Sunday 22 March 2015

GLOBALIZATION ON POLICY AND IMPLEMENTATION


INTRODUCTION
Globalization perhaps became a fashionable and widespread concept in the 1990’s (Giddens, 1990). This paper agreed with Tickly, Lowe, Crossley, Dachi, Garrett and Mukabarangu (2003) that saw globalization as containing both opportunities and threats for national development and as bemigan inevitable and largely irresistible phenomenon. Globalization is principally concerned with
economic integration into regional and global markets underpinned by new technologies. It was also seen, however, as involving political and cultural aspects.
Globalization embodies and exhibits trends and characteristics, which tend to de-emphasize the primacy of the traditional nation state while simultaneously accentuating the ascendency of world-wide trends and tendencies. The forces and characteristics of globalization tend to have collapsed traditional boundaries among nations, regions and among ethic. Suddenly, the whole world had become a global village. Though, globalization within historical coutext has a longer origin than most people are prepared to acknowledge. Africa is portrayed as marginal in issues related to contemporary discourse on globalization, largely because of Euro centric notion of Africa as a dark continent which is excluded from mainstream global thinking and activities. However, a proper view of globalization within historical contexts will see Africa as playing a central role in the global dispersal of civilization and modernization. Africa’s central links to the rest of the world span the whole of man’s life on mother ‘earth’. Pharonic Egypt and the Islamic caliphates in Africa had for long been centres for learning and inspiration for less developed Europe. Centres of learning and excellence had existed in Africa long before the America’s were opened up. The slave trade and later colonization should be seen as global dimensions in the exploitation of African labour for the advancement of western economy. These seem to be the view of king and McGrath (2002). Thus, if contemporary discourse and processes on globalization fail to accord Africa, a cardinal role in global processes, a fall back into history may correct this deliberate collective neo-colonially imposed amnesia.
Nigeria made her first attempt to enter into the so-called atomic age in 1955 when the first educational policy: Universal Primary Education (UPE) & scheme was launched in western Nigeria. One of the primary aims of the (UPE) was to catch-up with the developing world. The experience of Nigerians who fought in the second world war backward and came home to share their experiences with Nigeria’s first group of nationalists. In the 1960’s educational policies along with other aspects of National life were blighted by national conflicts, therefore, setting the country backwards educationally. To salvage this, two important policies were introduced. The first one was the Federal Universal Primary Education (UPE) scheme launched in 1976. The scheme succeeded in raising total enrolment from six million in 1975/76, to fifteen million in 1982/83. The second policy was the National Policy on Education with 6-3-3-4 structure of formal education.
However, it is on record that between 1979 and 1999 there was political instability that affected education both in quantity and in quality. Consequent upon this and because of the major world development of Education for All (EFA) the Universal Basic education (UBE) scheme was launched to provide both primary and  junior secondary education for all school age children including those undeserved. It also aims to provide non-formal education for out of school children and illiterate adults.
This historical review has pointed to the fact that, even though globalization became a universal concept in the 1990’s but Nigeria has consistently fashioned its educational policies to make the country relevant to develop economics and subsequently through education, integrate into the global economy. Presently, Nigeria is facing the challenge of (EFA) by year 2015. The government is committed to this, since it believes in education as a veritable tool to achieve the Millennium Development Goals (MDGS).   
Be that as it may, it has to be stated that major international development such as wars and world economic Crisis, patterns of foreign states and multinational organizations assistance and pressures have heavily influenced globalization of education in Nigeria. The 1990 Jomtier declaration and train work for action and the Dakar Education for All (EFA) Declaration of April 2000, for instance have influenced the orientation of Nigeria’s (UBE) programme as well as the ongoing (EFA) planning exercise. Other international conferences held during the 1990 decade such as the Quagadougou. Pan-African Conference on girl’s Education 1993, the world conference on higher education 1998, and technical/vocational education 1999 have all had their impacts on educational development in the country, and have particularly enable Nigeria to network with other countries. The same can be said of Nigeria’s involvement in the work of Association for the Development of Education in Africa (ADEA) among others.
The impacts, results and implications of the seemingly widespread effect of globalization is hereby examined and policy responses analyzed for Nigerian context. In this context, the imperatives for educational changes are examined under the following headlines.   
                                                  i.            Globalization and imperatives for charges in school curriculum in Nigerian educational system.
                                                ii.            Globalization and imperatives for charges in Educational Financing and Funding
                                             iii.            Globalization and imperatives for constitutional issues and policy Reforms in Education in Nigeria.
                                             iv.            Recommendations, and
                                                v.            Conclusion.

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