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Globalization and the need for universal quality secondary education |
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Written by J.J.Atputharajah
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Saturday, 21 January 2006 |
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Page 1 of 2 By J.J.Atputharajah - Former Lecturer, National Institute of Education, Maharagama, Sri Lanka.
1. The Global Situation
Developments in the advent of the 21st century had propelled the need
for universal quality education at the secondary level. Earlier the
UNDP had universal primary education as its target. However,
globalization and the steep rise of population in the developing
countries have underlined the need for solid secondary level education.
At present half of the world's population is less than 25 years of age
and majority of them live in the poorest third world countries.
According to estimates of the United Nations Population Fund (UNFP),
87% of the young people in the world will be in developing countries in
2020. On the other hand, developed countries will be faced with
demographic challenge of an ever ageing population. Globalization had
necessitated the migration of people from the South to the North.
Quality education for young people and adolescents of the ages of 12 to
18/20 has now become one of the major concerns of the UNESCO. Young
people want solid education- not merely seats in schools with out-dated
curriculum and teaching methods. The existing models of secondary
education are neither adapted to the realities of the 21st century nor
the needs of the young people. It is time to consider whether the
fragmented knowledge they receive and the schools fit them to the world
of work, active life and changing society. Even as far back as 1972,
the UNESCO had realized the need for broader general education to
include socio- economic, technical and practical knowledge. The
experience of the last thirty years had brought all education systems
to identify the flaws in the secondary education. The education that a
child receives between the ages of 12 and 18/20 is vital for the rest
of its life.
At UNESCO conference in 2002, it was highlighted that secondary
education should be expanded in response to increasing demand and that
it must be refined, renewed, and improved. It must prepare learners in
both formal and non-formal settings for higher education, for the world
of work and perhaps more importantly for responsible activities in a
changing world. Priority shall be given not only the renovation of
contents, methods and structures in secondary education but also to
improved training of teachers and school leaders so that they can
better perform their roles including the provision of counseling and
guidance to meet adolescent needs.
11. The Canadian Context
Even in developed countries like Canada, there is a need to reorganize
secondary education giving heed to both social and economic problems.
Majority of the secondary and university students do not complete their
courses. There are drop-outs from both these sectors of education.
After the introduction of strict exams in grade levels three, six and
twelve; the failure rate has increased. There is lot of indiscipline in
the schools and in addition a relatively high rate of violent incidents
among the youths in schools, colleges and universities. The content and
methods of education in Canada have to be re-defined in order to cater
to the need of skilled workforce of the industrialized nations. Canada
with an ever ageing workforce has to depend on immigrants as its
demographic growth rate is poor. It indirectly requires the need to
improve secondary education in third world countries from where it
draws its immigrants.
111. Ways of acquiring quality (SL) Education.
One should consider the following factors when understanding the vital need for quality education at the secondary level.
(a) Development: The number of adolescents and young people finishing
primary schooling is rising rapidly. The global average has increased
from 56% in 1990 to 77.5% in 2000. Only quality secondary education can
enable them to find work, ensure a decent wage and improve living
conditions. Statistics have effectively shown a link between the level
of education and development. In countries where there is high human
development there are huge expectations for every adolescent to receive
training in formal secondary education in order to develop their
talents, to live better, to rise out of poverty, to enter active life
and to take part in development.
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Sunday, 20 July 2008
