Contemporary Dialogue

Abstract

This paper is an attempt to highlight the growing impact of globalization on education across the globe. The education policies framed in most of the countries whether developed, under-developed or developing is under the influence of globalization. Under the realm of globalization, only those courses and subjects which are in demand are saleable in the global market. Education has become an economic enterprise and our policies are demand driven and controlled by market forces. Education in the past and in present is undergoing a testing time. This is so because economies and societies of the world are changing and becoming increasingly interdependent. Trade and capital flows, migrations, scientific and technological innovations, communications and cultural exchanges are shaping the global community. According to Malclom S. Adiseshiah "globalization of the economy may be defined as the global dimension of the evolving world economy." This term covers all the facets of life – economic, political, social & cultural. It means not merely looking at problem internationally, or looking at issues from a world point of view, it means that the global dimension is emerging and has emerged as a reality today. Therefore, the education policy is increasingly thought about and made within the context and pressures and requirements of globalization. In the context of contemporary education policy, ‘the knowledge economy’ is a much used term. It derives from the idea that knowledge and education can be treated as a business product and that knowledge and educational and innovative intellectual products and services, as productive assets, can be exported for a high-value return. A process of education disarmament is taking place wherein local cultures and ethos are bound to be replaced by free market oriented global norms. Education has become the key success to global economy and hence the goals of schooling and tertiary education have to gear to the demands of the world economy. We should not forget that our policies in higher education cannot be only market oriented or geared to provide skilled labor. We need to provide educated individuals, professionals who can adapt to any kind of market demands as the market dynamics are subject to change anytime and in any direction. A balance in education policy is thus required.