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Glocalisation and Education: opportunities and threats

Glocalisation and Education: opportunities and threats. Virginija Būdienė, Vice-minis ter, Lithuania Vilnius-Riga 2008-06-18. Political, technological, cultural challenges. M ulti - membership (EU, NATO, UN, …) M ulticultural M ultitribal M ultidimensional M ultitasking

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Glocalisation and Education: opportunities and threats

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  1. Glocalisation and Education: opportunities and threats Virginija Būdienė, Vice-minister, Lithuania Vilnius-Riga 2008-06-18

  2. Political, technological, cultural challenges Multi - membership (EU, NATO, UN, …) Multicultural Multitribal Multidimensional Multitasking Marginalisation Multiage(ing) Multiple loyalities Multiple residence Climate change, Energy challenge, Food crisis

  3. Socio-economic challenges faced by EU • Globalisation (emergence of new competitive economies) • Demography (ageing population and migration flow) • Rapid change (in the nature of the labour market) • ICT revolution (technology driven) People with low qualifications are at an increasing risk of unemployment and social exclusion Communication from the Commission to the Council and to the European Parliament, COM (2006) 481 final

  4. Challenges for Education in Lithuania • Freedom • Globalisation (learning to be) • Rapid change (learning to do) • Information explosion (learning to know) • Societal differentiation (learning to live together) Guidelines for Education, 2002 Jacques Delors, 1996

  5. Glocalisation (1) Glocalisation (or glocalization) is the powerfield of globalization and localization. By definition, the term “glocal” refers to the individual, group, division, unit, organisation, and community which is willing and is able to “think globally and act locally.” The term has been used to show the human capacity to bridge scales (from local to global) and to help overcome "little-box" thinking. Term initially used by Japanese. Explicitly elaborated by Robertson, Wellman,Bauman.

  6. Glocalisation (2) “Glocalization" is one of the most grotesque words that academics have managed to coin. e.g. Glocalization is the ugliness that ensues when the global and local are shoved uncomfortably into the same concept. It doesn't sit well on your palette, it doesn't have a nice euphoric ring. It implies all sorts of linguistic and cognitive discomfort.(e.g. Threat: opportnities for some, marginalization for many) The term itself has many interesting roots in economics, social networks and performance studies. What the term means in each is actually quite different.

  7. Global economy Free trade Free flow of people Free flow of labor force Free flow of finance Brain circulation Outsourcing Global declarations and treaties International intergov-organisations (EU, UN, UNESCO, OECD, WB) Education industries ICT Nation-state, Language Uniqueness Culture,customs,traditions Political agendas Management skills National school National curriculum National didactics National textboks Education industries Power field

  8. Governance: horizontal, leadership System: in flux, dynamic Infrastructure: networking Distribution of knowledge and information Brain circulation, mobility Divide: quality, achievement, e-divide, megaopolis, cultural Incentives (output): merit, PPP Curriculum: creativity and innovation,key competencies, deep understanding of knowledge used in real settings Assessment: formative Governance: hierarchical, beaurocratic System: stable, stereotypes Infrastructure: getoisation, provincialism Distribution of things Brain drain Divide: access, social -poor/rich, urban/rural, Incentives (input): social, public Curriculum: disciplinarity and specialization; rules and habits; transmission and acquisition of academic knowledge, surface knowledge Assessment: summative Glocalisation in Education

  9. Glocalisation (3) Indeed, global and local are really two sides of the same coin as a place may be better understood by recognising the dual nature of recent processess. The combination of glocal-dimensions with temporal- and cultural- and other dimensions is a challenge. For education as well.

  10. Knowledge economy • Transition of countries from an industrial to a knowledge economies, base dominant activities on the production and distribution of knowledge and information, rather than the production and distribution of things (Drucker, 1993).

  11. Creative economy • Many analysts have come to emphasise the importance of creativity, innovation, and ingenuity in the knowledge economy. • Today’s economy is the creative economy, powered by human creativity (Florida, 2002).

  12. Innovations in a social setting Changes are not driven by forces within science, but by changes in society, which have taken place over the last 50 years Industrial/ M key technologies ILITARY/ B ASIC SCIENCE PARTNERSHIP 1989-2005 2005- 1945-1988 Prof. Ove Poulsen, Presentation at LT Science Council meeting, 2005 02 18

  13. Creativity in the Center

  14. Challenges for Education in the second half of the XXI centuryClosing conference discussion of the School Improvement Project • Concern of the past century – Access to Education for All • Current concern – Quality Education for All • Rising concern – Quality for Everyone (diversity & individualization)

  15. Current debates on the education development priorities

  16. The Programme for Implementation of the Provisions for the National Education Strategy 2003–2012 • Percentage of pupils with reading literacy proficiency “level 1” and “lower” on the PISA reading literacy scale • Percentage of VIII grade pupils achieving the basic and higher levels in Lithuanian language • Percentage of VIII grade pupils achieving the basic and higher levels in mathematics • Percentage of VIII grade pupils achieving the basic and higher levels in natural science • Percentage of VIII grade pupils achieving the basic and higher levels in social science

  17. Data and information to ground political decisions come from • researches of the status of education; • national surveying of pupils’ achievements; • international comparative studies of education.

  18. Researches of the status of education Researches, their data, conclusions, and recommendations are used for: • Planning activities and decision making, • Revision of education priorities; • Analysis of current situation.

  19. National surveying of pupils’ achievements for education management Information on pupils’ achievements Calculation of education added value Evaluation of national curriculum Evaluation of educational systems at schools and municipalities in the sense of accessibility and efficiency Identification of educational problems

  20. International Researches • IEA TIMSS – Trends in international mathematics and science study; • IEA PIRLS – Progress in international reading literacy study; • IEA ICCS – International civic and citizenship study; • IEA SITES – Second Information Technology in Education Study; • OECD PISA – Programme for international student assessment; • OECD TALIS – Survey of teachers, teaching and learning; • ESPAD – The European school survey project on alcohol and other drugs.

  21. PIRLSaverage results

  22. PIRLS results(percentage of students at International Benchmarks)

  23. PIRLS results(Students’ Attitude Towards Reading)

  24. PIRLS results(Children’s Books at home)

  25. PISA results (Science)

  26. PISA results (Science, Knowledge)

  27. PISA results (Science, Competencies)

  28. PISA results (Mathematics)

  29. PISA results (Reading)

  30. How many teachers use ICT? In SITES surveyed 22 countries from 20 % to 80 % Lithuania: • 63% math teachers • 65% science teachers; LT is 7thout of 22countries surveyed.

  31. KEI Indexes (2007 World Bank, KAM ) KAM - Knowledge Assessment Methodology

  32. Current debate Debate needed about NEW CULTURE OF EDUCATION, not the fragments

  33. Curriculum development • Subject oriented vs. individuality oriented • Academic classroom vs. homelike learning space • Professionals vs. partnership

  34. Teachers’ training • Training vs. motivation for self-development • Didactical ideology vs. individualization tools • Classroom vs. school-home corporation

  35. Evaluation of Education • Experts’ quality vs. social agreement culture • External summative vs. internal formative • National goals vs. international benchmarking

  36. The main propositions of glocalaization: 1. Diversity is the essence of social life; 2. Globalization does not erase all differences; 3. Autonomy of history and culture give a sense of uniqueness to the experiences of groupsof people whether we define them as cultures, societies or nations; 4. Glocalization is the notion that removes the fear from many that globalization is like a tidal wave erasing all the differences.

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