In looking at trends affecting societies around the world, the word 'globalisation' crops up time and time again, in many varied contexts. Power (2000), National Intelligence Council (2017) highlight how globalisation can accelerate the growth in disparities between the rich and the poor, the have and the have-nots.
In education, Core Education announced their top ten trends in 2016 on their website. Computational Thinking (CT) jumped out at me because I had done my Literature Review on that topic. They pick CT as one of the top ten trends because they see all students needing these skills, even if they are never going to become computer programmers. They say it is a fundamental way of thinking about, and seeing the world.
I think that CT being many people's pick as one of the top trends in education is another form of globalisation. NMC Horizon Report (2016) says that developing CT skills "has been linked to economic growth." Computer World talks about the new curriculum positioning New Zealand somewhere at the forefront of the digital world. Positioning suggests that competitiveness is the state of affairs. Nikki Kaye says that "digital technology is amongst New Zealand’s fastest growing export sectors." The foreword in Draft Digital Technologies Curriculum states that "Our young people need to be confident and fully equipped to contribute and flourish in the economy of the future." And Stephen Ball says"Education is seen, much more than previously, to be simply a crucial component in international economic competitiveness."
The rise and rise of CT in education around the world is partly driven by governments trying to foster economic growth, to keep up with the Jones. Experts warned in a NZ Herald article on the introduction of a new ICT curriculum that the "education system has been slow to recognise the importance of computer coding and warns it will be "disastrous" if New Zealand were to fall behind in the skill." NZ Herald.
The acting head of Early Learning and Student Achievement Pauline Cleaver says "young people need to be tech-savvy in an increasingly globalised, technology-dependent world." Sunlive.co.nz.
Ball has found that the education systems around the world, in societies that are culturally and economically diverse, are converging because of the thrust of economic factors in a global market. "The insertion of the 'market form' which is intended to subject education to the dynamics and culture of competition and business." It is interesting that Ball's paper was written in 1999. How much bigger is the impact of globalisation in 2017?
Ball argues that the reformed teacher of the 1980's, is becoming the colonised teacher of the 2000's as market and global pressures exert themselves. I would argue back, that there have always been external pressures on teachers to act and react in specific ways. In my Communities of Practice post I commented that education was a slow-moving hierarchy, that was historically and socially defined. There were, and always have been, social factors that critically influence the role of teachers.
The new Draft Digital Technology Curriculum is pushing CT as one of two key planks. Curricula worldwide are doing the same. The NMC Horizon Report (2016) says CT is a way for people to change their digital interactions from being viewers and passive, to learning to control the way devices interact with them.
I see that CT will be a key factor in further stimulating growth in market and policy globalisation. Societies promoting these skills will have workers who can work on a world stage. More and more, work will be the type that can be done by anyone, anywhere, in any society. Borders and barriers between countries, between societies, will be further eroded.
Maybe the development of CT will help poorer nations. Globalisation has created very little wealth for the majority of people in some underprivileged societies. Instead, these people have largely been the lackeys of richer, more powerful states.
Since work can be completed by anyone, anywhere, poorer societies should be able to participate on an equal footing. Power (2000) highlights the inequality within countries. I can't see CT helping with this issue. Instead, CT will exacerbate that trend as those with the knowledge become the 'haves,' and the others the 'have-nots.'
In education, Core Education announced their top ten trends in 2016 on their website. Computational Thinking (CT) jumped out at me because I had done my Literature Review on that topic. They pick CT as one of the top ten trends because they see all students needing these skills, even if they are never going to become computer programmers. They say it is a fundamental way of thinking about, and seeing the world.
I think that CT being many people's pick as one of the top trends in education is another form of globalisation. NMC Horizon Report (2016) says that developing CT skills "has been linked to economic growth." Computer World talks about the new curriculum positioning New Zealand somewhere at the forefront of the digital world. Positioning suggests that competitiveness is the state of affairs. Nikki Kaye says that "digital technology is amongst New Zealand’s fastest growing export sectors." The foreword in Draft Digital Technologies Curriculum states that "Our young people need to be confident and fully equipped to contribute and flourish in the economy of the future." And Stephen Ball says"Education is seen, much more than previously, to be simply a crucial component in international economic competitiveness."
The rise and rise of CT in education around the world is partly driven by governments trying to foster economic growth, to keep up with the Jones. Experts warned in a NZ Herald article on the introduction of a new ICT curriculum that the "education system has been slow to recognise the importance of computer coding and warns it will be "disastrous" if New Zealand were to fall behind in the skill." NZ Herald.
The acting head of Early Learning and Student Achievement Pauline Cleaver says "young people need to be tech-savvy in an increasingly globalised, technology-dependent world." Sunlive.co.nz.
Ball has found that the education systems around the world, in societies that are culturally and economically diverse, are converging because of the thrust of economic factors in a global market. "The insertion of the 'market form' which is intended to subject education to the dynamics and culture of competition and business." It is interesting that Ball's paper was written in 1999. How much bigger is the impact of globalisation in 2017?
Ball argues that the reformed teacher of the 1980's, is becoming the colonised teacher of the 2000's as market and global pressures exert themselves. I would argue back, that there have always been external pressures on teachers to act and react in specific ways. In my Communities of Practice post I commented that education was a slow-moving hierarchy, that was historically and socially defined. There were, and always have been, social factors that critically influence the role of teachers.
The new Draft Digital Technology Curriculum is pushing CT as one of two key planks. Curricula worldwide are doing the same. The NMC Horizon Report (2016) says CT is a way for people to change their digital interactions from being viewers and passive, to learning to control the way devices interact with them.
I see that CT will be a key factor in further stimulating growth in market and policy globalisation. Societies promoting these skills will have workers who can work on a world stage. More and more, work will be the type that can be done by anyone, anywhere, in any society. Borders and barriers between countries, between societies, will be further eroded.
Maybe the development of CT will help poorer nations. Globalisation has created very little wealth for the majority of people in some underprivileged societies. Instead, these people have largely been the lackeys of richer, more powerful states.
Since work can be completed by anyone, anywhere, poorer societies should be able to participate on an equal footing. Power (2000) highlights the inequality within countries. I can't see CT helping with this issue. Instead, CT will exacerbate that trend as those with the knowledge become the 'haves,' and the others the 'have-nots.'
Bibliography
Ball, S. J. (1999). Global trends in educational reform and the struggle for the soul of the teacher!.
Power, C. N. (2000). Global trends in education. International Education Journal, 1(3), 152-163.
https://www.dni.gov/files/images/globalTrends/documents/GT-Main-Report.pdf
http://www.keepeek.com/Digital-Asset-Management/oecd/education/trends-shaping-education-2016_trends_edu-2016-en
Globinisation has seen the gap between rich and poor widen. Eductionalists have long noted that children from poorer families struggle to reach the educational standards of their peers from wealthier families. Government spending to children from lower economic families has increased in an attempt to lessen the gap. Where does it end?
ReplyDeleteI agree that with the introduction of a Digital Curriculum by 2020, Government priorities need to be on schools and communities that don't have the resources to make it successful for all learners. The inequality within the country will be the next big issue that governments will need to address.
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