Globalisation is one of the most powerful facets by being witnessed in the world which would affect the education policy. Educational practices, structure, and policies across the globe have been affected as a result of globalization irrespective of the different experiences such as cultural, technological, political, and economic forces. The review and analysis conducted in regard to educational policy, aim of this paper determining how Hong Kong’s education policy has been affected as a result of globalisation. The reviews have documented effectiveness and efficiency of the pedagogy systems of various schools has also increased as a result of globalization, apart from playing a role in entirely transforming educational policy. It concluded that the marketization, privatization and commercialization may affect educational policy and planning in Hong Kong by drawing on education policy of pre-primary education voucher scheme. Due to globalisation, there is always a need for nation-states to reform the educational systems and services in response to globalisation.
Education Policy in Nigeria and the Genesis of Universal Basic Education (Ube), 1999-2018 (Published)
The Universal Basic Education (UBE) in Nigeria was introduced in 1999 to improve the educational system in the country. The policy was aimed at primary education and junior secondary schools which are the foundations of education worldwide. The paper discussed the UBE Act, 2004 and the statement of the problem outlined. The methodology applied is qualitative technique while cognitive development theory is considered relevant to the work. The Genesis of Education in Nigeria from primary, secondary school and higher education institutions were also analysed. The importance of primary education in a child’s overall development and the relevance of Universal Basic Education in Nigeria were emphasized. The paper suggested the way forward and made some recommendations.
Markets and Language Policy in Saudi Arabia: How the English Language Can Contribute to the Success of the Saudi Vision 2030 (Published)
Saudi Arabia’s Vision 2030 is a major transformation plan built around three themes: “a vibrant society, a thriving economy, and an ambitious nation” (Vision 2030). The proposed economy requires an education system aligned with market needs. This can only happen if the vision recognizes that long-term economic growth in the twenty-first century is mostly knowledge-based (Kearney and Young, 1995). Here the researcher provides an overview of the potential for English language to contribute to the success of the Saudi Vision 2030. To achieve this, I review the literature addressing the economy during the industrial age and its transition to a knowledge-based economy. Also, I review the current state of language education in Saudi Arabia. Based on the findings, the researcher proposes that language education in Saudi Arabia will need to be improved and that language policy in education in Saudi Arabia is restructured, with focus on the financial markets