By Miriam Ben-Peretz

This ebook is predicated at the thought that an sufficient reaction to globalization demanding situations calls for a holistic method of a number of assorted dimensions - immigration, expertise, financial system, and atmosphere - in addition to powerful collaboration and coordination one of the imperative domain names of schooling: curriculum, educating, and instructor schooling. a number of circumstances of policy-making are provided so that it will elicit universal good points as instructions for the holistic policy-making version proposed during this publication. First, this crucial framework perspectives the several dimensions of globalization as requiring connection and integration. moment, the proposed strategy asserts that 3 significant points of schooling which are important for coverage in schooling - curriculum, instructing, and instructor schooling - should also be built-in. ultimately, the method of policy-making is perceived as requiring shut interplay and coordination among various stakeholders and representatives of the various points of globalization. The ebook offers a conceptual version for policy-making, in addition to info of operational steps during this procedure.

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It will take a dramatic investment in overhauling the educational system everywhere (Castells 1999, IV). Overhauling educational systems is a highly problematic issue, as documented in the literature on reform and on policy-making in education, and as discussed below. ) For one, the aforementioned lack of consensus regarding a single definition of the term technology complicates the process of introducing technology into education (Gibson 22 Chapter 3 2008). Still, policies of education must address these issues if educational systems, and indeed whole societies based on the education of youth, hope to remain inside global communication networks.

Still, it is of the essence to realize that: In an important sense, identification or understanding of issues and changes is always local. The literature on schools and change may talk in terms of macro trends—changing technology, changing patterns of work, changing modes of organizing. But what people actually see in their daily lives are local and concrete manifestations of larger trends. We may all agree that “the global economy” is an important change affecting education, but the meaning of this phrase will be quite different in a large urban centre and in a small rural community (Levin and Riffel 1997, 14).

Increased commodification of education, as well as calls for ‘reforming’ education in response to the supposed imperatives of ‘globalization’” (Morrow and Torres 2000, 51). Education, then, tends to become a site of “unbridled consumerism—shopping for individual futures” (McCarthy and Dimitriades 2000, 188). For example, one of the outcomes of the marketization process, according to Raduntz (2007), is the marginalization of educators in favor of trainers and business managers and the rise of an instrumental model of education.

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