Page 167 - DEDU505_TEACHER_EDUCATION_ENGLISH

Unit 17: Globalization and Privatization in Teacher Education

• Favoritism towards family members and friends Notes
• Benefits remain un proven
Self Assessment
2. State whether the following statements are 'True' or 'False' :
(i) Privatization is management by private sector with total absence of government
intervention.
(ii) In the present scenario of privatization there is no need for interaction there is no need
for interaction between UGC, academic institutions of teacher education.
(iii) Privatization of teacher education will provide autonomy to institutions there will be less
dependency on the government.

17.9 Summary

• Globalization is a much talked about term today and has become a phenomena, which is
greatly affecting the society in general and different nations in particular. Globalization is
the integration of economic, political and cultural systems and trends across the world for
economic growth, prosperity and democratic freedom.
• Globalisation, both as a phenomenon and as a creed, may influence and affect teacher
education.
• As to the role of teachers, contemporary teacher education, at best, tends to take a politically
neutral direction and, as a consequence, it is limited in the ways it can equip teachers to
understand how forces of globalisation and Neo-Liberalism are not forces in their own
right but connected to a wider system of exploitation.
• The purpose of globalization and global education is to develop a 'global perspective' and
sensitize the youth for understanding the multicultural world and maintaining peace and
harmony in the world. People in general and the youth in particular has to be aware of the
global happenings and issues and the interdependence of people.
• The first focuses on the demand learners themselves make of the educational system and
promotes the 'marketisation' of educational systems, whereby education is considered as a
sort of commodity to be sold, bought and consumed, using the market-place as the analogue
of the educational set-up
• Regarding teachers, this approach has induced some to view teachers as essentially economic
actors, drawn to and retained by the profession in terms of economic costs and benefits.
• Moreover, teachers are made responsible to implement the necessary innovations to cope
with social and economic changes. They must show capacity to interpret future requirements
of work and life and constantly update their knowledge and teaching skills to keep up with
rapidly changing global requirements, involving shifts in technology and widening social
relations.
• The second approach which attempts to adapt education to this global economic/political/
social situation aims at making the learner as economically competitive as possible.
Economic-efficacy is understood in this approach to be education's major aim.
• Regarding teachers, these need to rethink the necessary collective responses to global
challenges that are influencing the teaching profession, where the word 'challenges' is
generally understood to mean the challenges and opportunities entailed by a capitalist
economy.
• Teachers may not share common social, economic and cultural characteristics, and hence it
may not be a good idea to standardise teacher education. In this regard, it is worth noting
that despite these centralising trends, the influence of the state is not total. Indeed, there are
experiments aimed at promoting a deregulation of the providers of teacher education
programmes at varying levels, in response to broader cultural and economic conditions.

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