Effects of globalisation on Gambian education : focus on policy changes
1University of Oulu, Faculty of Education, Department of Educational Sciences and Teacher Education, Education
|Online Access:||PDF Full Text (PDF, 0.7 MB)|
|Persistent link:|| http://urn.fi/URN:NBN:fi:oulu-201512082268
|Publish Date:|| 2015-12-08
|Thesis type:||Master's thesis
Globalisation is the process through which the world has become increasingly interconnected and interdependent due to increased trade and cultural exchanges. This has resulted to the integration of economies, markets, cultures and policy making around the world. There has been a lot of research on the pros and cons of globalisation in national economies, immigration and education systems. This research contributes to the discussion of the effects of globalisation on Gambian education. The aim of the research is to describe the effects of globalisation on Gambian education. It is a qualitative research using qualitative content analysis. The previous and current Gambian education policies were the main sources of data. Globalisation theory was the lens used to look into what could be described as effects of globalisation. The findings show the presence of global actors in all levels of Gambian education, the sychronisation of educational aims with international initiatives and the push for the inclusion of educational technology in schools. I found these not only as effects of globalisation in Gambian education system but also as the driving forces of the changes in the education system. The findings and conclusions drawn from this research are not as such generalisable to other contexts. However, the findings will be handy for anyone who wants to understand the effects of globalisation in developing countries like The Gambia. The Gambia’s Ministry of Education may also use it to gauge the perspective of external partners/stakeholders of its education system. Similarly it could be used as a barometer to measure the quality of Gambian education policy in comparison to regional and international standards. Like any other research, the limitation of this research include issues with definitions, reliability of data sources, not knowing the margin of error and the fact that changes may have occurred since the publication of the data. However, most of the changes that have occurred since the publication of the documents were tracked and reflected in the reviews of the policies, which were also incorporated into the data. The debate surrounding globalisation and the dynamics of education policies was a challenge but I managed not to deviate from the focus of the research. The fact that I only considered education related documents in Gambian context is inline with qualitative analysis, which explores meanings and interpretations at a deeper level. The findings of this research are therefore reflections of the effects of globalisation on Gambian education.
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