Global Studies and Education in Developing Countries: Road-mapping Interdisciplinarity for Sustainable Development

2021 ◽  
Vol 8 (2) ◽  
pp. 724-729
Author(s):  
Akeem Amodu
Keyword(s):  
Sustainable Development ◽  
Developing Countries ◽  
21St Century ◽  
Teaching And Learning ◽  
Developed Countries ◽  
Academic Disciplines ◽  
Global Studies ◽  
Paradigm Shifts ◽  
The Developed Countries ◽  
Road Mapping

The education landscape in the 21st Century is witnessing global paradigm shifts. Emergent pedagogic practices are redefining hitherto compartmentalized systems of teaching and learning. With the advances in technology and the attendant expansions of the frontiers of knowledge - through the processes of digitalization and globalization -, the hitherto intellectual boundaries between disciplines are increasingly becoming blurred and of little or no relevance to contemporary scholarship. Emergent 21st century scholarship in the developed countries is characterized by a continued break down of intellectual barriers or walls between academic disciplines. A critical look at the courses being offered by academic institutions in the developed countries reflect interdisciplinarity: Global Studies; History and Philosophy of Sustainable Development (HPSD); and, History and Philosophy of Science (HPS) among others. A similar look at the curricular of most departments of higher institutions in developing countries however reveals holding on to traditional departmentalizations that characterized scholarship prior the commencement of the 21st century. With particular reference to the discipline Global Studies, we shall in this paper analytically discuss the emergent phenomenon of interdisciplinary scholarship as a means of road-mapping and repositioning academic departments and disciplines for sustainable development in developing countries. The paper argumentatively recommends frameworks for reforming the largely monodisciplinary education service delivery system in developing countries. In particular, the paper analytically asserts that interdisciplinarity has the potentials of engendering imperative solutions to the myriad of developmental challenges confronting developing nations across the globe.

scholarly journals Making Communicative Language Teaching Work in Pakistan

2017 ◽  
Vol 7 (3) ◽  
pp. 226
Author(s):  
Abdul Hameed Panhwar ◽  
Shahnaz Baloch ◽  
Sanam Khan
Keyword(s):  
Developing Countries ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Developed Countries ◽  
Communicative Language Teaching ◽  
Traditional Methods ◽  
Large Classes ◽  
The Developed Countries ◽  
Causes Of Failure ◽  
Language Teaching And Learning

This paper examines communicative language teaching (CLT) and its significance in terms of language teaching and learning. The actual purpose of the paper is to explore the causes of failure of CLT in Pakistan and other developing countries in order to suggest the ways to make it successfully effective in the context. It is found that contextual problems such as overuse of traditional methods of teaching such as lecturing and large classes always come into clash with the use of CLT in the developing countries such as Pakistan because CLT is in fact a method developed and used in the developed countries where the contextual issues found in the educational institutes are rare as compared to developing countries.

scholarly journals La globalización de la educación

10.14201/3124 ◽  
2009 ◽  
Vol 17 ◽  
Author(s):  
Miguel Melendro Estefanía
Keyword(s):  
Developing Countries ◽  
21St Century ◽  
Public Service ◽  
Human Growth ◽  
Developed Countries ◽  
Social Model ◽  
Nous Pouvons ◽  
Complex Activity ◽  
Human Needs ◽  
The Developed Countries

RESUMEN: La educación del siglo XXI se configura en el intento de formar las actitudes, valores y conocimientos de los ciudadanos de un mundo cada vez más cosmopolita. Se perfila como una actividad compleja, implicada en múltiples escenarios antes poco conocidos, cargada de preguntas con respuestas diversas, inciertas, ocupada en la construcción de un modelo humano y social inmerso en el fenómeno de la globalización, escasamente anclado en la necesidad de tomar conciencia de nuestras propias limitaciones.Establecer el debate en torno a esta idea, desde los argumentos que nos ofrecen las nuevas teorías de las necesidades humanas fundamentales, desde la perspectiva de las herramientas que, hoy, nos señalan cuáles son esos límites del crecimiento humano, y desde el señalamiento de algunos de esos nuevos escenarios educativos, es el objeto de este artículo.Son diversas las coordenadas desde las que podemos representarnos ese futuro, y cuatro de entre ellas merecen nuestra especial atención: los esfuerzos por educar para la toma de conciencia de los límites de la vida en el planeta; las reflexiones sobre los nuevos espacios sociales -reales y virtuales- de la educación; los escenarios educativos diversos que suponen los países desarrollados y los países en vías de desarrollo, centro y periferia del sistema; los enfoques renovados de la educación para la ciudadanía, y el debate actualmente establecido en torno al lugar de la educación entendida como servicio público o como bien de consumo.ABSTRACT: The education of the 21st century is formed in the attempt of forming the attitudes, values and knowledge of the citizens of a world increasingly cosmopolitan. It is outlined as a complex activity involved in multiple scenes before little known, loaded with questions and several uncertain answers and busy with the construction of a human and social model. This model is immersed in the phenomenon of the globalization, scantily anchored in the need to be aware of our own limitations.The aim of this article is to establish the debate concerning this idea with the arguments that offer us the new theories of the essential human needs, from the perspective of the tools which indicate us the limits of the human growth today, and from some of these new educational scenes.There are several coordinates to represent that future, and four of them deserve our special attention: the efforts to educate in order to become aware of the limits of the life in the planet; the reflections on the new social spaces -real and virtualof the education; the educational scenes of the developed countries and the developing countries, centre and periphery of the system; the renewed approaches of the education for the citizenship, and the debate established at present concerning the education, about whether it is a public service or a consumer good.SOMMAIRE: L'éducation du XXI siècle se déroule dans la tentative de former les attitudes, valeurs et connaissances des citoyens d'un monde de plus en plus cosmopolite. Elle se dessine comme une activité complexe, impliquée dans de multiples scénarios peu connus auparavant, chargée de questions avec des réponses diverses, incertaines, occupée dans la construction d'un modèle humain et social immergé dans le phénomène de la mondialisation, faiblement ancré dans le besoin de prendre conscience de nos propres limitations.L'objet de cet article est celui d'établir le débat autour de cette idée, à partir des arguments que nous offrent les nouvelles théories des besoins humains fondamentaux, à partir de la perspective des outils qui, aujourd'hui, nous indiquent quelles sont les limites de la croissance humaine, et à partir de la signalisation de certains de ces nouveaux scénarios éducatifs.Plusieurs sont les coordonnées à partir desquelles nous pouvons nous représenter ce futur, et quatre parmi elles méritent de notre part une attention spéciale: les efforts pour instruire pour la prise de conscience des limites de la vie dans la planète; les réflexions sur les nouveaux espaces sociaux -réels et virtuels- de l'éducation; les divers scénarios éducatifs que composent les pays développés et les pays en voie de développement, centre et périphérie du système; les nouvelles approches de l'éducation pour la citoyenneté, et le débat actuellement établi autour de l'éducation comprise comme service public ou comme bien de consommation.

scholarly journals Climate Change, Sustainable Development and Developing Countries

2020 ◽  
Vol 9 (1) ◽  
pp. 45
Author(s):  
Asa Mugenyi
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Developing Countries ◽  
Sustainable Development Goals ◽  
Developed Countries ◽  
Address Climate Change ◽  
Development Goals ◽  
The Developed Countries ◽  
Combat Climate Change ◽  
International Conventions

This Article addresses the issue whether climate change is a myth or a reality. Can if affect development of developing countries? This article is a qualitative research on the need of developing countries to strike a balance on the options of choosing whether to pursue sustainable development goals only or addressing climate change and its effects or both. Developing countries are affected by climate change just like the developed countries. If they were to ignore it this would affect their sustainable development goals. However to address climate change, their pursuit of sustainable development is affected. Resources that would be used in achieving the goals of sustainable development are diverted to combating the effects of climate change. Developing countries lack the technology and finances to combat climate change on their own. They need developed countries to assist them. However this assistance is not forthcoming. Therefore there is a need to strike a balance between what goals to pursue. We look at Uganda as an example of a developing country that is affected by climate change and how it has coped briefly. We look at the international conventions that deal with climate change including the Paris Agreement and we see how they impact on developing countries’ pursuit of sustainable development goals. Are the conventions adequate?

scholarly journals Recent Trends in Global FDI Flows: Implications for the 21st Century

2003 ◽  
Author(s):  
Chiaku Chukwuogor Ndu
Keyword(s):  
Developing Countries ◽  
21St Century ◽  
Multinational Enterprises ◽  
Developing Economies ◽  
Developed Countries ◽  
Global Trends ◽  
World Government ◽  
Recent Trends ◽  
The Developed Countries ◽  
Japan And China

This paper examines recent global trends of foreign direct investment (FDI) flows and the benefits derivable by the recipient countries. Some of The developed countries of the West, Japan and China are the greatest recipients of FDI flows. There has been dramatic increase in FDI flows to developing countries in Asia, Latin America and the transition countries in Europe. In general developing countries are still unable to attract significant FDI. Africa’s share of the FDI flows though slightly on the increase has been abysmally low. The identifiable reasons for this trend were highlighted. To achieve a more balance flow of FDI in the 21st century, a concerted effort should be made by international organizations, leading world government, multinational enterprises and governments of developing economies, through dialogue and negotiations to encourage multinational enterprises to diversify their investments across developing economies otherwise marginalized by globalization and liberalization.  

International Economic Assistance in the 1970's — A Critique of Partners in Development (Review Article)

1970 ◽  
Vol 10 (4) ◽  
pp. 469-490
Author(s):  
Nurul Islam
Keyword(s):  
Developing Countries ◽  
Foreign Aid ◽  
International Aid ◽  
Developed Countries ◽  
Armed Conflicts ◽  
Economic Assistance ◽  
Self Help ◽  
Service Charge ◽  
The Developed Countries ◽  
Defence Expenditure

Foreign economic aid is at the cross-roads. There is an atmosphere of gloom and disenchantment surrounding international aid in both the developed and developing countries — more so in the former than in the latter. Doubts have grown in the developed countries, especially among the conservatives in these countries, as to the effectiveness of aid in promoting economic development, the wastes and inefficiency involved in the use of aid, the adequacy of self-help on the part of the recipient countries in husbanding and mobilising their own resources for development and the dangers of getting involved, through ex¬tensive foreign-aid operations, in military or diplomatic conflicts. The waning of confidence on the part of the donors in the rationale of foreign aid has been accentuated by an increasing concern with their domestic problems as well as by the occurrence of armed conflicts among the poor, aid-recipient countries strengthened by substantial defence expenditure that diverts resources away from development. The disenchantment on the part of the recipient countries is, on the other hand, associated with the inadequacy of aid, the stop-go nature of its flow in many cases, and the intrusion of noneconomic considerations governing the allocation of aid amongst the recipient countries. There is a reaction in the developing countries against the dependence, political and eco¬nomic, which heavy reliance on foreign aid generates. The threat of the in¬creasing burden of debt-service charge haunts the developing world and brings them back to the donors for renewed assistance and/or debt rescheduling.

A Decade of the World Trade Organization and the Trade Performance of Muslim Countries

2010 ◽  
Vol 27 (4) ◽  
pp. 23-44
Author(s):  
Ruzita Mohd. Amin
Keyword(s):  
Developing Countries ◽  
World Trade Organization ◽  
World Trade ◽  
Developed Countries ◽  
Playing Field ◽  
Muslim Countries ◽  
The World ◽  
The Developed Countries ◽  
Merchandise Trade ◽  
Wto Agreements

The World Trade Organization (WTO), established on 1 January 1995 as a successor to the General Agreement on Tariffs and Trade (GATT), has played an important role in promoting global free trade. The implementation of its agreements, however, has not been smooth and easy. In fact this has been particularly difficult for developing countries, since they are expected to be on a level playing field with the developed countries. After more than a decade of existence, it is worth looking at the WTO’s impact on developing countries, particularly Muslim countries. This paper focuses mainly on the performance of merchandise trade of Muslim countries after they joined the WTO. I first analyze their participation in world merchandise trade and highlight their trade characteristics in general. This is then followed by a short discussion on the implications of WTO agreements on Muslim countries and some recommendations on how to face this challenge.

scholarly journals The Impact of Sustainability Awareness and Moral Values on Environmental Laws

2021 ◽  
Vol 13 (11) ◽  
pp. 5882
Author(s):  
Rita Yi Man Li ◽  
Yi Lut Li ◽  
M. James C. Crabbe ◽  
Otilia Manta ◽  
Muhammad Shoaib
Keyword(s):  
Sustainable Development ◽  
Developing Countries ◽  
Environmental Law ◽  
Developed Countries ◽  
Moral Values ◽  
Web Pages ◽  
Environmental Legislation ◽  
Environmental Laws ◽  
Academic Publications ◽  
The Impact

We argue that environmental legislation and regulation of more developed countries reflects significantly their moral values, but in less developed countries it differs significantly from their moral values. We examined this topic by using the keywords “sustainability” and “sustainable development”, studying web pages and articles published between 1974 to 2018 in Web of Science, Scopus and Google. Australia, Zimbabwe, and Uganda were ranked as the top three countries in the number of Google searches for sustainability. The top five cities that appeared in sustainability searches through Google are all from Africa. In terms of academic publications, China, India, and Brazil record among the largest numbers of sustainability and sustainable development articles in Scopus. Six out of the ten top productive institutions publishing sustainable development articles indexed in Scopus were located in developing countries, indicating that developing countries are well aware of the issues surrounding sustainable development. Our results show that when environmental law reflects moral values for betterment, legal adoption is more likely to be successful, which usually happens in well-developed regions. In less-developed states, environmental law differs significantly from moral values, such that changes in moral values are necessary for successful legal implementation. Our study has important implications for the development of policies and cultures, together with the enforcement of environmental laws and regulations in all countries.

scholarly journals Taxing impact of terrorism on global economic openness of developed and developing countries

2018 ◽  
Vol 68 (3) ◽  
pp. 311-335
Author(s):  
Abubakr Saeed ◽  
Yuhua Ding ◽  
Shawkat Hammoudeh ◽  
Ishtiaq Ahmad
Keyword(s):  
Developing Countries ◽  
Negative Impact ◽  
Developed Countries ◽  
Terrorist Attacks ◽  
Economic Openness ◽  
Significant Negative Impact ◽  
Military Expenditures ◽  
The Developed Countries ◽  
The Impact ◽  
The Relationship

This study examines the relationship between terrorism and economic openness that takes into account both the number and intensity of terrorist incidents and the impact of government military expenditures on trade-GDP and foreign direct investment-GDP ratios for both developed and developing countries. It uses the dynamic GMM method to account for endogeneity in the variables. Deaths caused by terrorism have a significant negative impact on FDI flows, and the number of terrorist attacks is also found to be significant in hampering the countries’ ability to trade with other nations. The study also demonstrates that the developing countries exhibit almost similar results to our main analysis. The developed countries exhibit a negative impact of terrorism, but the regression results are not significant.

scholarly journals Ensuring Sustainable Urban Transformation in Indonesia

2020 ◽  
Vol 1 (2) ◽  
pp. 217-224
Author(s):  
B. Setiawan ◽  
Tri Mulyani Sunarharum
Keyword(s):  
Developing Countries ◽  
21St Century ◽  
Urban Areas ◽  
Urban Population ◽  
Third World ◽  
Developed Countries ◽  
Urban Transformation ◽  
The Third ◽  
The Many ◽  
The Third World

Of the many important events that occurred in the two decades of the 21st century, the process of accelerating urbanization—especially in third-world countries—became something quite phenomenal. It's never even happened before. In the early 2000s, only about 45 percent of the population in the third world lived in urban areas, by 2020 the number had reached about 55 percent. Between now and 2035 the percentage of the population living in urban areas will reach about 85 percent in developed countries. Meanwhile, in developing countries will reach about 65 percent. By 2035, it is also projected that about 80 percent of the world's urban population will live in developing countries' cities.

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