Competencies Of Globalization In Education

Globalized Competency
Globalization is a trend toward a worldwide free flow of goods, services, capital, workforce, and information. (Blackmore, 2000) Within this context, globalization includes not only cross-border flows, but also a new, shared conceptualization of reality, which includes growing cultural and informational dimensions. The symbol of our times at the international level is competitiveness, which is based less now on natural resources and more on trained human resources. Globalization calls for a strengthened articulation between lower levels of education and the higher education sector. It also calls for improved congruence among universities, societal needs, and employers’ requirements. The competencies and skills of students

The relationship between globalization and education is defined as the changed relationship between education and state (Morrow and Torres 2000). While the public education system in the old capitalist order is mostly oriented toward the production of a disciplined and reliable workforce, the new global economy requires workers with the capacity to learn quickly and to work in teams. The argument is that the history of the state and public education systems are fundamental elements of explaining public policy in education in the context of globalization. The rise of a global informational economy has weakened the state. The weakened position of the state has opened the way for increased stagnation of education. Morrow and Torres believe that renewed calls for international education have critical potential. Apple (2000) is one of several scholars who believe that two conservative groups dominate education policy in America today. First, neoliberalists are those who believe that the world market should mold education policy and that every student should be educated for a place in the workforce. Second, neoconservatives strongly support a return to the traditional schooling of the “basics” (reading, writing, and arithmetic) and moral education based on the beliefs of fundamentalist

According to Shamoo and Resnik (2003) various analytic procedures “provide a way of drawing inductive

inferences from data and distinguishing the signal (the phenomenon of interest) from the noise (statistical fluctuations) present in the data”..
While data analysis in qualitative research can include statistical procedures, many times analysis becomes an ongoing iterative process where data is continuously collected and analyzed almost simultaneously. Indeed, researchers generally analyze for patterns in observations through the entire data collection phase (Savenye, Robinson, 2004). The form of the analysis is determined by the specific qualitative approach taken (field study, ethnography content analysis, oral history, biography, unobtrusive research) and the form of the data (field notes, documents, audiotape, and videotape).
An essential component of ensuring data integrity is the accurate and appropriate analysis of research findings. Improper statistical analyses distort scientific findings, mislead casual readers (Shepard, 2002), and may negatively influence the public perception of research. Integrity issues are just as relevant to analysis of non-statistical data as