GLOBALIZATION

& ASEAN
INTEGRATION
PRESENTED BY: RENALYN B. GALGO
 ASEAN
(ASSOCIATION OF SOUTHEAST ASIAN NATIONS)

• ASEAN first country members- Indonesia, Thailand,

Philippines, Myanmar and Singapore.
• ASEAN’s purpose- promote economic and cultural growth,
maintain peace and stability in Southeast Asia, establish
relationship with foreign powers.
• ASEAN formed during Cold War to promote stability and
cooperation in a politically turbulent region
 INTRODUCTION
Globalization is most often used to describe the growing
integration of economics worldwide through increases in
trade, investment flows, and technology transfer. The term
conveys a sense that international forces are driving more
and more developments in the world, and thus crystallizes
both the hopes of some people that we will finally achieve
a global society and the fears of many others that their lives
and jobs are threatened by forces beyond their control.
(Chronicle of Higher Education, January 23, 1998).
 One could think that globalization is only a matter of
industry and business, and that education as a moral process
is not part of this development. However, if we understand
education as a part of the information business, education
systems can be seen as the core of the globalization process.
Rinne (2000) emphasizes that educational policy has become an
ever more important part of economic, trade, labor and social
policy in western countries. One concrete global development is
the development of mega-universities, university networks and
virtual universities, that can offer competitive training
programs for students recruited from all over the world.
 An education for globalization should therefore
nurture the higher order cognitive and interpersonal
skills required for problem finding, problem-solving,
articulating arguments, and deploying verifiable facts or
artifacts. These skills should be required of children and
youth who will as adults, fully engage the larger world
and master its greatest challenges, transforming it for
the betterment of humanity - regardless of national
origin or cultural upbringing.
 Characteristics of Globalization that
can be linked to Education
In seeking to understand and theorize the nature of
globalization and its effects in education, it is argued that
globalization has both potentially negative as well as potentially
positive effects. It is also argued that the restructuring of the state
under the impact of neo-liberalism, which has been the
underpinning ideology of economic globalization, has had a real
effect upon the structures of education, as well as upon
educational policies in the form of new managerialism and human
capital theory.
In the light of these arguments, it is extremely
risky to advance a description of the
characteristics of globalization that most
closely affect education which include at the
very least the following:
 In educational terms, there is a growing understanding that the neo-
liberal version of globalization, particularly as implemented by
bilateral, multilateral, and international organizations, is reflected in
an educational agenda that privileges, if not directly imposes,
particular policies for evaluation, financing, assessment, standards,
teacher training, curriculum, instruction and testing. In the face of
such pressures, more study is needed about local responses to
defend public education against the introduction of pure market
mechanisms to regulate educational exchanges and other policies
that seek to reduce state sponsorship and financing and to impose
management and efficiency models borrowed from the business
sector as a framework for education decision making.
 Ineconomic terms, a transition from Fordist to Post-Fordist
forms of workplace organization; a rise in internationalized
advertising and consumption patterns; a reduction in
barriers to the free flow of goods, workers and investments
across national borders; and correspondingly, new pressures
on the role of workers and consumer in society.
 In political terms, a certain loss of nation-state sovereignty or
at least the erosion of national autonomy, and,
correspondingly, a weakening of the notion of the "citizen" as
a unified and unifying concepts, a concept that can be
characterized by precise roles, rights, obligations and status.
 In cultural terms, a tension between the ways in
which globalization brings forth more standardization
and cultural homogeneity, while also bringing more
fragmentation through the rise of locally oriented
movements. Another theoretical alternative identifies
a more conflicted and dialectical situation, with both
cultural homogeneity and heterogeneity appearing
simultaneously in the cultural landscape. Sometimes
this merger and dialectical tension between the global
and the local is termed the "glocal."
 Globalization is undoubtedly an important constitutive feature
of the modern world. One of the current interdisciplinary
assumptions is that globalization necessarily amounts to the loss
of cultural identity. Philosophers may argue endlessly about
globalization, but they can all agree that it refers to an increasing
interconnectedness and convergence of activities and forms of life
among diverse cultures throughout the world. As it has been
plausibly suggested, a culture "is no longer a discrete world. It is
transformed to accord with a world of raptured boundaries"(Held
& McGrew, 2003). Globalization has attracted the attention of
many disciplines because it affects both self-understanding and
cultural identity.
RECENT DEVELOPMENTS IN EDUCATION
SECTOR GLOBALLY

Demand for widening the education access for

all.
Continuous lifelong learning (e.g., facing the
boundaries between preset and inset, formal
education and working life).
Global versus local cultural developments
Creation of new educational networked organizations
(e.g. global virtual universities, virtual schools,
multinational educational consortiums, etc.).
Changing of educational management from
hierarchical institutions to equal distributions of
network organizations, from commanding to
negotiating.
Demand for more flexible and general skills (e.g.
meta-skills such as problem solving, searching
information, learning skills, etc.)
SOCIO-CULTURAL,
ECONOMIC, AND
POLITICAL ISSUES ON
GLOBALIZATION
 SOCIO-CULTURAL ISSUES
Globalization and massive migrations are changing the ways we
experience national identities and cultural belonging. At the
beginning of the 20th century, W.E.B. DuBois announced that the
"color line" would define the social agenda for the United States. At
the beginning of the twenty-first century, that line is complicated by
the increasingly fluid political and cultural borders that once
separated both nation states and the people within them. These
external and internal borders are increasingly becoming noisy and
conflicting. Globalization decisively unmakes the coherence that the
modernist project of the nineteenth and twentieth century nation
promised to deliver - the neat fit between territory, language and
identity (SuarezOrosco and Sommer, 2002).
Managing difference is becoming one of the greatest challenges to
multicultural countries. Children growing up in these and other
settings are likely than in any previous generation in human history to
face a life of working and networking, loving and living with others
from different national, linguistic, religious, and racial backgrounds.
They are challenged to engage and work through competing and
contrasting models, such as kinship, gender, language (monolingual
and multilingual), and the complicated relationships between race,
ethnicity, and inequality, in new ways. It is by interrupting "thinking
as usual" -the taken-for-granted understandings and worldviews that
shape cognitive and metacognitive styles and practices - that
managing difference can do the most for youth growing up today.
Global changes in culture deeply affect educational policies,
practices, and institutions. Particularly in advanced industrial
societies, the question of multiculturalism takes on a special
meaning in a global context. How does the discourse of liberal
pluralism, which has been the dominant framework for
multicultural education in developed societies - to learn about
different others as a way of living with them and coordinating
social activity with them within a compact of mutual tolerance
and respect - extend to a global order in which the gulf of
differences becomes wider, the sense of interdependence and
common interest more attenuated, and the grounding of
affiliation more abstract and indirect.
 ECONOMIC ISSUES ON GLOBALIZATION
 Bloom (2002) argues that increasing efforts to improve basic education
particularly in developing countries will surely help narrow income gaps
with developed countries. Education, he claims, is "clearly a strong
trigger for positive development spirals." He cites estimates that in the
developing world, each additional year of basic education corresponds
to a rise of over 10 per cent in the individual's earning power. According
to Bloom, the challenges and opportunities brought about by
globalization include a more competitive world economy, the increasing
importance of cross national communication, and the rapid speed of
change. Bloom points out that globalization also brings about
opportunities for education, particularly in the ways that new
technologies can be put to work to improve both the quantity and
quality of education worldwide.
Economics offers the same message as
history, said economist and demographer
David Bloom. "Education gives a capacity to
adapt to change," said Bloom, the Professor of
Economics and Demography at Harvard.
"Education creates a capacity to mitigate the
disparities in the world today that are
potentially very destabilizing, both from an
economic and a political point of view."
 According to Gardner, education should help students
synthesize information from a variety of disciplines
and geographies, so they understand how economics
inform politics. Like Coatsworth and Bloom, Gardner
disparaged standardized testing, in its current form
because it fails to measure the skills of understanding
and making sense that students will need in a
globalizing world.
 At the economic level, because globalization is affecting employment it
touches upon one of the primary traditional goals of education,
preparation for work. Schools will need to reconsider the mission in the
light of changing job markets in the Post-Fordist work environment;
new skills and the flexibility to adapt to changing job demands and, for
that matter, changing jobs over a lifetime; and dealing with an
increasingly competitive international labor pool. Schools help shape
consumer attitudes and practices as well, as encouraged by the
corporate sponsorship of educational institutions and products, both
curricular and extracurricular, that confront students everyday in their
classrooms. This increasing commercialization of the school
environment hasbecome remarkably bold and explicit in its intentions,
which admits quite openly that it offers schools free televisions so as to
expose children to a force-fed diet of commercials in their classrooms
everyday (Burbules and Torres, 2000).
 The broader economic effects of globalization tend to
force national educational policies into a neo-liberal
framework that emphasizes lower taxes, shrinking the
state sector and "doing more with less"; promoting
market approaches to school choice; rational
management of school organizations; performance
assessment (testing); and deregulation in order to
encourage new providers (including online providers)
of educational services.
 POLITICAL ISSUES ON GLOBALIZATION
At the political level, there has been the constraint on national/ state policy
making posed by external demands from transnational institutions. Yet, at the same
time that economic coordination and exchange have become increasingly well-
regulated, and as stronger institutions emerge to regulate global economic activity,
with globalization there has also been a growing internationalization of global
conflict, crime, terrorism, and environmental issues, but with an inadequate
development of political institutions to address them. Here, again, educational
institutions may have a crucial role to play in addressing these problems, and the
complex network of intended and unintended human consequences that have followed
from the growth of global corporations, global mobility, global communication, and
global expansion. In part, this awareness may help to foster a more critical conception
of what education for "world citizenship" requires (Burbules and Torres, 2000).
 CONFLICT AND CONSENSUS PERSPECTIVES ON THE ROLE OF
EDUCATION IN UNDERSTANDING GLOBALIZATION

The forces of globalization are taxing youth, families, and educations

systems worldwide. All social systems are predicated on the need to
impart values, morals, skills, and competencies to the next generation.
The lives and experiences of youth growing up today will be linked to
economic realities, social processes, technological and media innovations,
and cultural flows that traverse national boundaries with ever greater
momentum. These global transformations, we believed, will require youth
to develop new skills that are far ahead of what most educational systems
can now deliver. New and broader global visions are needed to prepare
children and youth to be informed, engaged and critical citizens in the new
millennium. Education will need both rethinking and restructuring if
schooling is to best prepare the children and the youth of the world to
engage globalization's new challenges, opportunities and costs.
• Education's challenge will be to shape the cognitive skills,
interpersonal sensibilities, and cultural sophistication of
children and youth whose lives will be both engaged in local
contexts and responsive to larger transnational processes.
• Globalization's increasing complexity necessitates a new
paradigm for learning and teaching. The mastery and
mechanical regurgitation of rules and facts should give way to
a paradigm in which cognitive flexibility and agility win the
day. The skills needed for analyzing and mobilizing to solve
problems from multiple perspectives will require individuals
who are cognitively flexible, culturally sophisticated and able to
work collaboratively in groups made up of diverse individuals.
GLOBALIZATION AND ITS IMPACT ON
EDUCATION
The impact of globalization and the manner in which the system
should respond to the needs of globalization would require to be
studied basically under two broad heads, as follows:
1. The needed reforms within the educational system like
content, equity, sand excellence, etc ., and
2. The fall out of globalization, which will entail determining
strategies relating to the impending internationalization of
education, finance-related issues and privatization of secondary
and higher education.
 CONTENT OF EDUCATION
a. Curriculum Up-gradation.
 The modern advances in information technology have revolutionized among
others, the content of knowledge and the processes of educational
transaction. The ever- growing use of electronic media has brought
education to the doorsteps of the common man. Information processing
technologies provide an efficient framework for the storage, management,
analysis and application of information. In the process, popular culture and
education alike have adopted what may be called computational paradigm,
the use of the operative part of the introduction of the information
technology is the need for a continuous up-gradation of the curriculum in
order to introduce the latest developments relating to the various
disciplines in the curriculum. Alongside, pruning of the existing curriculum
would be a necessary condition in order to remove the obsolete and
irrelevant details.
 It also needs to be stressed that education should help to
engender a new "humanism that contains an essential ethical
component and sets considerable store of knowledge of, and
respect for the culture and spiritual values of the different
civilizations, as a much needed counterweight to a globalization
that would be otherwise be seen only in economical and
technological terms. The sense of shared values as a common
destiny is in fact the basis on which any scheme of international
cooperation must be founded" (Delors Commission, 1986).
 An education for globalization should therefore nurture the
higher-order cognitive and interpersonal skills required for
problem finding, problem solving, articulating arguments, and
deploying verifiable facts or artifacts to substantiate claims.
b. Productivity Orientation.
 The basic objective of globalization is to enhance productivity and to
make the educational system an instrument in preparing students
who can compete in the world markets as productive members of
society. This would necessitate making skill training as an integral
part of the curriculum besides making attitudinal changes so that
the students do not consider it infra-dig to work with the hands.
 An important feature of globalization in relation to education is the
need for producing higher quality manpower that can successfully
face competition in the world markets. This would imply selecting
the best human material and giving them education of the highest
quality.
THE FALL OUT OF GLOBALIZATION

a. Internationalization of education
 Implicit in the system of globalization is the inevitability of the
internationalization of the educational system, particularly at
the higher education stage. This has become a worldwide
phenomenon because of the entry of the World Trade
Organization (WTO) and the inclusion of educational services
under the General Agreement on Trade and Services (GATS)
which has given a boost to the internationalization of higher
education.
b. Finance-related issues
 In order to be a part of global configuration, the requirement of funds
for social services including education will increase manifold. For this
purpose, it will be necessary to augment government funding for these
sectors.
c. Privatization of Secondary and Higher Education.
 As a corollary to the suggestions about reducing public investment in
secondary and higher education, a plea has been made to hand over
these sectors to private bodies. It has also been suggested that
institutions beyond primary basic education should increasingly depend
upon tuition fees, the philanthropy of the general public and the
industrial and commercial organizations, which should be allowed to set
up, manage and finance institutions of post elementary education.
 Education as a service industry is part of globalization process
under the umbrella of General Agreement on Trade in Services
(GATS). There is, however, distinct possibility that his might
"force countries with quire different academic needs and
resources to conform to structures inevitably designed to
service the interest of the most powerful academic systems and
corporate educational providers breeding inequality and
dependence" (Altbach, 2002). Further, globalization can lead to
unregulated and poor quality higher education with the
worldwide marketing of fraudulent degrees or other so-called
higher education credentials." (World Bank's Task Force,
2000).
 It appears as though the phenomenon of globalization will
mean many different things for education. Most certainly, in
the near future, "It will mean a more competitive and
deregulated educational system modeled after free market but
with more pressure on it to assure that the next generation of
workers are prepared for some amorphous job market of 21?
century. It will also mean "that the educational system will
increasingly provide the sites of struggle over the meaning and
power of national identity and a national culture. Schools will
no doubt also be the sites of various counter-hegemonic
movements and pedagogies" (Wells, et al, 1998).
 It could be seen that globalization has a multi-dimensional
impact on the system of education. It is, therefore, necessary
that each country should decide about the nature and extent of
globalization that can be constructively introduced in their
socio-economic and educational systems. While it is difficult to
resist the temptation of falling in line with the international
community, it is necessary that while doing so, the national
interests should be paramount. This is more so in the field of
education which is intimately concerned with the development
of human capital. Any thoughtless entry into the global
educational market can end up in harming the interests of
students for generations to come.
REFERENCES

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Development, 2013.
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C&E Publishing, Inc., 2011.
3. Tamayo, Antonio I. Social Dimensions of Education , 2013.
4. Vega, Violeta A. , et.al. Social Dimensions of Education, Revised
Edition ,2011.
5. Vega, Violeta A. ,et. al. Social Dimension of Education ,2006.