Globalization and Frameworks for Digital Opportunities

2011 ◽  
pp. 160-180
Author(s):  
John S.C. Afele
Keyword(s):  
Developing Countries ◽  
Information Age ◽  
Knowledge Flows ◽  
Social Progress ◽  
Wealth Creation ◽  
Global Knowledge ◽  
The North ◽  
Effective Interventions ◽  
Knowledge Economies ◽  
Negative Impacts

Globalization may have already become entrenched, and developing countries may not have the power to reverse the phenomenon. Instead, given that activities remotely could affect the majority in a local environment, including poor communities that are not even aware of global economic regimes, managers of developing countries’ institutions are faced with the burden of developing effective interventions to minimize negative impacts of globalization of capital while enhancing the opportunities for their citizens. The influence of the Information Age on a nation’s wealth creation may be through its ability to create new competitive advantages in which the nation-state acts as a sink to pull global knowledge and capital flows. Development of human resources and establishment of the facilitating business environment in developing countries are therefore essential in creating the fertile environment that can attract the flow of capital and know-how toward building the Information Age in these countries. This would in turn nurture their knowledge economies and lead to sustainable economic and social progress. Developing countries need to design creative means to divert some of the global wealth and knowledge resources toward their issues. This needs to be done in a manner that could be mutually beneficial to the North and South, without being parasitic of the North or allowing themselves to be exploited by such capital and knowledge flows.

Globalization of Educational Knowledge and Research

2017 ◽  
Author(s):  
Keita Takayama
Keyword(s):  
Education Policy ◽  
Student Assessment ◽  
Knowledge Flows ◽  
Social Progress ◽  
High Achievers ◽  
Global Knowledge ◽  
The West ◽  
International Student Assessment ◽  
The World ◽  
Lesson Drawing

Transnational flows of educational knowledge and research are fundamentally guided by the global geopolitics of knowledge—the historically constituted relations of power born out of the continuing legacy of modernity/coloniality. In the early nation-building stage of the 19th century, state-funded education was at the core of states’ pursuit for economic and social progress. Newly formed nation states actively sought new educational knowledge from countries considered more advanced in the global race toward modernity and industrialization. The transnational lesson drawing in education at the time was guided by the view of modernity as originating in and diffusing from the West. This created the unidirectional flow of educational influence from advanced economies of the West to the rest of the world. Central to the rise of modernity in Western state formation is the use of education as a technology of social regulations. Through the expansion of state-funded education, people were turned into the people, self-governing citizens, and then the population that was amenable to a state’s social and economic calculation and military deployment. But this development was embedded in the geopolitical context of the time, in which Western modernity was deeply entangled with its underside, coloniality in the rest of the world. Various uses of education as a social control were tested out first in colonial peripheries and then brought back to the imperial centers. Today, the use of education for the modernist pursuit of perfecting society has been intensified through the constitution of the globalized education policy space. International organizations such as the World Bank and the Organisation for Economic Co-operation and Development (OECD) act as the nodes through which transnational networks of education policy actors are formed, where the power of statistics for social and educational progress is widely shared. Both developed and developing countries are increasingly incorporated into this shared epistemological space, albeit through different channels and due to different factors. The rise of international academic testing such as OECD’s Programme for International Student Assessment (PISA) has certainly changed the traditional pattern of education research and knowledge flows, and more lesson drawing from countries and regions outside the Anglo-European context is pursued. And yet, the challenges that PISA poses to the Eurocentric pattern of educational knowledge and research flows are curtailed by the persistence of the colonial legacy. This most clearly crystalizes in the dismissive and derogatory characterization of East Asian PISA high achievers in the recent PISA debate. Hence, the current globalization of education knowledge and research remains entangled with the active legacy of coloniality, the uneven global knowledge structure.

scholarly journals Farmers’ Knowledge and Perceptions to Climate Variability in North West Cameroon

2016 ◽  
Vol 3 (3) ◽  
pp. 261
Author(s):  
Roland Azibo Balgah ◽  
Jude Ndzifon Kimengsi ◽  
Bime, Mary-Juliet Wirbam ◽  
Forti, Kusamia Antonia
Keyword(s):  
Developing Countries ◽  
Climate Variability ◽  
Global Climate ◽  
Climate Modelling ◽  
Contextual Knowledge ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
North West ◽  
The North ◽  
Negative Impacts

<p><em>Global climate variability exerts negative impacts especially on agriculture-dependent economies. Contemporary climate modelling suggests that farming households in developing countries will bear the greatest brunt from climate variability. However, information on farmers’ knowledge and perceptions to climate variability and possible influence on household adaptation strategies especially in developing countries is scarce. This paper assesses farmers’ knowledge and perceptions to climate variability, based on a case study from the North Western region of Cameroon.</em></p><p><em>A structured questionnaire was used in a </em><em>cross sectional survey to collect data on knowledge and perceptions to climate variability, from 272 farmers in six randomly selected villages in the North West Region of Cameroon. Data was analyzed using the Statistical Package for Social Sciences (SPSS version 17.0) and Excel.</em><em> Over 97% of respondents demonstrated contextual knowledge of climate variability. Perceptions to the causes of climate variability were quite diverse. While 20% of respondents had no idea, around 40% attributed climate variability to human activities, 20% to industrial activities and 20% to the anger of the gods. </em></p><p><em>We conclude with the need for climate variability research to increasingly pay attention to farmers’ indigenous knowledge and perceptions as prerequisites to building resilience amongst farmers in Cameroon.</em></p>

Malaysian Knowledge Society and the Global Knowledge Gap

2003 ◽  
Vol 31 (3) ◽  
pp. 383-397 ◽  
Author(s):  
Hans-Dieter Evers
Keyword(s):  
Developing Countries ◽  
Economic Development ◽  
Knowledge Economy ◽  
Knowledge Society ◽  
New Economy ◽  
Knowledge Development ◽  
Natural Phenomenon ◽  
Knowledge Gap ◽  
Global Knowledge ◽  
Industrialised Countries

Knowledge has been widely recognised as the most important factor of production in a "new economy". The production, dissemination and utilisation of knowledge are therefore essential for development. Some countries, Malaysia among others, have embarked on an ambitious plan to use knowledge as a base for economic development, by-passing earlier stages of industrialisation. Some commentators have, in contrast, asserted "that it is doubtful that the knowledge revolution will let developing countries leapfrog to higher levels of development" as "the knowledge economy will actually expand the gap between rich and poor" (Persaud, 2001:108). The paper discusses this controversy by arguing that the knowledge-gap (k-gap) is in fact a precondition for development. It is, however, no natural phenomenon but it is constructed by experts and governments. Socio-economic indicators are used to show that the existing global knowledge gap is widening between Southeast Asia and the OECD countries and within ASEAN. Malaysia, whose government has pursued a vigorous strategy of knowledge development is moving ahead of other ASEAN nations, but falling behind industrialised countries. Factors explaining the situation are outlined in this article.

scholarly journals Research Universities in Developing and Middle-Income Countries

2014 ◽  
pp. 4-6 ◽  
Author(s):  
Karen MacGregor
Keyword(s):  
Research Universities ◽  
Knowledge Society ◽  
Global Knowledge ◽  
Middle Income ◽  
Middle Income Countries ◽  
Knowledge Economies ◽  
Low And Middle Income

Research universities in low and middle-income countries have crucial roles to play in developing differentiated and effective academic systems and in making it possible for their countries to join the global knowledge society and compete in sophisticated knowledge economies.

scholarly journals CLIMATE CHANGE AND INTERNATIONAL RELATIONS TOWARDS GREENER ENVIRONMENT IN THE WORLD

2017 ◽  
pp. 22-32
Author(s):  
Mayuri Pandya ◽  
Binod Das
Keyword(s):  
Climate Change ◽  
Developing Countries ◽  
International Relations ◽  
International System ◽  
Green House ◽  
The North ◽  
Green House Gas ◽  
Developed Nations ◽  
Stockholm Conference ◽  
North And South

Climate change is a multi-dimensional global problem. Its causes and impacts are distributed and felt across the International system, surpassing the traditional boundaries and jurisdictions of the states. The complex politics of climate change results from the global economy's interdependence on green house gas emissions. This paper attempts to explore the politics of climate change between developed and developing countries, International relations practice and environment issues in various International conferences. The historical perspective of climate change issues eliberated since Stockholm conference to the latest Paris conference is analysed. Adaptation, mitigation, finance, technology all these issues are highlighted in the paper. The paper has viewed that the International policy on environment is being shaped by inequality of bargaining power between the North and South. The developing countries under the leadership of India have taken firm position against the developed nations on the issue of green house gas emission, funding and technology, the paper has argued. Towards the end, this paper has focused on possible measures to address the problems of climate change through foreign policy initiatives, trade and investment, adaptation and mitigation.

scholarly journals Impact of the World’s New Technological Revolution on Economic Development and Educational Reform in the Information Age

2021 ◽  
Vol 5 (11) ◽  
pp. 207-216
Author(s):  
Feng Cao
Keyword(s):  
Economic Development ◽  
Educational Reform ◽  
Industrial Revolution ◽  
Information Age ◽  
Human Society ◽  
Wealth Creation ◽  
Technological Revolution ◽  
Fourth Industrial Revolution ◽  
Important Impact

The fourth industrial revolution of human society is also known as the “world’s new technological revolution,” which has brought human society into the information age and has had an extremely important impact on economic development and educational reform. In the information age, economic development and wealth creation are dominated by the acquisition, mastery, distribution, and utilization of information instead of capital. Therefore, the cultivation of talents is very important, and educational reform is imperative with the rise of the world’s new technological revolution.

scholarly journals “The way things get done around here…” Exploring spatial biographies, social policy and governance in the North East of England

2017 ◽  
Vol 37 (11-12) ◽  
pp. 655-666 ◽  
Author(s):  
Jon Warren
Keyword(s):  
Social Policy ◽  
Empirical Work ◽  
Social Progress ◽  
Local Conditions ◽  
Content Type ◽  
North East ◽  
The North ◽  
Policy Interventions ◽  
Health Related

Purpose The purpose of this paper is to argue that the application of social policy in the North East of England is often characterised by tension and conflict. The agencies and professionals charged with implementation of Westminster driven policies constantly seek to deploy their knowledge of local conditions in order to make them both practical and palatable. Design/methodology/approach This paper examines the region via established literature from history, geography, sociology and social policy. The paper gives illustrations via empirical work which has evaluated initiatives to improve the health of long term health-related benefit recipients and to sustain individuals in employment in the region. Findings Central to the paper’s argument is the notion of “biographies of place”. The core of this idea is that places have biographies in the same way as individuals and possess specific identities. These biographies have been shaped by the intersections between environment, history, culture and economic and social policy. The paper identifies the region’s economic development, subsequent decline and the alliance of labour politics and industrial employers around a common consensus that sought economic prosperity and social progress via a vision of “modernisation” as a key component of this biography. Originality/value The paper argues that an appreciation of these spatial biographies can result in innovative and more effective social policy interventions with the potential to address issues that affect entire localities.

Global knowledge flows

2018 ◽  
pp. 181-185
Author(s):  
Susan Dewey ◽  
Isabel Crowhurst ◽  
Chimaraoke Izugbara
Keyword(s):  
Knowledge Flows ◽  
Global Knowledge

Higher Education in Developing Countries

2018 ◽  
pp. 18-39
Author(s):  
Amir Manzoor
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Distance Learning ◽  
Developing World ◽  
Higher Education Institutions ◽  
International Standards ◽  
Global Knowledge ◽  
Economic Activities ◽  
Challenges And Opportunities ◽  
Open And Distance Learning

Due to globalization of economic activities and increased scope of higher education, higher education has become a priority agenda for countries around the globe. In order increase opportunities of higher education, institutions of higher education must enhance their quality and access through open and distance learning while following national and international standards. For developing countries, higher education opportunities through open and distance learning are important for economic prosperity and participation in global knowledge economy. Globalization has created numerous challenges and opportunities for higher education. These challenges are more significant for developing countries because of limited resources. At the same time, meeting these challenges is a top priority of developing world. This chapter examines numerous challenges faced by higher education in developing countries. The chapter also discusses how higher education institutions in developing world can use open and distance learning to cope up with these challenges.

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