scholarly journals Demanded and Feared: Transnational Convergencies in National Educational Systems and Their (Expectable) Effects

2002 ◽  
Vol 1 (2) ◽  
pp. 214-233 ◽  
Author(s):  
Christel Adick
Keyword(s):  
Systems Approach ◽  
Secondary Analysis ◽  
Educational Systems ◽  
World Systems ◽  
World Systems Theory ◽  
Strong Argument ◽  
National Education ◽  
National Education Systems ◽  
Immanuel Wallerstein ◽  
The Impact

The article focuses on the impact of social developments related to ‘globalisation’ on education. In line with the world systems approach as most prominently expounded by Immanuel Wallerstein the author conceptualises globalisation not as a new development, but as the current expression of a long historical process originating in sixteenth century Europe. In order to make use of world systems theory for education, the author makes a strong argument in favour of taking Bourdieu's concepts of cultural capital and the relative autonomy of the educational system into account. On this basis, the author reviews a secondary analysis based on numerous studies of national education systems with respect to the various degrees of convergence, divergence and variation. It is argued with reference to the neo-institutionalist approach of the Stanford group that convergence and standardisation in education are not questions of affirmation or rejection as much as historical processes that by no means imply a deterministic implementation of an economic rationale.

Never Waste a Crisis: Understanding the Welsh Policy Response to PISA in the Context of the Globally Structured Reform Agenda

2017 ◽  
Vol 19 (1) ◽  
pp. 182-191
Author(s):  
Lizzie Swaffield
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Education Systems ◽  
National Education ◽  
Reform Agenda ◽  
International Student Assessment ◽  
National Education Systems ◽  
Modes Of Governance ◽  
The Impact

This article considers the nature of the globally structured reform agenda including the role of international organisations and the development of new supra-national modes of governance. It discusses the impact of this agenda on education policy within national education systems with a particular focus on the Organisation for Economic Cooperation and Development's (OECD) Programme for International Student Assessment (PISA) as an example of the globally structured reform agenda. It explores the role PISA has in global educational governance and in influencing the transfer of policy between education systems. Policy responses to PISA are critically discussed with a particular focus on the response in Wales. It is argued that new supra-national modes of governance shape education systems and the transfer of policy between them, but that they are also used as a tool to further domestic political agendas in order to bring about reforms.

National Education Systems

2019 ◽  
pp. 227-240 ◽  
Author(s):  
Peter Kallaway
Keyword(s):  
Policy Development ◽  
Educational Systems ◽  
Weak States ◽  
Welfare Policies ◽  
National Education ◽  
Missionary Education ◽  
Nation States ◽  
National Education Systems ◽  
History Of ◽  
African Context

Crafting educational systems suitable for the African context remains a challenge today, as it was for colonial administrators and educators. Despite changes from the era of missionary education to today’s secular nation-states, there are significant continuities that require the attention of researchers and policymakers. The promise of education as a bridge to modernity for rural populations through welfare policies of the postwar era has been threatened by the emphasis on market-based policies and “cost recovery” programs in economically weak states since the 1980s. A key limitation to creative policy development is to be found in the presentism of much policy development. The current challenge is for researchers and policymakers to explore the history of education in Africa in a search for approaches that promote equity through education.

World Systems, Cores, and Peripheries in Prehistoric Europe

2013 ◽  
Vol 16 (3) ◽  
pp. 378-400 ◽  
Author(s):  
Anthony Harding
Keyword(s):  
Systems Theory ◽  
Bronze Age ◽  
Systems Approach ◽  
World Systems ◽  
World Systems Theory ◽  
Bottom Up ◽  
Network Methods ◽  
The World ◽  
Systems View ◽  
The Bronze Age

The paper reviews the rise and utility of World Systems Theory in archaeology, with particular reference to Europe and the Bronze Age. After a consideration of its origins in the 1970s and 1980s, the main aspects of the theory are discussed. The evidence that shows that the Bronze Age world was highly interconnected is presented, and the implications of a World Systems view of the period considered. In an attempt to work towards a new narrative of the European Bronze Age, a brief discussion of network methods is introduced, since these offer an alternative, ‘bottom-up’, approach to the period which, it is argued, is more appropriate to the data than the World Systems approach.

scholarly journals Globalization and its Impact on Higher Education: The Case of Colleges of Technology in Oman

2021 ◽  
pp. 284-297
Author(s):  
Saud Albusaidi
Keyword(s):  
Higher Education ◽  
English Language ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
World Systems ◽  
World Systems Theory ◽  
Colleges Of Technology ◽  
Low Levels ◽  
The Impact ◽  
International Status

The main aim of this paper is to explore the impact of globalization processes on higher education institutions, with a particular focus on Colleges of Technology (CsoT) in Oman. To achieve this aim, this paper first defines and illustrates the concept of globalization and then draws upon the World Systems Theory and Dependency Theory to contextualize Oman in terms of its global position. Through the lens of these theories, the paper explores the consequences of implementing English as a medium of instruction (EMI) policy at CsoT. The findings reveal that English language is still considered a foreign language, yet EMI is implemented at higher education. Moreover, despite the challenges faced by students, some exhibited a positive attitude towards the implementation of the EMI policy. For instance, many students perceived learning and using English as a means of endowing them with high international status, referencing its utility in relation to global communication, development, and employment. Such an impact is arguably linked to semi-colonialization. A link is then made to the concept of memorization, which is historically associated with the Islamic culture of Oman. The paper explains how the memorization strategy could be misunderstood. The paper contends that memorization is the first step in learning and understanding, not a substitute. A link is also made to the EMI policy, in which the low levels of achievement among students at these colleges have driven them to memorize and does not reflect a lack of critical thinking skills.

scholarly journals Educational financing and improvement: conceptual issues and policy debates in the UK

2003 ◽  
Vol 25 (3) ◽  
pp. 455-480
Author(s):  
Carol Campbell ◽  
Vincent Carpentier ◽  
Geoff Whitty
Keyword(s):  
Social Investment ◽  
National Education ◽  
Policy Debates ◽  
National Education Systems ◽  
Key Policy ◽  
British Experience ◽  
Funding Mechanisms ◽  
And Performance ◽  
The Uk ◽  
The Impact

This paper explores the ways in which education funding questions relate to key policy issues facing contemporary governments. It demonstrates how decisions about the level and distribution of expenditure have different implications for national education systems, institutions and students. Following a general discussion of social investment in education, the paper identifies some specific policy considerations in recent attempts to improve the compulsory and post-compulsory sectors. Drawing in particular on British experience, the impact of decisions about expenditure and funding mechanisms on access and performance is considered. We conclude that funding issues cannot be resolved in purely technical terms, but are contingent upon ideological perspectives about broader economic and social priorities.

Development, Dependency, and Devolution: The Anomalous Political Economy of Communist and Postcommunist Societies

1998 ◽  
Vol 16 (3) ◽  
pp. 225-246 ◽  
Author(s):  
S E Hanson
Keyword(s):  
Political Economy ◽  
Rational Choice ◽  
Systems Approach ◽  
World Systems ◽  
Theoretical Frameworks ◽  
World Systems Theory ◽  
Making Sense ◽  
Socioeconomic System ◽  
Economic Trends ◽  
Postcommunist Societies

The problem of situating economic transitions from communism to postcommunism within more general theories of comparative political economy has received surprisingly little scholarly attention. In this paper the author argues that the reason for the lack of integration between these two literatures is that the dynamics of the formation and decline of the Stalinist socioeconomic system remain basically anomalous for each of the three dominant theoretical frameworks in the field of political economy: the modernization approach, the world-systems approach, and the rational choice approach. Moreover, none of these paradigms by itself appears to account satisfactorily for the diverse economic trends in postcommunist societies. Modernization theory is apparently consistent with economic ‘development’ in the most successful areas within the Leninist and post-Leninist world; world-systems theory appears to fit the type of ‘dependency’ emerging in places such as Central Asia and the Caucasus; rational choice analysis elucidates the continuing ‘devolution’ of Leninist state structures in places where rent-seeking bureaucrats still directly or indirectly control most of the national wealth—but no single approach explains the overall pattern of mixed results. It is concluded that making sense of the puzzling emergence, destruction, and aftermath of the Stalinist economic model requires the integration of ideological modes of coordinating collective action into a more comprehensive political economy paradigm.

Climate Fiction: A World-Systems Approach

2017 ◽  
Vol 12 (1) ◽  
pp. 22-36 ◽  
Author(s):  
Andrew Milner ◽  
JR Burgmann
Keyword(s):  
Science Fiction ◽  
Systems Approach ◽  
18Th Century ◽  
Modern Science ◽  
Modern World ◽  
World Systems ◽  
World Systems Theory ◽  
Late 18Th Century ◽  
Climate Fiction ◽  
Contemporary Climate

Since the death of Pierre Bourdieu, the leading contemporary sociologist of literature has arguably been Franco Moretti. Moretti’s distinctive contribution to the field has been his attempt to apply Immanuel Wallerstein’s world-systems theory to literary studies. Although Wallerstein traces the origins of the modern world-system back to the 16th century, Moretti focuses on the much shorter period since the late 18th century. This is also the historical occasion for the initial emergence of modern science fiction (SF). Andrew Milner has previously sketched out an ambitious model of the ‘global SF field’, which identified an original Anglo-French core, supplemented by more recent American and Japanese cores; longstanding Russian, German, Polish and Czech semi-peripheries; and a periphery comprising essentially the rest of the world. This article attempts to apply that model to the analysis of contemporary climate fiction.

scholarly journals Globalization and its Impact on Higher Education: The Case of Colleges of Technology in Oman

2021 ◽  
Author(s):  
Saud Albusaidi
Keyword(s):  
Higher Education ◽  
English Language ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
World Systems ◽  
World Systems Theory ◽  
Colleges Of Technology ◽  
Low Levels ◽  
The Impact ◽  
International Status

The main aim of this paper is to explore the impact of globalization processes on higher education institutions, with a particular focus on Colleges of Technology (CsoT) in Oman. To achieve this aim, this paper first defines and illustrates the concept of globalization and then draws upon the World Systems Theory and Dependency Theory to contextualize Oman in terms of its global position. Through the lens of these theories, the paper explores the consequences of implementing English as a medium of instruction (EMI) policy at CsoT. The findings reveal that English language is still considered a foreign language, yet EMI is implemented at higher education. Moreover, despite the challenges faced by students, some exhibited a positive attitude towards the implementation of the EMI policy. For instance, many students perceived learning and using English as a means of endowing them with high international status, referencing its utility in relation to global communication, development, and employment. Such an impact is arguably linked to semi-colonialization. A link is then made to the concept of memorization, which is historically associated with the Islamic culture of Oman. The paper explains how the memorization strategy could be misunderstood. The paper contends that memorization is the first step in learning and understanding, not a substitute. A link is also made to the EMI policy, in which the low levels of achievement among students at these colleges have driven them to memorize and does not reflect a lack of critical thinking skills.

scholarly journals Globalization from a World-System Perspective: A New Phase in the Core–A New Destiny for Brazil and the Semiperiphery

2006 ◽  
pp. 265-307 ◽  
Author(s):  
Kathleen C. Schwartzman
Keyword(s):  
Systems Approach ◽  
World System ◽  
Theoretical Work ◽  
World Society ◽  
World Systems ◽  
World Systems Theory ◽  
System Perspective ◽  
The World ◽  
Key Dimensions ◽  
New Phase

The study of globalization, prominent in all fields of social science, scarcely draws upon the insights generated by the world-systems theory. In this essay, I delineate five key dimensions on which a world-systems approach diverges from a world society approach. When linked together, these five stages offer support for a dependency perspective that was elaborated in the theoretical work underpinning the world-system paradigm. I use the case of Brazil to demonstrate how a consent model, derived from this paradigm, offers a better understanding of the dynamics leading to global convergence than a consensus model derived from a world society paradigm.

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