THE EFFECT OF GLOBALIZATION ON MAINTENANCE AND SUSTENANCE OF ADULT EDUCATION
ABSTRACT
The study looked into the effects of globalization on the maintenance and sustainability of adult education.
The impact of globalization on culture and education is a major source of concern. Some saw it as a treat for traditional institutions such as the family and the school, while others saw benefits in challenging traditional attitudes and developing modern ones.
One of the fundamental causes of global inequality is the large disparity in educational opportunities between tribes or ethnic groups. People can only contribute to and benefit from globalization if they are endowed with the necessary knowledge, skills, and values, as well as the capabilities and rights to pursue their basic chances.
For the sample size, the research findings used a survey design with a simple random sampling technique.
As a data collection instrument, a restricted research questionnaire was used. A total of 150 people were polled, and the data was analyzed using simple percentage, arithmetic mean, and Chi-Square for respondents’ bio-data, research questions, and hypothesis, in that order. It was concluded that Nigeria should increase efforts toward adult education in order to enable citizens to achieve self-fulfillment and fullness in the twenty-first century.
THE FIRST CHAPTER
1.1 THE STUDY’S BACKGROUND
Globalization is a complex phenomenon with far-reaching implications in Adult Education. As a result, the term “globalization” has taken on a variety of emotional connotations. At one extreme, globalization is viewed as an unstoppable and benign force that will bring economic prosperity to people all over the world. On the other hand, it is blamed for all modern ills.
Globalization may be defined differently by different scholars. It may refer to the transfer, adaptation, and development of values, knowledge, technology, and behavioral norms across countries and societies in different parts of the world, according to Cheng (2000).
Globalization is commonly associated with the growth of global networking (e.g., the internet, global e-communication, and transportation), global transfer and interflow in technological, economic, social, political, cultural, and learning areas, international alliances and competitions, international collaboration and exchange, global village, multicultural integration, and the use of international standards and benchmarks.
Globalization is defined by the UNDP in its Human Development Report (1999) as the increasing interdependence of the world’s inhabitants on economic, technological, cultural, and political levels. It is viewed as a general trend toward economic trade liberalization, increased capital, goods, and product circulation, and the abolition of national borders.
Distances have been eliminated due to the speed of communication and the relatively low cost of processing information. The concepts of time and space have been completely reversed. Consumption models, values, and standardized cultural products tend to make behaviors and attitudes more similar and wipe out differences around the world.
People can only contribute to and benefit from globalization if they are equipped with the necessary knowledge, skills, capabilities, and rights to pursue their basic livelihoods. They require employment, income, and a safe environment. These are the necessary conditions for them to fully participate as citizens in their local, national, and global communities. These objectives can only be met if national governments allocate adequate resources to education, basic infrastructure, and the environment, as well as establish an institutional framework that ensures broad access and opportunity.
Global sharing of knowledge, skills, and intellectual assets required for multiple developments at various levels;
Mutual assistance and benefit create synergy for various developments of countries, communities, and individuals.
Creating values and increasing efficiency through the aforementioned global sharing and mutual support for local needs and growth;
Promoting cross-national understanding, collaboration, harmony, and acceptance of cultural diversity.
Facilitating cross-national communications and interactions, as well as encouraging multicultural contributions at various levels.
At the same time, globalization has the potential to have serious negative consequences for developing and underdeveloped countries. This is also a major reason why there are so many ongoing social movements in various parts of the world opposing globalization trends, particularly in economic and political areas.
The potential negative consequences of globalization include various forms of political, economic, and cultural colonization, as well as overwhelming influences from developed countries on developing countries and rapidly widening disparities between rich and poor areas in various parts of the world. The following are some of the potential negative consequences:
Increasing the technological divides and digital divides between developed and developing countries;
Providing more legitimate opportunities for a few advanced countries to engage in a new type of colonization of developing countries;
escalating inequalities and conflicts between regions and cultures; and
promoting some advanced areas’ dominant cultures and values
Many people believe that education is one of the key local factors that can be used to moderate some of the negative effects of globalization and convert threats into opportunities for the development of individuals and local communities in the inevitable process of globalization.
How to maximize the positive effects of globalization while minimizing the negative impacts is a major concern in current educational reform for national and given the phenomenon of “globalization,” economic growth in the last decades has been accompanied by a worsening of global inequalities, particularly inequalities of access to knowledge.
Integration into the global economy Today, mastery of traditional knowledge implies not only mastery of traditional knowledge, but also the ability to acquire the’new skills required by a knowledge society. As a result, unequal access to new communication and information technologies only serves to exacerbate existing inequalities.
While education deficits are clearly greater in developing countries, they are also a major issue in developed countries. There is a persistent problem of illiteracy and low skills in many industrialized countries, which is a major source of social exclusion.
Inequitable access to education also contributes to rising wage inequality and worsens income distribution. In an increasingly competitive global market, the uneducated and unskilled in developed countries face a significant disadvantage.
However, global provision of both primary and secondary schooling increased during the 1990s, but progress has been insufficient and has obscured differences between countries and regions. For example, OECD countries spend 100 times more per pupil on primary and secondary education than low-income countries. Many evidences suggest that more rapid progress is possible if political will and resources are available, in both high- and low-income countries.
All of the countries that have benefited from globalization have made significant investments in their education and training systems. Women and men today require broad-based skills that can be adapted to rapidly changing economic needs, as well as appropriate basic skills that allow them to benefit from information technology, increasing their ability to overcome distance and budgetary constraints.
While Internet technology does not require a lot of capital, it does require a lot of human capital. Sound education policy is also an important tool for mitigating the negative effects of globalization, such as rising income inequalities, with effects that may be stronger than labor market policies in the long run.
Education is a fundamental component of society and the foundation of democratic decision-making. One of the primary causes of global inequality is the wide disparity in educational opportunities between countries. Furthermore, international migration allows rich countries to benefit from poor countries’ investments in human capital, putting them in a position to support the education systems where those investments are made.
The development of a national qualifications framework is also an important foundation for global economy participation because it facilitates lifelong learning, helps match skill demand and supply, and guides individuals in their career choice.
Women’s access to training and skill development is frequently hampered by family obligations, indicating a need for childcare facilities and distance learning options. Other priorities include skill recognition and upgrading for workers in the informal economy, as well as training adaptations to accommodate workers with no formal education.
Knowledge and information are the keys to social inclusion and productivity in today’s global economy and information society, and connectivity is the key to global competitiveness. However, in our unequal world, the networked economy can incorporate everything it considers valuable while also shutting down people and parts of the world that do not fit the dominant model.
Capability in technology is critical. Countries require a communications infrastructure as well as a production system capable of processing and utilizing information for development; and people must have access to knowledge as well as the ability to apply it in order to participate, benefit from, and be creative in the new technological environment. As a result, education and skills are at the heart of a just and inclusive globalization.
Online distance learning has the potential to be a powerful tool for developing countries, reducing the need for costly physical infrastructure for tertiary and vocational educational facilities in favor of investments in communications equipment, with curricula and teaching provided through regional initiatives.
One such initiative is the Global Distance Learning Network (GDLN). It is a global network of institutions dedicated to developing and implementing distance learning technologies and methods with a focus on development and poverty alleviation.
Ilo (2004) states that promoting international understanding, collaboration, harmony, and acceptance of cultural diversity across countries and regions by promoting the dominant cultures and values of some advanced areas4 and facilitating multi-way communications and interactions,
as well as encouraging multi-cultural contributions at various levels among countries. Clearly, managing and controlling the effects of globalization are linked to some complex macro and international issues that are likely to be far beyond the scope of this paper.
The rise in global poverty is the most tragic phenomenon in this era of abundance. It is the cause of marginalization and exclusion of ever-larger groups of the world’s population, particularly children, the young, and women. As a result, we are witnessing the emergence of cultures of poverty and marginalization, which trap the same people in a cycle of poverty and reinforce their exclusion.
Related: Teaching Resources and Effectiveness in Secondary Public Schools
However, one of the most serious challenges facing our societies is the inequity in access to knowledge. Traditional raw materials and nonrenewable natural resources are under threat of extinction, and they no longer hold the most important position in the production and development processes.
Knowledge has become one of the most important resources for economic growth. As a result, a new category of workers has emerged on the scene: “knowledge workers.” You are subject to marginalization and progressive exclusion if you lack knowledge, but the corollary is also true:
“The higher the level of education and training of a country’s population, the more chances a nation has of seizing opportunities and minimizing the social cost of technological change and the transition to a more open economy.”
Education has been declared to be an essential component of human rights: “It must be free and compulsory in terms of basic, elementary teaching, vocational and technological teaching must be widely available, and access to higher education must be available to all equally, on the basis of merit.”
6 Education is also a driving force behind economic development, as well as human and cultural development. The implementation of compulsory basic education policies for all and investments in quality teaching have enabled governments and experts to assess the impact on populations and society as a whole.
That impact can be seen in improved health, a slower rate of demographic growth, lower child mortality, and an increase in life expectancy. Education also means that populations become aware of their rights and obligations as citizens, allowing them to actively participate in the construction and management of life in their communities.
According to UNESCO (1999) and UNDP (1999) studies, the global economic crisis that dominated the 1980s spread as a result of the constraints imposed by economic globalization. It was also noted that “the process of restructuring
and social adjustment that has taken place in most countries and is still taking place in some, appear to have had a lasting effect on national politics at the expense of education.” The education sector does not yet have the right to preferential treatment or to be exempt from the application of policies that limit overall public spending.
Adult education, according to UNESCO in Oladapo (2002), is the entire body of organized educational process, regardless of the content, level, and method, whether formal or otherwise, whether prolonged or replaced initial education in schools, colleges, and universities, as well as apprenticeship, whereby persons regarded as adults by the society to which they belong develop their abilities, enrich their knowledge, improve their technical or professional qualifications, or turn them into adults.
THE EFFECT OF GLOBALIZATION ON MAINTENANCE AND SUSTENANCE OF ADULT EDUCATION
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