‘Globalization’ The Most Common Term In Social Sciences

‘Globalization’ the most common term in social sciences

"Globalization" has been one of the most used terms in social sciences throughout the last decades. This is a relatively recent term, emerged after ending World War II (1945) thanks to the Marshall Plan, which consisted of a help from the United States to Europe in order to establish its economic model, and to the agreements “BrettonWoods ”, with the emergence of institutions such as the United Nations, the International Monetary Fund (IMF), the World Bank (BM) and mainly of the General Commerce and Rate Agreement (GATT), which promoted the principle of economic globalization.

The society of globalization implies a change in the organization of relations at the political, economic, social and cultural levels within a new concept of space and time. This change is attributed to different neoliberal policies that establish the theory of the relationship between education and employment, and the relationship between the expansion of education and the control of public spending. To guarantee the expected effect of this hegemony, which has been extended to all sectors of the public sector, including education, international organizations are created, such as the Organization for Economic Development Cooperation (OECD), the World Trade Organization(WTO), which deals with the rules governing trade between countries and influences education through the General Agreement on Services Trade (AGCS), which extends the commercial system to services;Ibero -American Organization of Education, Science and Culture (OEI), etc.

This is mainly due to two reasons. First, education as a basic component in the so -called ‘knowledge society’, which is a social way in which economic globalization can obtain the greatest comparative advantage. Production is not only a means of development, but it is becoming an end into itself, so that strategic investment in education is a fundamental piece for success in an international atmosphere where the degree of competitiveness is very high. On the other hand, globalization also uses education as a merchandise. Measures such as the WTO Agenda, and especially the AGCS, have made education an attractive and negotiable service for capital, thus pressing the country to adopt practices such as national "protectionism" in education.

The aforementioned international organizations are the result of the most significant educational change, because, in the relationship between school and employment, if we publish a dominant discourse, we can observe its dual intentions, on the one hand, on teaching based on benefitsof international competitiveness established in the PISA Report. This benefit is not only evaluated, but also similar to the external government, and how educational practices for the State must approve its evaluation. And the main omissions in the dominant papers. More and more schools are limited to the training to internalize the teacher’s discourse and overcome the established standards, excluding students to get out of these standards or restrictions. We would be right if we said that students are being prepared to reach the limit and not knowledge and learning.

There are three important sections to understand the impact of globalization in the educational field: the relationship between education and employment, educational expansion and educational expertise to fight poverty.

One of the most studied fields by social sciences is that of work as a result of globalization. The fact that a higher level of grades reduces wages depends on the relative importance of the effects of "composition" and "salary compression" of seniority levels. The first effect is to often increase the proportion of workers with high levels of qualification, which leads to greater salary inequality among social groups. However, the excess supply of qualified talents will have a salary compression effect, thus reducing salary differences between workers and thus reducing income inequality. A trend observed in developing countries is that the composition effect is greater than the compression effect, which is accompanied by a decrease in real wages to lower rating levels.

The globalizing phenomenon has caused social perception to increase certain common conceptions and objectives, conceptions such as the importance of education as an asset and therefore a key institution for the possibility of an opportunity in the labor market, it is these motivations that justify theneed for educational investment. This need is regulated with a series of policies, which aim to increase access to education without public spending being violated, to do this possible there are two mechanisms essentially. One route would be the expansion of private education and on the other hand a redistribution of public education spending in the most vulnerable social sectors, only in this way an increase in the educational level is possible at the same time that public investment is safeguarded.

It is a reality to start up with this type of strategies today, although all these readjustments must be monitored in order to guarantee minimal quality in teaching, so workers’ unions and associations are essential when pressingTo state institutions to defend their rights, in short so that their salaries are not the victim of a necessary expense such as education.

Although the importance given to basic educational investment is determined by the rate of school performance, at the same time, it may be the result of education in public schools of those most vulnerable sectors of society. Since the most vulnerable social groups are the most advanced in what participates in secondary and higher education a higher level of co -co -provisions in basic education are required. Credits in higher education are a clear symptom of an absurd increase in private education without paying attention to the importance of social participation in the same. Therefore, the limitations of strict policies lead to extreme measures that damage the most defenseless social sectors, as well as enrollment rates in basic education, involve transformations that deteriorate public education.

On the other hand, neoliberal educational policies are related to the expected effects of access to education for children in poverty, this being one of the most important components that link globalization with education. Education is a primary element in the progress of the poverty fighting strategy documents (DELP), enhanced by the World Bank and the International Monetary Fund by enhancing “adequate practices” focused on the most vulnerable sectors. The most palpable consequence of the neoliberalist spectrum in the educational field has been the passage of considering the impact of economic growth on educational performance in disadvantaged family nuclei to take other types of considerations, such as the development of specific educational policies to guarantee the admission ofpoor kids. All this covered in the "Washington Consensus" model and its "drip effect", a useful concept in the explanation of how economic growth permeates every aspect of society directly or indirectly, thus reaching the educational environment. These are educational reforms aimed at improving school management and organization, characterized by their decentralization, interest competition and cost recovery, those capable of guaranteeing quality in low -cost education.

However, it is clearer that the limitation of the key educational policy for poverty is almost totally monetary. Some poverty solutions that go far beyond material rank. Therefore, if the impact of poverty on education is not taken into account, any educational policy cannot be used as a strategy with which to combat poverty.