Pang (2016)- not a new process - has been a constant part of human history but what appears to be new is the pace with which such migrations are accomplished and the relative weakness of the barriers by nation states

Pang, 2016 - no universally accepted conceptualisation of globalisation

Pang (2016) - New communication technologies that expanded world trade as well as cultural interaction

Zadja (2015) Economic rationalism and neo-conservatism has become a dominant ideology - education has been seen as a producer of goods and services that foster economic growth -

Zajda (2015) has many intended and uninted consequences on nation states

Zajda (2015) - No visible general consensus as to what constitutes its fundamental characteristics or core processes

Zajda (2015)Nearly 3,000 definitions of globalisation were offered in 1998 alone, contested interpretations of globalisation

Zajda (2015) Globalisation not new - idea as ancient as the history of human civilisation

Zajda (2015) Economic hegemony from the north in terms of providing the sole model to be adopted by nations of the globe

Globalisation as a concept refers both to the compression of the world and the intensifi cation of consciousness of the world as a whole’ (Robertson 1992 , p. 8, cited in Zajda, 2015)

Stigliz (20020, cited in Zajda (2015) - accompanied by the creation of new institutions that have joined with existing ones to work across borders

Rizvi & Lingard, (2009) Contested definitions - 3 different views on this - some sceptics

Rizvi & Lingard (2009) - Not an entirely new phenomenon - already evident in the second half of the 19th century

Rizvi & lingard (2009) - intrinsically linked to advances in transport and information and communication technology - circulation of ideas and information

Rizvi & Lingard (2009) Globalization is used to understand the various ways that the word is becoming increasingly interconnected and interdependent - benefits some communities and peoples more than other

Olssen (2006) While these two parts are related, they can be seen as a conceptually distinct, with the second part more directly related to neoliberalism

Geo-Jaja & Zajda (2015) - globalisation has the potential to positively affect wealth creation and bring about social justice in education, but its current design has not allowed the achievement of these noble goals

Geo-Jaja & Zajda (2015) - linked globalisation with a neo-liberal ideology, decentralisation, marketisation and the privatisation of education as a characterised by the commodification of knowledge, skills and learning activities

Geo-Jaja & Zajda (2015) -beoliberal ideology of globalisation marketises education programs that were once provided by government and sipported by taxes- it also agitates trade liberalisation to the benefits of transnational corporarions' penetration of local markets

Geo-Jaja & Zajda (2015) - socio-economic restructuring due to globalisation - nation states have become increasingly internationalised - withdrawn from their social responsibility to provide and administer public resources to promote social justice

Geo-Jaja & Zajda, 2015- Primary motivating interest behind globalisation is its desire to shape the worlds education in ways that would be most beneficial to the business interests of its transnational companies

Educatin is made subject to the prescription of economism in all aspcets

Geo-Jaja & Zadja (2015) Social and cultural concerns take a back seat to economic concerns

4 billion people in middle and lower classes as the "fortune at the bottom of the pyramid " _cited in Edwards et al

Edwards et al, (2019) However not solely driven by these actors - often the result of organic activity at the local level - enterprising individuals responding to the lack of government service

Edwards et al (2019) LFPs still have high fees relative to household income - often involves significant sacrifices

Edwards et al (2019) However, they to contribute to access, particularly for ECCE schools, where there are very very few government schools

Edwards *et al (2019) - leaders of various political parties described as local agents of foreign capital, local representatives of global capital, or what has historically been colonial interests

Pang (2016) - old fashioned values such as wisdom trust compassion grace and honesty - become contracts, markets, choice, competition - instrumental skills of efficiency, accountability and planning

Forsey et al (2008) - calls for choice are indeed global, but their spread is uneven - assumes forms and emphases that depend on their local, social, political, economic and historical contexts

Phillips & Stamback (2008) - choice is not really the correct word to describe it, particularly for poorer families or families in rural areas, choice implies that at a given moment, you are faced with a number of paths, all possible - that is not the case - link this to low fee paying private schools

Pang (2016)- most governments are under greater pressure to produce a more educated labour force

Pang (2016) - greater emphases on mathematics and science curricula, English as a foreign language, and communication skills

Pang (2016) - globalisation has led to greater social and economic inequality - educational access, while expanded- has become more unequal in quality - Greater decentralisation and privatisation of education has not generally led to increased equality in educational services, but rather led to more inequality

Pang (2016) - the question of whether globalisation in its various manifestations, is bad or good for education, remains unanswered

Rizvi & Lingard (2009) - privilege economic over political and cultural processes

Rizvi & Lingard (2009) - Neoliberal social imaginaries – discipline people and shape their conduct – biopower – governments less interested in imposing laws and and more in engaging in tactics and strategies to ensure consent through policies, both symbolic and material. He argues that governments are deeply concerned with the art of government … with securing the fragile link between ruler and ruled, through the ‘art of manipulating relations of power’.

Rizvi & Lingard (2009) - globalisation from above - neoliberal - transnational corporate elite vs globalisation from below- that preferred by a whole range of social movements committed to global justice and democracy

Rizvi & Lingard (2009) - shifts in public policy processes have led to the neoliberal view of education becoming dominant globally - due to promotion by many intergovernental and non governmental organisations - ie World Bank and OECD - major policy players

Rizvi & Lingard (2009) - There is no alternative but to pursue neo-liberal policies - this is not the case

Rizvi & Lingard (2009)Consolidation of ideological power in the Global South - politics of international aid - major dilemma - on one hand - almost impossible for the countries in severe economic difficulties to reject the offer of help - but this often means they have to accept alienating and exploitative policies that perhaps have little chance of success in the longer term - ultimately require nation states to concede autonomy, and pass legislation designed more to create conditions conducive to investment of international capital than to the improvement of social conditions and educational opportunities

Rizvi & Lingard (2009) - there are different and competing ways of interpreting the contemporary realities of global interconnectivity and interdependence, and of deriving educational implications from them - however these competiing imaginaries do not exist in a neutral space, but in a context where neo-liberalism has become dominant

Rizvi & Lingard (2009) - education systems have seemingly mimicked each other - pursuing a common set of solutions to their fiscal and organizational problems - despite pressure on educational systems to diversify to meet the diverse needs that the systems have

Rizvi & Lingard (2009) - corporatisation and marketisation of education - greater demands for accountability and surveillence

Rizvi & Lingard (2009) - enormous pressure on educational systems to not only increase the amount of formal education, but align the content of this education with the alleged requirements of the global economy

Rizvi & Lingard (2009) - policy debates around the world display an almost universal deepening of s shift from social democratic to neoliberal orientations

Wu & GeoJaja (2016)
Western colonialism via international aid in education - mismatch between donor and recipients

Wu & Geo-Jaja (2016) - helpers have often failed humanity by providing prepackaged conditions rather than focusing on the multidimensionalities of poverty and deprivation experienced by others

Wu & Geo-Jaja (2016) - goal is to train people instead of inspiring them

Wu & Geo-Jaja (2016) - "Education will merely be a form of second colonialism if teachers ingrain in learners the belief that his/her liberation is succumbing to universal standardisation (10)

Wu & Geo-JaJa (2016) - fosters uniformity of cultural and knowledge systems - universalised and one-size fits all approach hinders voice of recipients from being heard and takes no consideration of chronic and transient un-devellopment and underdevelopment

Wu & GeoJaJa (2016) - Neoliberalism – people seen as commodities that are required to learn universal skills and knowledge predetermined by donors so that they can compete in the local market  - key and dominant ideologies that guides development cooperation – anti-dialogical actions that align very well with globalization and market based practices

Wu & GeoJaja (2016) - schooling reinforces social inequities, causes some to be confined to the bottom of the poverty ladder

Aid donors make explicit colonization of process by way of consciously elevating their own language and deliberately devaluing receiving nations’ cultures, religions and education systems – method of imposing dominant ideas  - Wu& Geo-Jaja:10

Indigenous education systems are also being replaced by irrelevant, limited and purposefully imposed languages and related structures of learning by donors as political considerations to attach dominant political ideologies to the local social welfare system (Babaci-Wilhite, 2012). These political conditionalities neither reflect local people’s best interests, nor do they contribute to foster promotion of culture of education and capacity-building development.  - Wu & Geo-Jaja, 2016:12

Wu & Geo-JaJa (2016) - Should adopt a rights capability approach – Sen and Nussbaum  

Rights in education – focuses on localising curricula and incorporating local pedagogic approaches to learning – empower rather than disempower children – develop critical thinking.

THIS IS ALL BECAUSE INTERNATIONAL AID FOCUSES ON RIGHT TO EDUCATION RATHER THAN RIGHTS IN EDUCATION

Unreliability of PISA - many countries at the top were states of cities/Finland far fewer EAL speakers - Kidd, 2014

Rizvi & Lingard (2009) - additionally, national policy makers take note of not only the comparative data, bit also the educational values that have become globally dominant

Rizvi & Lingard (2009) - policy shift towards privatisation has widened inequalities across nations and within communities - made the goals of gender and racial equity ,more difficult to realize - hegemonic globalisation has greatly benefited some countries and groups of people, but has had disasterous consequences for others - whos economic prospects have declined, and whos cultural traditions have become eroded

Verger et al (2017) Makes reference to the global presures that countries face to become a knowledge economy - put intense pressure on governments to consider introducing substantive changes to their education systems

Verger et al (2017) - Educational privatisation has become a global phenomenon and the role of the private sector has become central to ongoing debates about educational reform - is constantly increasing all over the world in both secondary and primary schools

Verger et al (2017) - the quality advantage of these schools is a highly contested theme, and existing research shows inconclusive and contradicting results

Ashley et al (2014) - pupils attending private schools tend to achieve better outcomes than teachers in state schools

Ashley et al (2014) However, a very large proportion of the schools are unregistered and overall learning levels are worryingly low - so private advantage is likely to be overestimated as is calculated relative to incredibly low achievement levels in state schools

Gender Gap in private school education was twice as large as that in public schools, and was increasingly over time in Rural areas (India) (Maitra et al, 2011, cited in Ashley et al (2014)

Harma (2011) argues that this is likely due to selection bias towards boys linked to household poverty - where poor households cannot afford to send all their children to private school, and therefore have to choose between them, they are more likely to select boys (cited in Ashley et al, 2014(

Ashley et al, 2014 - directly refute the assumption that competition is good for overall education outcomes, particularly in terms of equity - market competition between private and public schools - not only did private schools have no effect on the quality of government schools, bit exit from government schools by those who could afford to pay fees was seen to condemn the poorest households to lower quality government schooling (Harma & Rose, 2012)

Ashley et al (2014) evidence from economic theory that the presence of private schools/market competition should enhance the performance of all school types is weak and contested

Geo-Jaja & Zadja (2015) - the error is not the existence of globalisation, but its ideological underpinnings and misuse therof of its application - globalisation can and should be reconstructed to ensure that weak nation states can get a fair share and opportunity in the new global economy

Geo-Jaja and Zadja (2015) - led to the marginalisation of local knowledge and local initiatives

Ampuja (2015( globalisation theory is in a crucial sense consistent with neoliberalism - weakening of the power of the nation state

IEA - International Association for the Evaluation of Educational Achievement _ PRLSS (Progress in International Reading Literacy Study TIMSS - Studies of trends in performance and the Civic Education Study

PISA - Programme for International Student Assessment (PISA) this agency is sponsored by the OECD and is based in paris - assesses the competencies of 15 year old students in the domains of literacy in reading, mathematics and science - lino to how this is more of a focus on english, maths and science as a curriculum, as these are the only things measured

Southern and East African Consortium for Monitoring Educational Quality (SACMEQ) - 15 southern and East African Countries

Latin American Laboratory for the Evaluation of Quality in Education - supported by UNESCO

The World Bank - based in Washington DC- currently supports assessment and evaluation studies in individual countries - assessments are made as conditions of loans to low income countries - link to how education systems are controlled as a condition of loans

PISA and IEA serve very high human development countries, alomg with LLECE, SAMEQ and PASEC support low development countries

Zadja (2015) it is only through globalisation of education across the world that the many challenges to face the human race on planet earth can be met

Soudien (2015) the globalisation of capital is fuelled by a neoliberal ideology

How to do this in practice, is not clear - we need to develop deep forms of engagement with the range of knowledges that people have access to - develop critical sense - this deep form of engagement will not guarantee that young people will become better people, but the chances that they will be able to deal with the complexity of globalisation more assuredly, and with a generous sense of themselves in relation to the world must cretainly be increased (Soudien, 2015(

Zajda (2015) - democratic processes are overturned - need to rediscover one's social identity in active citizenshiip - evolving and constantly changing notions of national identity, language, border politics and citizenship, which are relevant to education policy need to be critiqued

Phillips (2015) Policy borrowing has always existed in some ways, motivated by a desire to gain useful lessons from abroad - throughout the 19th century, there was much study of foreign systems of education, Prussia and France figuring prominently as target countries

Phillips (2015) - however some argue that policy borrowing itself is not feasible - it lacks consideration of the things outside the school - the context which the school is placed within

Phillips (2015)- the outcomes of negative externaal evaluation such as TIMMS and PISA can lead to policy borrowing

Ashley et al (2014) - Private schools may not be financially sustainable - particularly LFPs may be vulnerable to closiing down after short periods of time

Rizvi & Lingard (2009) - Policy making is a fundamentally political process - it involves major trade offs between values- priveleging some values ahead of others - a commitment to market values has not involved them to reject a cincern for social equality- but it has required that the meaning of equality be rearticulated - ditto with autonomy

Trott (2019) Moreover, collective engagement can promote children’s hope and well-being—by creating conditions that allow children to feel part of a collaborative effort rather than acting in isolation (Kelsey & Armstrong, 2012). SCA provided individual (i.e., household) and collaborative (i.e., community-focused) action opportunities as a means to provide children with multiple avenues towards expanded agency