Highlights Human Rights
The changes resulting from globalization highlighted in section one suggest that the human rights aspect of education now need to be emphasized because of the opening up of interactions amongst diverse peoples. In fact, Schmelkes (1998, p.11) posits “any curricular reform that does not plan on revamping current school structures and interpersonal relations, will be doomed to fail”. This therefore suggests that particular attention must be paid to the very critical formal curriculum. She further correctly argues:
This demand represents a corroboration of the unique role education must play in laying the groundwork for a democratic and tolerant co-existence which, in turn, will guarantee the construction of a productive and reproductive relationship in tune with our natural environment, and of a global society liberated from the Damoclean threat of self-destruction.
(Schmelkes 1998, p.5)
Such needed radical change though does not suggest a simple task as it implies the re-organization of the school system and structure, and demands being placed not only on the schools but on the teachers as well. This will require a radical change in teacher training. Teachers will need to be trained to become facilitators of a classroom underscored by freedom of thought and expression. However, this would require “the application of new methodologies and work strategies that promote greater participation in the classroom” (Schmelkes 1998, p.10). This though will require reflection and suggest an evolutionary process. Nevertheless, this remains an issue of education that is now needed.
From an Education that Mentions Peace to an Education that Highlights Peace
In a globalized culture underscored by heterogeneity, there is a strong and growing need for education that will now increase the focus on peace and the need for respect and tolerance. Education must now be capable of providing the pedagogical tools to adequately settle conflictive issues that may arise in a diverse, global village. However, “Tolerance cannot come without respect, and respect cannot come without knowledge of others and their point of view” (Gates 1992, p.xv).
This suggests that education should now be multicultured in order to promote an education that fosters peace, tolerance and respect. However, this should be predicated on caution. Caution that the curriculum content is not overly injected with teaching about peace but rather teaching for peace, which is now a change needed given the globalization of economy, culture and politics.
From an Education that Highlights Monoculturalism to an Education that Highlights Democracy and Multiculturalism
Global transformations of culture deeply influence educational policies and practices. Education should now be changed to reflect multiculturalism in order to facilitate the diverse cultures existing in the global space, where there is an exchange and existence of people from varied backgrounds. This is particularly true of schools, especially at the tertiary level, where migration has congregated learners from various backgrounds.
Therefore, the school now needs to be cognizant of the experiences of the taught. In fact, Nelson & Palonsky (2004, p.289) argue “Schools are obligated to represent the range of cultural voices” and Kelly (2004, p.86) stresses “the necessity of taking into full account the needs and the interests of individual pupils, of building the educational experience of each child on what that child brings to school with him or her”. Given the changes, the education policy makers in the developing world must create a space for multicultural education so as to prepare individuals to be more tolerant of cultural differences as well as the preservation of their local culture, which might not necessarily be the major culture. Multicultural education will be the basis for global unification.
Also, with the increase in migration as discussed earlier, the Organization for Eastern Caribbean Development (OECD) has paid a great deal of attention to the issues of skilled migrants needed within its member countries to remain competitiveness within the global economy (Lauder, Brown, Dillabough and Halsey 2006, p.258). Education now needs to be seen as “central to human capital formation for the health of national economies in the face of international competition and global pressures” (Lauder, Brown, Dillabough and Halsey 2006, p.252). The OECD has already made this an objective.
Communication
Additionally, with the globalization of economy, politics and culture, effective communication amongst countries at the local, national, and international levels become a necessity. Communication is vital in the development process. It is the basis for interaction. This then demands the need for an education that will prepare people to communicate effectively with others.
Moreover, this suggests that perhaps in the Anglophone Caribbean there will be a need for Spanish and French to be taught as compulsory subjects, at all levels, as communication becomes an important asset in a global world. The Caribbean region is highly dependent on tourism as one of its main earners of foreign exchange and more recently the region has seen an expansion in the Spanish chain of hotels. Therefore, the region’s education system must be revolutionized to accommodate and appreciate the culture of the Spaniards as well as others.
From Curriculum as Social-Reconstruction-Relevance: Local Perspective to Globalized Perspective
The profound changes caused by globalization as outlined earlier, suggest that the curriculum should now prepare the individual for work within a globalized village, rather than for work within a local village. If the school is society in miniature as Durkheim (1961) claims, the school should then mirror the globalized village and prepare the individual for participation in this globalized village, by making the content not merely limited to the local locale of the learner but to the global locale as well.
Ottone (1997, p.81) argues:
The generic problem affecting secondary education, as we approach the close of the century, derives from its staleness with respect to the society it serves; the obsoleteness of its institutional and curricular schemes, perhaps adequate in bygone days, but no longer efficient; its practices to a large extent detached from the lives of youths, from society, from the culture it is immersed in.
Ottone (1997, p.81)
This undoubtedly reiterates the claim that there is a need now for education to be radically changed to one that is in keeping with global trends and changes of the society, for example, the teaching of Elizabethan literature so that one will not just understand literature from a local perspective, where you learn only about Caribbean. Moreover, in times of dwindling financial resources of schools and by extension the country, it is best to equip the children with the new necessary information skills reflecting the needs of the present and future, not those appropriate to the colonial past, but to an information economy, that will enable them to participate and contribute to the economic development of their country and by extension the world.
Bakia (2003, p.1) contends that the computer-related skills propelled through the integration of the Internet within classrooms are very beneficial in preparing and equipping students with the relevant skills needed for the participation in the world of work. In fact, Bakia, (2003, p.4) reveals that the World Evaluation 1999 reported that students in the USA contend word-processing, spreadsheet, web-browsing, and more advanced skills such as: database design, computer programming, and computer maintenance and repair, contributed to their ability to be hired presently. Education therefore now needs to be cognizant of these.
The abovementioned suggests that education must now then be highly flexible, multi-directional and in tune with modernity (Ottone1997, p.81). In order to stay relevant in a continuously shifting world, secondary education must be able to teach learners “to sail across the waters of knowledge” (Ottone1997, p.81). To a large extent this bears truth, as the quality (that is, training and education) of the people of a country is of importance to fostering the development of a country. In fact, human capital theorists for example, Gary Becker in his books Ïnvestment in Human Capital: A Theoretical Analysis 1962; Human Capital 1964; and the Economic Approach to Human Behavior highlight this. There is now a need for education that places the individual as a factor of production; where humans are creators and maximizers of a country’s wealth. This however, tends to lean towards the notion that more capital should be pumped into education to increase the social returns. This though may require more from the already overburdened taxpayers.
In fact, advocates of screening models (Maglen 1990, pp.281-94) and public choice (Institute of Public Affairs 1990) argue that cuts in education spending would be socially beneficial. This possible conflict of interest groups emphasizes the need now for governments to revise their roles in the provision of tertiary education. This is so because the government is usually the main provider of funding in tertiary education especially in the developing world.
Today, given globalization changes, namely, privatization, governments now need to develop new strategies to place greater financial burden on the student because education is now seen as a private good. Furthermore, educational institutions must be innovative in finding new sources of funding. As a result of these changes educational institutions now seek to have more autonomy from government. In essence it can be said that in a globalized era tertiary education might now have to be viewed as commercialized product.
b) Regulation
From an Ineffective Regulatory Structure to an Effective Regulatory Structure
The regulatory structure is another issue of development that now needs to be considered in radically different ways, given the increase in competition amongst markets on the international scene as well as the liberalization of the market. There needs to be a sturdy regulatory structure to augment the financial sector and by extension development.
Thomas (2003, p.18) posits “the financial sector crisis erupted against the background of a liberalization of the sector in the early 1990s which caused it to expand phenomenally in terms of numbers of institutions and asset values”. He further adds that the expansion outpaced the development of an adequate supervisory framework. This one can argue brings to focus the regulatory framework within the context of globalization. Moreover, he notes:
The increased competition by this glut of institutions encouraged aggressive risk taking, neglect of prudential restraints, maturity and currency mismatches of assets and liability structures, connected party lending above recommended levels and other unadvisable practices. In addition, the existence of opportunities or regulatory arbitrage and tax advantages encouraged the formation of conglomerates for which the supervisory institutional set-up was not geared.
(Thomas 2003, p.18)
This highlights how globalization through its characteristic dynamism and liberalism can lead to downfall, if left unsustained by the necessary regulatory support structures. This also reveals that there still exists the need for basic rules to guide behavior in a globalized milieu. There still needs to be a set of basic regulatory rules even within the realm of liberalization. “In a liberalized financial system, the government plays an important role in regulating the system and in establishing the corrective incentives to encourage prudential and productive behavior” (Kirkpatrick and Tennant 2002, p.7).
Additionally, this suggests institutions now need to revise some of the issues of the financial education curriculum to include some of these new changes in the financial environment, spurred by economic globalization. For example, information on market discipline, which comes with economic globalization. Learners should be taught how to make stable macroeconomic policies and how to recognize and price risk appropriately. Risk management training and quality assurance in a globalized economy is indeed needed. There now needs to be training that will provide policymakers with the skills to be able to react quickly in any circumstances and in how to create and maintain more stable and resilient economies, which are needed in a global economy.
3. Globalization of Technology: Advances in Information Communication Technologies
Undoubtedly, globalization has facilitated the spread of technology. Many developing countries have benefited from technological advancements in the developed world. Bernal (2000, p.91) asserted that in a globalized environment the mindset must be speed. The new developments in information processing and telecommunications propel globalization by eliminating the costs resulting from distance. For example, the cost of a commercial bank transaction on the Internet is roughly one US cent, dramatically less than other distributional channels that is, a cost of US$1.07 by bank branch (Bernal, 2000, p.92).
In a global environment everything is driven by computer from automated machines to robots, which has implications for education and development, since this suggests that classrooms need to be equipped with computers and the Internet. This invariably will call for a particular type of skill. Development strategies must now include the building of skills in information technology.
4. Ways in which Issues of Development and Education Now Need to be Considered in Radically Different Ways Given the Profound Changes Resulting from Advances in ICTs
Given the advances in ICTs, issues of development and education, namely: technology in education, teaching methodologies, and teacher training will now need to be considered in radically different ways.
a) Technology in Education
From Education as Non / Partial Technology to Education that is Driven by Technology
The Information Revolution has fostered increased access to information and knowledge around the globe. Furthermore, this revolution has led to the development of new gadgets to disseminate information. “Evidence exists that the global market is shifting its dependence from a manufacturing economy to an information economy that relies heavily upon quick and efficient communication” (Leu and Kinzer 2000, p.111). This is evident in the emergence of new competencies, new pathways to learning, and the emerging need for different skills: for example, creative thinking; organizational changes at the firm level; rapid changes in technology; increased access to learning and knowledge resources; as well as the growing demand for skilled workers in information technology (Leu and Kinzer 2000, p.111).
Consequently, nations must reshape their educational systems in ways that are compatible with global demands. Educators must take advantage of virtual libraries, virtual laboratories and virtual classrooms among others, which will reduce the constraints of resources, time and access to information. In the developing world this could be especially beneficial to their development where resources are strained.
The Planning Institute of Jamaica (2004, p. 22.1) for example, revealed that a new E-learning Project was developed to equip all new high schools in Jamaica with computer laboratories. The project converted instructional materials of five core subjects to electronic formats towards an enhanced learning environment. Based on personal observation the Ministry of Education in Jamaica has provided Internet services to several primary and secondary schools. Whilst this is commendable and can be seen as a response strategy to needed changes fuelled by ICT advances, there still remains schools in Jamaica without computers and Internet services.
This however, has implications for the quality of education that can be facilitated via the use of technology which is highly advocated in a globalized world. This further suggests that First World countries will always have first hand technology, and Third World countries even at its best are not exposed to cutting edge technology because of financial constraints. Consequently, Jamaica is unable to produce cutting edge technology and by extension reinforce inequality across the globe.
Accordingly, Warde (2004, p.1) warns “nations that are unable to exploit the Internet will suffer severe economic disadvantages in the 21st century. You cannot afford not to be a player”. This therefore suggests the need for radical changes so we can create the people who can create cutting edge technology instead of reinforcing age old dependencies. However, the need for more use of technology invariably necessitates the need now for education that will consider copyrights in a digital rather than paper environment that will create a balance between users and owners rights.
Bruwelheide (1995, p.137) argues that “the benefits of the new technologies should flow to the public as well as to copyright proprietors. As more information becomes only available in electronic formats, the public’s legitimate right to use copyright must be protected”. In response to this needed change caused by technological advances, digital rights management measures have now been instituted through treaties and acts.
For example, the Digital Millennium Copyright Act (DMCA), which refines fair use as applied to the digital environment; WIPO Copyright Treaty 1996 (WCT); and WIPO Performances and Phonograms Treaty 1996 (WPPT). However, although fair use is spelled out, it is still not clear (Wherry 2002, p.18). More education campaigns headed by competent and exposed individuals are still needed in schools especially at the secondary and post secondary levels.
Additionally, with the globalization of technology in education nations will now have to open their borders to off-shore universities as well as universities facilitating open and distance education. The presence of these universities significantly alters educational practices and policies. Developing nations should establish accreditation boards to ensure that the quality of education is acceptable. For example, education policy makers in Jamaica instituted the University Council of Jamaica, which accredits programmes. Planning Institute of Jamaica (2004, p.22.3) stated that 16 programmes in 8 institutions in Jamaica were accredited. For example, Masters of Business Administration and Diploma in Tax Audit and Revenue Administration - University of New Orleans.
Also, there now has to be the establishment of memoranda of understanding with the government where details of courses are given. For example, Eastern Connecticut State University signed a Memorandum of Understanding with the Ministry of Education in Jamaica stating the courses to be undertaken by the students as well as the costs. These issues were not previously considered by the government before the advances in ICTs and before the globalization of economy. Educational providers must therefore now learn to operate in an unregulated market where some players will be eliminated because of size and resources.
b) Teaching Methodologies:
From Traditional Teaching Methodologies & Resources (Chalk & Talk) to Technological Teaching Methods and Resources
In light of the advances in ICTs, there needs to be a change in teaching methodologies. Teachers need to put an end to rote learning as a teaching methodology and adapt to using the Internet, audio, video and other electronic media forms as resource tools in order to effect a better preparation of students to participate in a global information market, which is now demanding skilled workers who can think critically.
In light of ICT advances, Jamaica’s teachers must now do a better job of preparing their students for the global economy by emphasizing “critical thinking” and by getting away from rote learning (Consulting 2003, p.1). Students must now be empowered to confront the demands of the global market. For example, teachers must find “new ways” to prepare their students for a global economy in which innovation and creativity are prized as much as competitive goods and services as “education is key to building a knowledge-based economy” (Hamilton 2001, p.1). If the developing world wants to take advantage of the world stage, then educators must place greater emphasis on research skills and bio-technology. Therefore, education must be considered in such a radical different way.
However, “unfortunately the range of strategies used by teachers is often limited to lecturing, worksheets or projects with the odd film or excursion thrown in for good behavior” (McDonald 1998, p.212). McDonald further argues that “teachers still spend an average of about 70 percent of their time in the classroom talking. With this amount of talk time there is little time left for children to learn and practice a range of information skills”.
This suggests teachers need to develop new technological teaching habits in an advanced ICT world. For example, at all levels in the education system students should be provided with interactive CD-ROMs in order to facilitate independent study and reinforcement of knowledge, thereby facilitating the development of critical thinking skills alluded to above by Consulting. Here, the role of the educator will be radically revised from being the reservoir of knowledge to the facilitator, in the development of knowledge where students learn how to learn.
Connell and Franklin (1994, p.608) reiterate this: they contend the time has come to switch from traditional instruction, which makes little effort to engage students in information literacy, to Information Age teaching, which incorporates technology and information literacy throughout the curriculum. This highlights the significant impact on the roles of librarians, students, and teachers “None of this modern magic can take place without the teacher” (Ariza 2000, p.22). Therefore, the teacher in her methods of instruction must now make this radically needed change. Medina (2001, p.616) reveal:
In one fell swoop, the technology revolution may accomplish what ten years of education reform could not. The preparation that we have traditionally provided for teachers no longer allows them to maintain the status of "sage" with any credibility, because they cannot know as much as the Internet can make available to their students.
(Medina 2001, p.616)
This highlights the immense benefit of radical change, that is - integrating the use of technology, for example, the Internet in instructional delivery to fuel a much needed radical reform in education. Also, with advances in ICTs - a gradual permeation of the Internet in schools, it will be mandatory for schools to provide the services and facilities to equip the teachers with the necessary skills to reflect this change. This suggests that education planners should now embark on computer / Internet development projects.
However, one should note that connecting the appropriate resources of the Internet to classrooms as a radical response to the profound changes can create many challenges for both students and teachers. These challenges come in two distinct areas: those pertaining to computer literacy and access, and those pertaining to how gathered information fits into the curriculum (Baumbach 1998, p.27). In fact, very few teachers seem to engage students in the interactive, multimedia aspects of the Internet Vanfossen (2001, p.57). For example, two-thirds of respondents in the United States had never used the Internet to take students on a `virtual fieldtrip' of a museum site and slightly less than half had never developed an interactive lesson that required students to use the Internet to complete some task or assignment, although advances in ICTs would require this change (Vanfossen 2001, p.57).
Additionally, Rainie (2002, p.5) claims the students repeatedly said that the quality of their Internet-based assignments was often poor and uninspiring if online assignments were even made at all. They want to be assigned more engaging Internet activities that are relevant to their lives.
Given the profound changes in the eco-political structure of developing nations, educational practices have to be modified. Educators in the developing world must produce competent workers to participate in the new mode of production. That is, workers who can manipulate technology with some degree of dexterity. An important component of globalization is the need for producing higher quality manpower that can successfully face competition in the world market (Azad 1993, p.9). This would mean selecting the best human potential and giving them education of the highest quality.
c) Teacher Training
From Training Teachers for the Traditional Classroom to Training Teachers for the Virtual Classrooms
“Any progress materialized in the near future will depend to a large extent on those of us who have a stake in education” (Schmelkes 1998, p.14). In light of this statement, if there is now a need for a change in the resources teachers use in the classroom, then this becomes synonymous with a need for a change in the training teachers obtain. This implies that teachers will now need training in the use of technological gadgets to effectively incorporate these into the learning experiences of their students.
However, although the Internet and interactive computer-based multimedia products are transforming the educational environment, the training of new teachers in the use of technology is not yet widespread in the United States (Charp1998, p.6). This highlights the need now, for re-training of teachers at the tertiary level to reflect the advances in ICT and the globalization of economy, politics and culture. There is evidence to show that the developing world is responding to the demands of the information revolution, for example, mandatory educational technology courses in teacher training curriculum. However, what teachers now need is training to make the link between the practices they receive in service training to the delivery of their lessons.
5. Conclusion
The globalization of economy, politics and culture along with the advances in ICT have undoubtedly stemmed profound changes, namely: the proliferation of treaties and global institutions, privatization, trade expansion, financial markets and investments, labour market flexibility, travel and migration; and the rapid growth of technological gadgets and information explosion. These changes require a radical shift in issues of educational policies and development such as: the school curriculum, regulation, technology in education, teaching methodologies and teacher training.
These changes suggests the dire urgency for a massive injection of capital; the identification of new sources of funding; the convening of educational management meetings to revise the curriculum for all levels of education and subject areas in order to meet global and ICT trends. The foregoing discussion additionally highlights the new role that the government, educators and learners now need to play to facilitate the radical changes needed in education and development policies. Adequate time and capital, careful planning, team work, lesson drawing and reflection will be key ingredients in responding to the profound changes resulting from the globalization of economy, politics and culture, as well as the advances in ICTs.
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