Prospects And Challenges: Globalisation And Primary Education Development
1. Overview of national and primary education systems:
Tanzania covers 945,000 square kilometers, including about 60,000 square kilometers of inland water. The population is about 32 million and the average annual growth rate is 2.8%. Women make up 51% of the total population. The majority of the population lives on the mainland, while the rest of the population lives in Zanzibar. Life expectancy is 50 years and mortality is 8.8%. The economy depends on agriculture, tourism, manufacturing, mining and fishing. Agriculture accounts for about 50% of GDP and about two-thirds of Tanzania's exports. Tourism contributes 15.8%. Manufacturing, 8.1%; Mining, 1.7%. The school system is 2-7-4-2-3 +, consisting of primary education, primary school, normal secondary, advanced secondary, technical and higher education. Elementary school education is compulsory and parents are required to take their children to school for registration. The primary education medium is Kiswahili.
One of the key goals of the first president JK, Nyerere, is Tanzania's development strategy, reflected in the 1967 Arusha Declaration, ensuring that basic social services are provided fairly to all members of society Is what you do. In the education sector, this goal was translated into the 1974 universal primary education movement. The goal was to make primary education available, mandatory, and free to users to reach the poorest. When the strategy was implemented, a massive increase in the number of primary schools and teachers was brought about through a campaign-style program with the help of donor funds. By the early 1980s, each village in Tanzania had elementary schools, and gross enrollment in primary schools had reached almost 100%, but the quality of education provided was not very high. From 1996, the Education Department proceeded with the launch and operation of the Primary Education Development Plan-PEDP from 2001 to the present.
https://en.wikipedia.org/wiki/Wikipedia:Education_program
2.Globalization
Some scholars have different definitions of globalization. According to Cheng (2000), it can refer to the transfer, adaptation, and development of values, knowledge, technology, and codes of conduct in countries and societies in different parts of the world. Typical phenomena and characteristics associated with globalization include the growth of global networking (Internet, Worldwide e-communications, transportation, etc.), global transfers and interflows in the fields of technology, economy, society, politics, culture and learning. Includes international alliances, competition, international cooperation and exchange, global villages, multicultural integration, and the use of international standards and benchmarks. See also Makule (2008) and MoEC (2000).
3. Globalization of education
In the field of education, globalization has the same meaning as above as a concern, but most specifically all keywords directed to education issues. Dimmock & Walker (2005) argue that in the world of globalization and internalization, not only business and industry are changing, but education is also catching up with that new order. This situation offers countries a new empirical challenge on how to respond to this new order. Globalization has a positive effect on others, and vice versa, because this responsibility lies within the people and there is inequality in terms of economic level and global cultural variability (Bush 2005). In most developing countries, these units come as forced units from outside and are undoubtedly implemented because there are not enough resources to ensure their implementation (Arnove 2003; Crossley & Watson, 2004).
There is a misconception that globalization has no significant effect on education. This is because traditional methods of providing education are still maintained within the nation. However, while globalization continues to reshape the global economy, it has been observed that there are also powerful ideological packages that reshape the educational system in various ways (Carnoy, 1999; Carnoy & Rhoten, 2002). While others appear to increase access, equity and quality to education, others affect the nature of education management. Bush (2005) and Lauglo (1997) state that decentralization of education is one of the world's global trends that allows reforming education leadership and management at different levels. . They also argue that decentralization powers help different levels of education management have the power of decision-making related to resource allocation. Carnoy (1999) further illustrates that global ideology and economic change are increasingly intertwined in international organizations that broadcast specific strategies for educational change. These include Western government, multilateral and bilateral development.
Tanzania covers 945,000 square kilometers, including about 60,000 square kilometers of inland water. The population is about 32 million and the average annual growth rate is 2.8%. Women make up 51% of the total population. The majority of the population lives on the mainland, while the rest of the population lives in Zanzibar. Life expectancy is 50 years and mortality is 8.8%. The economy depends on agriculture, tourism, manufacturing, mining and fishing. Agriculture accounts for about 50% of GDP and about two-thirds of Tanzania's exports. Tourism contributes 15.8%. Manufacturing, 8.1%; Mining, 1.7%. The school system is 2-7-4-2-3 +, consisting of primary education, primary school, normal secondary, advanced secondary, technical and higher education. Elementary school education is compulsory and parents are required to take their children to school for registration. The primary education medium is Kiswahili.
One of the key goals of the first president JK, Nyerere, is Tanzania's development strategy, reflected in the 1967 Arusha Declaration, ensuring that basic social services are provided fairly to all members of society Is what you do. In the education sector, this goal was translated into the 1974 universal primary education movement. The goal was to make primary education available, mandatory, and free to users to reach the poorest. When the strategy was implemented, a massive increase in the number of primary schools and teachers was brought about through a campaign-style program with the help of donor funds. By the early 1980s, each village in Tanzania had elementary schools, and gross enrollment in primary schools had reached almost 100%, but the quality of education provided was not very high. From 1996, the Education Department proceeded with the launch and operation of the Primary Education Development Plan-PEDP from 2001 to the present.
https://en.wikipedia.org/wiki/Wikipedia:Education_program
2.Globalization
Some scholars have different definitions of globalization. According to Cheng (2000), it can refer to the transfer, adaptation, and development of values, knowledge, technology, and codes of conduct in countries and societies in different parts of the world. Typical phenomena and characteristics associated with globalization include the growth of global networking (Internet, Worldwide e-communications, transportation, etc.), global transfers and interflows in the fields of technology, economy, society, politics, culture and learning. Includes international alliances, competition, international cooperation and exchange, global villages, multicultural integration, and the use of international standards and benchmarks. See also Makule (2008) and MoEC (2000).
3. Globalization of education
In the field of education, globalization has the same meaning as above as a concern, but most specifically all keywords directed to education issues. Dimmock & Walker (2005) argue that in the world of globalization and internalization, not only business and industry are changing, but education is also catching up with that new order. This situation offers countries a new empirical challenge on how to respond to this new order. Globalization has a positive effect on others, and vice versa, because this responsibility lies within the people and there is inequality in terms of economic level and global cultural variability (Bush 2005). In most developing countries, these units come as forced units from outside and are undoubtedly implemented because there are not enough resources to ensure their implementation (Arnove 2003; Crossley & Watson, 2004).
There is a misconception that globalization has no significant effect on education. This is because traditional methods of providing education are still maintained within the nation. However, while globalization continues to reshape the global economy, it has been observed that there are also powerful ideological packages that reshape the educational system in various ways (Carnoy, 1999; Carnoy & Rhoten, 2002). While others appear to increase access, equity and quality to education, others affect the nature of education management. Bush (2005) and Lauglo (1997) state that decentralization of education is one of the world's global trends that allows reforming education leadership and management at different levels. . They also argue that decentralization powers help different levels of education management have the power of decision-making related to resource allocation. Carnoy (1999) further illustrates that global ideology and economic change are increasingly intertwined in international organizations that broadcast specific strategies for educational change. These include Western government, multilateral and bilateral development.
Comments
Post a Comment