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This is the first book to explore the meaning of equality and freedom of education in a global context and their relationship to the universal right to education. It also proposes evaluating school systems according to their achievement of equality and fr

Globalization is decried by some people as the spectre of capitalism on the eve of the new millennium and extolled by others as the inevitable consequence of removing the fetters that restrict capitalisms engine, competition. Among the most concerted efforts of those devoted to the cause of globalization is the elimination of restrictions on trade among nations, including the removal of restrictions on the flow of goods and services among nations as well as the free flow of capital and labour. The harmonization of occupational requirements across national boundaries is aimed at facilitating the free flow of labour. Because harmonization is unlikely to mean adoption of the most rigorous professional standards, globalization threatens to erode professional status, autonomy, and working conditions achieved in those jurisdictions. Despite the fact that they are public employees in a bureaucratic institution, teachers in British Columbia, Canada, have achieved a measure of professional autonomy and influence unparalleled in other North American jurisdictions. This achievement is in part a consequence of conflict between the British Columbia Teachers' Federation (BCTF) and successive provincial Social Credit governments, groups representing divergent views about education, the part education plays in the lives of citizens, about the relationship between citizens and the state, and about globalization. The teacher professionalism that developed in British Columbia during the past 25 years was, in part, a consequence of an ideological struggle between a teachers organization animated by the spirit of social reconstruction through education and a government animated by the spirit of unfettered individualism and entrepreneurial capitalism. As this paper will show, attempts to harmonize the requirements for teacher certification in British Columbia with the requirements of other jurisdictions under NAFTA, while consistent with an ideology of individualism and laissez faire capitalism, are likely to meet with significant opposition from British Columbiasteachers, who are led by an organization committed to its own ideology of democratic social justice and who enjoy professional status, autonomy, and working conditions which teachers in other jurisdictions do not.

In recent decades, globalization and regional integration have brought significant economic and demographic changes in East Asia, including rising economic inequality, growing population movements within and across borders, and the emergence or renewed geopolitical significance of cultural and linguistic minority populations. These trends have coincided with significant changes in family formation, dissolution, and structures. How have these changes played out in the diverse educational systems of East Asia? In what innovative ways are East Asian governments addressing the new demographic realities of their student populations? This volume offers a snapshot of key educational stratification issues in East Asian nations, and their evolution in conjunction with changing student populations. Ten empirical pieces address issues ranging from Japan's education reforms and changes in teacher work patterns as the system adapts to globalization; persisting and new forms of educational stratification in China; educational stratification and new multiculturalism in educational policy in Korea; and the ways that migration is shaping education in the city-states of Hong Kong and Singapore. Collectively, the pieces in this volume represent a first attempt to investigate national responses to critical regional trends.

Chan-Tiberghien reviews GLOBALIZATION AND EDUCATIONAL RESTRUCTURING IN THE ASIA PACIFIC REGION edited by Ka-ho Mok and Anthony Welch.

This paper is published in its original submitted version. ; The article is devoted to the study of the processes in the modern world educational system in the conditions of globalization. An effort of systematically analysis of the characteristics of the institutional dimension of internationalization and transformation of the educational system in a globalized world. It is proposed to use globalization and the informational and technological revolution to rebuild education in the direction of its democratization and progressive social changes radically. In order to solve these problems there exist a necessity in the education to become a social institution in the interests of the social majority, as it proposed by representatives of modern pedagogy.

I explore the ways in which the discourse of globalization has shaped purposes of public education into what I will call purposes economicus - that is, the reshaping of educational purpose by the perceived demands of a competitive global economy. I argue that the effects of globalization on existing constructions of economic and social privilege have had a pernicious effect on broader possibilities for public schooling in order to enhance private privilege. However, purposes of public education are highly contested and their capture by the perceived inevitability of what have emerged as highly congruent educational policies across Anglo-American capitalist democracies is always incomplete and can, therefore, be resisted.

Globalizacijski procesi preobražavaju sve aspekte ljudskoga života. Sve veća povezanost i međuovisnost različitih dijelova suvremenoga svijeta očituje se putem novih i suvremenih potreba modernog društva. Globalizacija mijenja gospodarstvo, politiku, kulturu i društvo te postavlja svježe zahtjeve odgoju i obrazovanju. Povezivanje svjetskog tržišta potražuje standardizirane kompetencije i otvorenost za cjeloživotno učenje. Pedagogija kao društvena znanost prihvaća nove izazove te kreira moderan i suvremen odgoj i obrazovanje uključujući nove metode učenja obogaćene informacijsko-komunikacijskim tehnologijama te interkulturalnim vrijednostima i znanjima kao što je učenje stranih jezika. Ubrzani napredak globalnog društva iziskuje ustrajnu potrebu za stalnim i opetovanim usavršavanjem već stečenih kompetencija, ali i učenje novih. Konstantan razvoj i modernizacija odgojno-obrazovnog sustava imperativ je kojeg nameće suvremeno informacijsko i tehnološko društvo.