The Global Education Industry

2005 ◽  
Author(s):  
James Tooley
Keyword(s):  
Global Education ◽  
Education Industry

Keeping an eye on the global education industry A conversation with Anna Hogan

2020 ◽  
Vol 102 (2) ◽  
pp. 32-35
Author(s):  
Rafael Heller
Keyword(s):  
Public Schools ◽  
Global Education ◽  
Commercial Activity ◽  
The Public ◽  
Goods And Services ◽  
Education Industry ◽  
University Researcher ◽  
Education Market ◽  
Online Schools

Kappan’s editor talks with Queensland University researcher Anna Hogan about the rapid growth of commercial activity in Australia’s schools and in school systems around the world. Private businesses have always sold textbooks, classroom tools, and other goods and services to public schools, and many teachers are happy to purchase and use them, notes Hogan. However, the biggest corporations in the education market — such as Pearson and Google — have grown so large, and are so eager to promote online schools and automated instruction, that teachers have reason to be concerned about the future of their profession, and the public has reason to worry that the quality of their schools will decline.

scholarly journals Global Education Industry - Exploring the state of affairs in Austria

Seminar.net ◽  
2021 ◽  
Vol 17 (2) ◽  
Author(s):  
Theo Hug ◽  
Reinhold Madritsch
Keyword(s):  
Global Education ◽  
Education Technology ◽  
The Other ◽  
Industrial Complex ◽  
Digital Education ◽  
Current State ◽  
Education Industry ◽  
State Of Affairs ◽  
The One

Digitization initiatives in the field of education always correspond with developments in the education industry. In recent years, globally networked development dynamics have emerged that are essentially characterized by an education-industrial complex and are also relevant in Austria. While on the one hand the corona-induced developmental boosts of 'digital' education are welcomed, especially in edtech contexts, on the other hand the international discourses on the problematic role of the global education industry can no longer be ignored. This contribution ties in with these discourses and explores the current state of affairs in Austria. The lack of alternatives to an innovation path, which is often suggested by industry, education policy and education technology, is questioned.

scholarly journals Creating Global Mechanical Engineers Through New Education-Industry Partnerships

1997 ◽  
Author(s):  
John R. Lloyd ◽  
Ronald C. Rosenberg
Keyword(s):  
High Schools ◽  
Education Program ◽  
Global Education ◽  
Cultural Awareness ◽  
Mechanical Engineering ◽  
Michigan State University ◽  
State University ◽  
Education Experience ◽  
Education Industry ◽  
New Education

A new language-based global undergraduate mechanical engineering education program is being developed to produce “globally educated” mechanical engineers ready for practice in the 21st century. The Global Education Program is accomplished through partnerships established with middle and high schools, companies, a network of international engineering schools and Michigan State University. Typically the incoming students have studied French, Spanish, or German, but we also find students in increasing numbers who have had Japanese and Chinese. The MSU Mechanical Engineering Global Education Program begins by partnering with key middle and high schools for recruiting of top quality, properly prepared students. At Michigan State University during the first two years they complete their language preparation and their cultural awareness preparation. In the third year the students study and co-op abroad. In the fourth year the students serve as mentors to underclass students in the program. Industrial partners participate by sponsoring students, recommending international academic partners, helping in the development of curriculum, and by providing co-op opportunities. This partnership for education program has the long term goal of involving 50% of the MSU Mechanical Engineering BS graduates in a global education experience.

Commercialization in Education

2017 ◽  
Author(s):  
Anna Hogan ◽  
Greg Thompson
Keyword(s):  
Public Education ◽  
Global Education ◽  
Parental Choice ◽  
Venture Philanthropy ◽  
Policy And Practice ◽  
Goods And Services ◽  
Education Industry ◽  
Policy Sociology ◽  
Critical Policy ◽  
The Impact

In the literature, a range of terminology is used to describe the reorganization of public education. In much critical policy sociology the terms marketization, privatization, and commercialization are used interchangeably. Our argument is that each of these denotes distinct, albeit related, characteristics of contemporary schooling and the impact of the Global Education Industry (GEI). We define marketization as the series of policy logics that aim to create quasimarkets in education; privatization as the development of quasimarkets in education that privilege parental choice, school autonomy and venture philanthropy; and commercialization as the creation, marketing, and sale of educational goods and services to schools by external providers. We explain the manifestations of each of these forms and offer two cases of actors situated within the GEI, the OECD, and Pearson PLC, to outline how commercialization and privatization proceed at the level of policy and practice.

Sign in / Sign up

Export Citation Format

Share Document