Pursuing ideology or conforming reality: Why does education shift its function from equity to competitiveness in the era of globalization?

Pursuing Ideology or Conforming Reality: Why does Education Shift its Function from Equity to Competitiveness in the Era of Globalization?

Dr. Tien-Hui Chiang
Professor & Chairperson
Department of Education,
National University of Tainan

Secretary-General
Taiwan Association for Sociology of Education
Editor-in-Chef
Journal of Comparative Education (Taiwan)

                                                                       thchiang@mail.nutn.edu.tw

Abstract

 A considerable amount of capitalist profit embedded in the globalized system makes many countries no choice but confirm the rule of neo-liberalism that is the main philosophy of globalization. Unlike classic liberalism, neo-liberalism appreciates governmental authority for creating and sustaining the mechanicism of free market that is able to increase its efficiency and service quality. Neo-liberalists also believe that education is the key channel for a given nation to cultivate human capital, functioning as a key element for promoting its international competitiveness. Nevertheless, they contend that the managerial rule of enterprise needs to apply to the public sector for overcoming its bureaucratic constraints, and, then, improving its efficiency and service quality. Therefore, education needs to be run in a quasi-market that is created by the operation of devolution. As globalization expands its influence significantly, many countries adopt the philosophy of neo-liberalism and initiate new educational policies, shifting from the mode of social justice to free market one. Equity is no more an agenda in educational reforms. Therefore, entrepreneurialism becomes the central dogma for running education, and education transforms itself into national enterprise.

 Keywords: globalization, neo-liberalism, human capital, social justice, education