In the last two decades, development in communication technology has been widely experienced especially in those countries that are rich, developed and has knowledge regarding its enhancement. The global economy that has been brought about by development in communication technology is largely evident in those countries that are greatly civilized and densely populated. Neoliberalism, which is the philosophy for globalization has lead to the development of education system that best meet the needs of these developed countries. Education has been in the center of the economy steering the prospectus in the practical and professional direction with an emphasis on business studies, computer, science, mathematics as well as encouraging the development of entrepreneurial skills. Economic competition has lead to the developed countries switching from input or process principles to performance and results principles, with occasional evaluation and recording of the results to be used in comparing their performance with those of other nations (McCann 168).
Of late there has been an emergence of a western culture that accepts famous soft drinks, fast-food chains and pop music, Hollywood movies as well as novels and other forms of entertainment. This culture tend to pervade in all parts of the world posing danger to home-grown educational and cultural values that are mostly concentrated in third world countries as well as those countries that are developing. Globalization, neoliberal instructive program together with urban enriching ideals emphasized by this culture tend to offer minimum solution to problems experienced by most developing and third world countries. To help these countries in solving their problems, there is need for improvement in terms of material property. There is also need for these countries to be provided with better schools, textbooks and other facilities necessary for them to develop. Globalization has resulted to the emergence of economic and social disparity especially between the north and south. There is no hope for this disparity being corrected in the near future.
This has lead to the cropping up of international movements that are opposed to the culture of globalization. Various demonstrations have been staged in opposition to international capital and its representations. Various grass-root organizations that are opposed to various aspects of worldwide projects have also come up. The World Social Forum is making effort to bring together these organizations to come up with a program aimed at nurturing socioeconomic justice as well as ensuring equal education. This is in resistance to globalization of worldwide resources that is market oriented. This offers hope for the realization of a more impartial future (McCann 169-72)
Every human being who is critical enough would agree with Zygmunt Bauman’s assertion that in-stead of globalization uniting the different countries of the world; it has been seen to benefit the developed countries at the expense of the underdeveloped countries. Wealth has been seen to build up in those developed countries while third world countries continue to languish in poverty. In spite of the argument that over the past thirty years cases of child starvation and child death has been reduced, wide levels of inequality are still evident between the developed and the underdeveloped countries. This disparity widens with time. The perception by the developed countries that education is the key to development has lead to them coming up with education systems that aims at equipping their citizens with knowledge on development. However, they have overlooked the fact that other factors such as health and security also plays role in improving human capability to develop (McCann 176).
Works cited
McCann, Phillip. “Global Village or Global City? The (Urban) Communications Revolution and Education”, Paedagogica Historic 39. 1(2003):168-78.