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Effects of Globalisation in Education Essay

Globalisation has brought about many changes in human lives. Globalisation, which started off in the West, was brought about by many factors. Some of it is the the emergence of the information technology and also the economic competition between different countries (Jarvis, 2007, p. 44). Here, it is obvious that globalisation was about the economic benefit at first and later had also impacted many others categories of human lives such as education and environment. The impacts and effects of globalisation could be seen everywhere, from the food industry to the music that one listens. Some would argue that globalisation benefitted the mass, and therefore it is something good. However, some would refute by saying that globalisation has also had some negative impacts. Therefore, I would like to find out and discuss the effects of globalisation specifically in education. This paper would examine closely the effects of globalisation in education in terms of commodification, internationalisation, citizenship and also accessibility of knowledge. This essay would argue that although globalisation brings some positive effects, it also brings some negative effects that sometimes could be considered to outweigh the benefits of it. The arguments will be put forward by first defining globalisation and then highlighting some of the different types of globalisation. This will be followed by discussing the impact of globalisation in education in terms of commodification, internationalisation, citizenship, and accessibility of knowledge. Last but not least, this essay will discuss the implications for teachers in a Malaysian secondary school classroom.
Definition of Globalisation There are tremendous amount of literature on the definition of globalisation. Globalisation seemed to an easy word to define at first. However, there are many definitions of it where each and one of these definitions are looked from various different perspectives such as social, economy and political perspectives. From an political point of view, Beck (2000, p. 11) defines globalisation as a process through which transnational actors undermine sovereign national states with varying prospect of power, direction, identities, and network. From a communication point of view, ‘globalisation as a concept refers to both to the compression of the world and the intensification of consciousness of the world as a whole’ (Robertson, 1992, p. 8). Similarly, Luke (2005), stated that globalisation is how the world is shrinking in the sense that people can communicate to each other instantaneously through the use of technology especially the internet. On a different plane, Waters (1995, p. 3) looks at globalisation as a social change where physical boundaries of place on the social and cultural aspects are diminishing and the public are aware that it is diminishing. Looking from a social perspectives or point of view, globalisation is the escalation of global social relations which connect far localities in such a way that local events are influenced by events occurring in the far distance and vice versa. (Held, 1991 cited in Morrow

Individual Reflective Report On Gibbs Cycle Of Reflection Education Essay

The Gibbs cycle of reflection is used in 2 incidences in the report. The first incident is the group project for CLS course on starch and second is the feedback given for the SIM course for the business report. In both of the incidences, problems are evaluated and necessary solutions are taken for the improvements. The solutions are action planed to make it achievable and measureable with in a specific time period.
INCIDENT ONE: THE STARCH POSTER SESSION 1.1 DESCRIPTION OF THE INCIDENT: The incident happened during the starch poster session on the week 3 of commercialization of life sciences session. We were assigned a group project to commercialize the starch of a company. We were supposed to prepare a poster drawing the road for commercialization.
The starch had several importances like high in fibre and decreasing the obesity rate. The poster was prepared showing the treads of obesity and how the starch will help the people have a healthy lifestyle. The market for the starch was collected from varies websites like euro monitor. The product advantage of the resistant starch was shown to that of Competitor Company. The road for commercialization of product was drawn. The poster was presented in the class. The same process was done by other groups.
1.2 FEELING OF THE INCIDENT (ON THE SPOT ANALYSIS): What I felt? I felt that the poster was not good in the visual representation even before it was presented. There were lot of gaps in the poster, the combinations of colours were not good and the content was not to the level of master’s. During presentation, I managed the contents to give a good meaning yet I feared there was not enough data in the poster and I don’t know the answer if I was questioned. Luckily, there were not so many questions. The only question asked was about how to create value in this poster which I managed to answer.
What my group members felt? My group members felt that the poster was not as good as they expected. The visual content was felt very poor. No group member felt that there effort was shown in the poster. But everyone in the group accepted that the presentation by me was well done even though we had poor contents in hand.
What did other group members feel? The other group members felt that the poster was good and well presented. Indeed it was better than the other groups. The other groups didn’t proceed to take the starch to the market. They stopped at the point of analysing the importance of starch. The poster of other groups wasn’t complete according to assigned work.
What did the course instructor feel? The poster was appreciated by the course instructor for ‘showing the market and how it can be commercialized’. The course instructor felt improvements can be made in the poster especially in visual representation.
1.3 EVALUATION OF THE INCIDENT: Although it was a group activity only 2 of the group members did the poster with minor contribution from others. The group did not well co-ordinate for the project. Many members of the group taught it was simply unnecessary waste of time. Many group members felt that this was not the group they intended to be in and some of their actions like not contributing to group activities demonstrated their disinterest in co-ordinating with the group. The poor visual effects and content were due to the fact that many were not happy to work in the assigned group.
Many conflicts were in the group on what content to put in the poster before the poster session. There was a conflict on ‘who will present the poster’ on the day of presentation. Everyone wanted to present the poster and everyone wanted every letter of them to be in the poster. This was not possible because many of the contents were same and some of the data were not in the scope of the assignment. The group members felt that their efforts were neglected.
Poor performance of the group was due to:
Improper co-ordination of group members.
1.4 ANALYSIS OF THE PAST: This situation remembered me of the incident that happened once I was in my undergrad. The people were not happy to work in the group for the lab project. My team members went and stood with the friends in other groups. They used to chat and always my group had no results in the experiments. Out of 11 experiments in the lab we had result for only 2 experiments. The course instructor called each one in the group personally to know the problem. When he knew the problems he took the group to the dinner and helped us to know each other well. I remember he even assigned some nick names appreciating our good characters. We were taken for trekking to improve the co-ordination. After a month group members felt comfortable to work in the group and next semester we got 9 results out of 11 experiments in the lab.
1.5 ANALYSIS OF THE TECHNIQUE USED: The technique my undergrad course instructor employed was Wheelan’s Integrated Model of Group Development.
Stage 1: Dependency and Inclusion In the dinner we exchanged the stories our own self about our families, friends and past life. The special talents we had like singing and dancing.
Stage 2: Counter dependency and Fight We were introduced to topics that will cause conflict I remember some topics like “Moral dress code made in colleges”; we had conflicts that went for days.
Stage 3 Trusts / Structure We were taken for trekking in steep mountains where we have to hold each other in order to be safe. We helped each other and build the trust.
Stage 4 Works / Productivity When we went to work for the group lab project we still had conflicts but we had greater trust and were willing to help each other. That made as have good results in the lab in the next semester.
Stage 5 Final This didn’t apply to the lab group because we were in the same group till the end of my undergrad.
I applied this technique number of times during my undergrad in order to form groups for cultural events in the university.
1.6 ANALYSIS OF WHAT WE COULD HAVE DONE FOR THE STARCH PRESENTATION: A similar approach like this should have been followed in the starch poster.
Stage 1: Dependency and Inclusion We should have gone for dinner or indoor games. We should have known the individual’s talents and appreciated him. So that he would have felt the importance of him in the group.
Stage 2: Counter dependency and Fight We should have conflicted on the topics that like gulf war where everyone can talk and will contribute in a different way.
Stage 3 Trusts / Structure We should have gone for activities and games like trekking in steep mountains where we could have build the trust and resolved our conflicts.
Stage 4 Works / Productivity Then we should have worked in the starch poster so that everyone is willing to put the important contents in the poster. They would have taught the importance of group/team beyond their individual works represented in the poster.
Stage 5 Final This won’t apply to the group because we will be in the same group till the end of masters.
1.7 ACTION PLAN: The action plan is done for the better performance of the group in February in deciding the project that can be taken for the business plan.
Step 1: Many group meetings are done not with motto of assignments but just to know each other better. (Have to be done before December.)
Step 2: Many common issues of conflict are discussed about favourite actors and actress. The cultural misconceptions are conflicted. (Have to be done before January.)
Step 3: The trust is developed in the individuals by trips to black pool and many places. (Have to be done before January.)
Step 4: we have done the next presentation better but we have to still build the team because there will be more conflicts as only one project have to be selected for the CLS course to make business plan and others should accept it. (Have to be done before January.)
1.8 CONCLUSION: By following this technique I created high performance teams in my undergrad during cultural events. I believe the same management technique will work in the master’s level and we will be able to select the project with less conflict. On the course of the analysis of this technique, Wheelan’s Integrated Model of Group Development; we will understand the talents of each member. This will help each member to work in the area in which they have great interest on and which they know better than other group members in the business plan. Thus the technique Wheelan’s Integrated Model of Group Development will help us do an excellent business plan for the CLS course.
INCIDENT TWO: I GOT 54% IN SHAPING IDEAS FOR MARKET ASSIGNMENT. 2.1 DESCRIPTION OF THE INCIDENT: This incident happened on 17 December 2010. It was the feedback given for summative course work on the topic “BUSINESS REPORT ON GENTRONIX” in the course shaping ideas for market.
Shaping ideas for market is one of my favourite subjects in my master’s course. In this course I had special interest in reading number of books as possible. I read books like competitive strategy and balanced scorecards which were beyond the reading list. In the formative feedback this was reflected as my instructor mentioned ‘your business model looks quite good and many things are just right’. My reading and knowledge was well reflected in the class room when I answered I was always right and I knew the answer for every question put forward by my instructor. Such reflection in formative feedback and classroom sessions made me feel I will do well in the business report. I did the business report and when I submitted I felt I will get good marks yet the result was not that; I scored 54%.
2.2 FEELING OF THE INCIDENT (ON THE SPOT ANALYSIS): What I felt? I just felt the mark was not mine. I read the feedback completely and when the word ‘Getronics’ came I was sure it was my mark.
What did the course instructor feel? The feedback underlined area for low mark.
The business template was not used.
The referencing was not to the level of master’s.
Inappropriate usage of analytical tools.
But the feedback mentions, ‘A very confusing piece of work difficult after reading the whole assignment the markers could not understand what Gentronics really does and that makes it impossible to relate the analytical techniques used in the report’.
What my class members felt? When I said my marks many of my class mates felt I was simply lying and I was sarcastic.
2.3 EVALUATION OF THE INCIDENT: Understanding of what an assignment is; is derived from the past experiences in schools and colleges. The assumption I made in the assignment
The business model is only a graphical representation of the theory. I could make my own graphical representation of the business model.
I have referenced only a few articles in my undergrad when an assignment was given. Except for the literature review I didn’t reference more than 5-6 references.
The course instructor would clearly know what Gentronix really does before even reading the report as my undergrad supervisor knew, in and out the topic and checked whether I did it right.
Yet clearly as the feedback mentions all my assumptions were wrong. And my 3rd assumption made my assignment impossible to be even marked. The lesson I have learnt is never change the template, an assignment is just like a literature review and I need to explain things from the scratch the markers don’t know much about the company until I explain it in my report.
This lesson was learnt at a great cost i.e. I lost 46% marks. Yet I have an exam for the other 50% to get things on track
2.4 ANALYSIS OF THE PAST: This situation remembered me of the incident that happened in my grad 10. It happened in the business mathematics course. I worked out hard for the exam I solved many questions as possible. I got answers for 8 questions out of 10 in exercises. In the main examination I failed to pass. In fact I got only 5 marks out 100. I remember the reason was I made a mistake in the critical equation that was the first step for every problem in the chapter. My course instructor could not give me marks because it was the first step of every problem in the examination. After I got the feedback I came to know, the mistakes I made was not only in the particular equation but I had mistake in number of equations.
This problem was every time I did the sum I had the equation in front of me in the study room beautifully inscribed in colours. But in the exam hall I had no such equations in front of me and I failed to remember the inscription. The parameters and variables in the external environment changed in both of the occasions the shaping ideas for market and grad 10 examinations. And I failed.
In my grad 10 I fought back the problem and I got 95 marks out of 100 in the final exam. The technique I used was improving my faith in the Napoleon Hill’s pyramid system mentioned in the famous book “Think and Grow Rich”
2.5 ANALYSIS OF THE TECHNIQUE USED: The technique revolves around 3 important parameters for success. The 3 vertices of the triangle in the success pyramid desire, faith and action.
Napoleon Hill’s pyramid system Action
Faith Desire
In my 10 grad even after I saw 5 marks in the feedback I had a strong desire to score 100/100 in the paper in the final exam. The desire is just a wish and can’t be converted into actions and goals unless I have faith in getting 100 marks. I had no faith in getting 100 marks after I got 5marks but I had faith in getting 10 marks. I made a goal that I will get 10 marks in the final exam I worked out problems and adopted techniques to get 10 marks. In a week I was very sure I will get 10 marks whatever the question paper and environment may be. With 100 marks as desire I had now faith to get 15 marks, I made goals and solved problems for getting 15 marks. I continued it till I increased my faith to get 100 marks.
When I when for the final exam my parents and course instructor prayed that I should pass the exam. Yet I knew I am going to do it great and I did it.
2.6 ANALYSIS OF WHAT I COULD HAVE DONE FOR THE BUSINESS REPORT: I wish I could have got the assumptions right. Looked at business reports I could have got
What is referenced how and how many?
How business model template is used?
What degree of basic data do the markers need about the company and its products?
My next opportunity to employ my understanding would be my business plan.
2.7 ANALYSIS OF WHAT CAN BE DONE FOR SHAPING IDEAS FOR MARKET COURSE IN THE EXAMINATION: Every time, when the mark is low it affects the faith vertex in Napoleon Hill’s pyramid. Now I have faith in passing the shaping ideas for market exam with 50% marks. I will employ short goals to improve my mark by 10% every week. Work out different past question paper to find every time and in every paper I am consistently increasing the marks. I will check my confirmation by self analysis and discussion with classmates. I will do this until I am sure that I will get 100 marks.
Personal SWOT to improve the shaping ideas for market marks Strength I have read Bragg and Bragg the course book.
I know what is being done in classroom sessions.
I have got good formative feedback and I was able to answer questions in the class.
Weakness I have lost 46% marks in the business report.
I don’t understand where to use the tool and how to use them.
Opportunity To look at past papers.
To collect articles to see the usage of tools.
Treats The pattern of exam and question paper will be new.
I am writing an exam in the business course for the first time.
Need to spend time for other exams.
2.8 ACTION PLAN: The 4 week plan to get high marks in shaping ideas for market
Week 1:
Revise course materials be confident to pass the exam.
Week 2:
See the past exam papers try to answer them within 30 minutes/question. Improve every time in answering the questions in time and content.
Week 3:
Discuss with friend on their views of exams and try to find the methodology adapted is same. Try to find what may be improved and what may be eliminated to score more marks.
Week 4:
Revise the work done for 3 weeks. Analyze all the possible risks. Be prepared a day before for the examination.
2.9 CONCLUSION: This action plan is made combining the SWOT and pyramid approach. The view of getting high marks is writing the exact number of words and information the examiner expects to see in the paper. This information on what examiner might expect is got by critically analyzing every session of the course which is the first week plan. The second week puts the understanding into action. The third week checks for faults and other class members views of the content presented in class. Week 4 taking note of what is very important, important and less important. This is a way of managing time where in 1.5 hours the exam is completed writing the very important and important details. Thus in exam I will never miss the very important or important details whatever the factors may be. This strategy is adopted in getting high marks.