Inter-relation of Major trends in Education
Introduction
The education system all over the world is changing because of the emergence of different factors such as the advent of globalization, information technology, and economic, social and demographic aspects. It is said that with these aspects, knowledge has been increasingly considered as a basic commodity which moves between nations. The development of the knowledge-based economy has lead not only to enhance the educational system from one country to another but it also interrelate the major trends education system. The expansion of educational systems is considered to be a process which needs to be carefully monitored. The rapid growth is said to overcome changes in the economic, social and demographic trends. The goal is not only to enhance the number of students but more importantly to develop more effective, efficient and equitable educational systems. Furthermore, it is also essential to determine between the different educational levels in which changes takes place. Primarily, the main goal of this report is to analyse how educational trends are interrelated and how demographic trends, economic change and social developments affects on the educational systems of developed nations.
Inter-relationship of Educational Trends
Major trends of education include its globalization and internationalization. Accordingly, these two concepts have been considered to be different but linked concepts. Globalization can be considered as a catalyst but internationalization is the response, although, proactive response. The vital factor in the term internationalization is the principles of the relationship between nations and cultural identities, hence involving that nation-state and culture preservation. The unique history of a nation, resources, indigenous culture or cultures, and priorities shape its reply to the relations with other nations. Hence, national identify and culture are vital to internationalization.
The increase demand for higher education, exceed the ability of many nations to supply it domestically. Over the years, many students have transferred to other nations to obtain higher education and these days they continue to do so in increasing numbers.
However, transition is underway in how educational system is delivered that could impact future directions of international student mobility. Gradually, institutions of educational system are building partnerships with universities in other nations, delivering education using online and other information technologies, and setting up branch and college campuses overseas that are changing the structure and relationships that conventionally existed in educational system (Hira, 2003).
If these trends continue, it can be said that growing numbers of students seeking effective and higher education in the years ahead will be able to acquire quality education in their homelands or neighboring nations rather than having to travel to other regions to do so internationalization and globalization is seen here as the root cause of transition’s taking place in educational system and can simply be referred to as the flow of economy, technology, people, knowledge, values, ideas across nations (Tight, 2003).
Internationalization and globalization as a major trend of educational system refers to institutional arrangements set up by national governments, education agents and universities that includes the delivery of educational services in two or more nations. Accordingly, interrelation of these trends of education is able to convey that same concept. Internationalization of education is another trend which characterizes educational services that extend beyond the international borders of a single country. Internationalization and globalization implies that some person or activity actually crossed an international border or was executed by educational institutions located in two or more nations. Conversely, education can have an international or even internationalization dimension without any institutional mobility and international student.
Major trends of education are interrelated in a way that it determines the nature and extents of its advocacies and action in favor of improved and more developed educational system. It can be said that both globalization and internationalization trends of education have many rationales which are changing and closely associated with each other to have effect on the educational system. These linked can be complementary or contradictory, specifically as they can vary in line with the interests of diverse students.
In a study by Mazzarol, Soutar & Sim Yaw Seng (2003) they have concluded that the internationalization and globalization trends in education has been able to create a new market environment which is very different to the local markets of the past years. These trends in education is interrelated in a way that they have changed the competition and lead educational administrators to grasp with the returns and risks of complex and competitive international environment (Lawrence, 2001). Furthermore, the rapid changes of technology have also meant that educational institutions are challenged with some very important changes in the responsibilities of the staff.
It is said that educational trends are really an important driver of the changes of the educational system and it enables different nations to change their educational policies and systems to cope and adjust their students with these trends. These trends also changed the way universities are being established and the way syllabus and educational curriculum are being generated in different universities. These major trends are interrelated in a way that they contribute to major development of educational and knowledge system from one nation to another, from developed nations to developing nations.
The Effect of demographic trends in Education System
One of the factors that can have an impact on educational system is the demographic trends of each nation. Accordingly, the demographic trends of developed nations affect their educational system in various manners. Demography is known as the collection, presentation and assessment of data which is relevant to the basic life cycle events and experiences of people. Such give emphasis on the empirical investigation of population processes which include the conceptualization as well as the measurement of these procedures and the study of the determinants and concerned. It is noted that the context of demography has various affects on the social and economic changes. However, in this generation, specifically in line with the internationalization and globalization, demographic patterns are said to have an essential impact for the development and improvements of educational systems, whether initial, mainstream or life-long learning, adult education, specifically with regards to the financial resources allocation as well as the teaching personnel recruitment. For instance, in the post war period, the explosion of student’s numbers prompted an era of expansion, but little change in the entire structure or direction of the educational system. This demographic change was followed in the 1980s and 1990s by a contraction in the size of the school going population which generated various range of issues while also changing the highlights from comparative aspects of education.
Accordingly, demographic changes have an impact on the educational system of countries like France, Australia, United Kingdom and Canada. The changes in demography have lead developed nations to have an educational system which adhere to the internationalization and globalization change. Furthermore, these nations have been able to have an educational system that caters to the needs of international traded. In a study conducted by Hira (2003), the united States have captured approximately 28% of the exchange students, and United Kingdom has 12% of exchange students. France has a market share of 11%. Accordingly, there are more students who prepared to study to developed nations’ universities like for instance; students from Latin America preferred to study at Canadian Universities while Asian students tend to study at Australian, British universities while African and Middle Eastern students preferred to study in French universities. The potential of international market for student expansion was due to the developed and improved educational systems of these nations. These nations have been able to develop new educational approach to meet the needs of the international students. In addition, to adapt to the demographic changes, universities from developed countries try to have an affiliate universities abroad.
Aside from the existence of the international students, developed nations also considered the demographic changes in terms of the labor market. In this regard, educational system of France, Canada, Australia and Britain has been able to establish educational system which provides the needs of workforce and workplace. All of these developed nations are now giving emphasis on the value of human capital and the increasing need for a technology-proficient population for economic competitiveness as well as growth (Little, 2003).
The context of life-long learning has also been considered as an important aspect of demographic trends. This has proved to be very appealing to the policy makers of educational system because of the shifting demands of modern labour markets (Yang, 2003). Whilst the major aspects of initial education prior to entry to the labor market are clearly considered in a linear progression via early childhood education, pre-primary, primary education, secondary and tertiary education such as that of the developed nations, the final component is adult learning. This component takes into account a major scope of the population. It is composed of a number of fragmented factors, compartmentalized in line with formal education, the workplace, the home and other educational service providers,
From a demographic, standpoint, the evidence would suggest, that there are significant differences between adult age groups. It is said that younger adults are more likely to take part in continuing educational or training. While younger adults tend to leave training and went to longer education which is in longer duration than among older age groups.
The Effect of Economic changes in Education System
Accordingly, the economic changes has also increasing significance and importance in Canada, Australia, United Kingdom and France and other developed nations around the world. As an outcome of the economic globalization, a growing interdependence in different nations and the information technology revolution, developed nations are focusing on their scientific, economic and technological competitiveness. An efficient way to enhance and maintain their competitive edge is to enhance their educations system to provide effective teaching and learning process that would cater their need to have a highly-skilled and knowledgeable human capital to invest in applied research. These strategies specifically involve the higher education sectors and the educational system in general. Hence, at the national level, there is a closer association between economic trends and educational system of the nation.
At the institutions level, the economic chances is receiving more emphasis as universities from developed nations are trying to diversify their funding and financial sources and decrease their dependence on the government support. It is considered as ambiguous where exporting educational products and services to international markets is directly improving the international dimension of research, teaching and educational system.
For instance in the English educational system, it can be said that they are trying to developed a more economically-relevant educational system to cater to the demand of the economic for a more skillful and productive labor market. The aim of the United Kingdom educational system is to cope with the economic needs and to ensure that their financial resources are allocate properly in all levels of the educational system (Paterson, 2003). In Canada, the country is said to be fortunate that the entire nation have been able to focus on the importance of coping with the economic trends that affects their educational system. The country is able to give emphasis on internationalizing their educational system by changing their educational policies. In line with Australia and France, it can be said that both countries are able to cope with the economic trends by enforcing unique and distinctive educational system. For instance, to cope with the economic changes, especially in ensuring that their human capital will have better employment, particularly in youth sectors, French government have been able to have a highly centralized educational administration with diploma-oriented curriculum and examination, In addition, French government attempts to deal with vocational education and training at school with high degree of participation in upper secondary school and giving value on class teaching with frequent teacher assessment plus externally set and marked written examinations (Bagnall, 2008).
In line with the Australian educational system, their approach is highly different from the French government. It is said that to cope with the economic trends, Australian educational system tends to be more decentralized with each state and territory controlling their own educational provision. In addition, their system also contains sizeable private sectors without national curricula and exams. In addition, their educational system also gives focus on the participation in post-compulsory education. To increase employment among the human capital of the country, Australia has been able to establish economically-related educational system.
The Effect of Social Developments in Education System
The third and last element that has an effect on educational system of most developed nations is the social developments. It can be noted that educational system has traditional agreement with social developments and exchanges. The globalized economy has been changing the social structure of different countries and it’s suggested that educational system should follow. Countries like Australia, France, Canada and UK tries to developed an educational system that would make their nations appealing to international students. Developed nations consider internationalization their way to respect social diversity and counter-balanced the apparent homogenizing effect of internationalization and globalization of education. The acknowledgement of social diversity (Hega, 2001) within and between nations is considered a vital aspect of and a strong ration for the development of a more internationalized educational system. Taking in consideration in the immense influence of social development in educational system of developed nations such as Australia, France, Canada and United Kingdom, the issue of establishing a more improved educational system is very important. The call for meeting the social standards for compatible, contemporary and effective educational policy is very important to meet the needs and demands of the nation.
As a rationale for internationalization, the promotion and preservation of socially developed educational system is very important. Related to the social development aspect is the need to enhance internationalized understanding and communication.
Conclusion
In summary, it is essential to note that these four trends of rationales are not entirely unique or exclusive. Developed nations, as well as developing nations should be able to develop an effective educational system to provide the changing needs of students all around the world. By and large, it can be said that educational system is being affected by different trends and factors. United Kingdom, Canada, Australia and France are just some of the developed nations that are able to cope with the demographic, economic and social development trends. These countries see to it that their educational system adheres to the changes happening in these factors and they ensure that they provide or allocate adequate financial resources to give specialized and internationalized educational system. In terms of demographic trends, the booming of international students and adult learners are the major elements that should be considered by the educational system. In terms of economic factors, the educational system should focus on enhancing the skills of the labor market and in terms of social development; educational system should focus on social orientation of the students specifically exchange students.
Furthermore, it can be said that internationalization and globalization as major trends of education is interrelated because of the impact that it have provided on how educational is being provided to diverse students.
Reference
Bagnall, NF (2008). The Balance between Vocational Secondary and General Secondary Schooling in France and Australia. Comparative Education, 36(4), pp 459-475.
Hega, GM (2001). Regional Identity, language and Education Policy in Switzerland, Compare, 31 (2), pp 206-227.
Hira, A *2003). The brave new world of international education. Oxford: Blackwell Publishing
Lawrence, S. (2001). The sociology of comparative education, Demaine Jack Edition . Sociology of education today. Hampshire: New York. Palgrave. Pp 163-179.
Little, AW (2003). Motivating Learning and the Development of Human Capital. Compare, 33(4),pp 437-452.
Mazzarol, T., Soutar, GM and Sim Yaw Seng, M (2003),The third wave: future trends in international education, The international journal of educational management, 17 (2-3).
Paterson, L. (2003), The three educational ideologies of the British Labour Party, 1997-2001. IOXford review of Education 29(2), pp 165-186
Tight, M (2003). The organization of academic Knowledge: A comparative perspective. Higher education 46(4), pp 389-410
Yang, R. (2003). Globalization and Higher Education Development: A critical Analysis. International Review of Education, 49(3-4), pp. 269-291
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