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By Peter D. Hershock, Mark Mason, John N. Hawkins

Most present academic platforms and courses are proving insufficient at assembly the call for of speedy altering societies considering that they've got hardly ever advanced and constructed with the days. This booklet deals insights into the results of globalization for the management of academic switch. Its concentration isn't on doing issues higher, yet on doing higher issues; now not on doing issues correct, yet on doing the perfect issues to organize scholars for a quick altering, interdependent global.

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Extra resources for Changing Education: Leadership, Innovation and Development in a Globalizing Asia Pacific (CERC Studies in Comparative Education)

Example text

Emerging global realities are such that values, aims and interests are becoming embedded in the concrete relationships and practices that materially constitute our growing interdependence. But rather than abiding thereafter in a steady state of activation, producing changes at set velocities, values, aims and interests have potentially accelerating or decelerating impacts on the nature of our global interdependence – and, hence, our lived environments – as a whole. One outcome of this is the production of increasingly pluralized geographies of innovation or widely distributed sites for and sources of significant change.

The result at the national level was economies characterized by large firms contesting market sectors in pursuit of consumers. This pattern is well underway at the global level as well (Castells 1996). As national firms (many of which had by then become international) assisted in forming the post-war global economy, a similar aggregation of global capital took place. Today, probably all basic economic sectors are characterized by the presence and domination of the largest firms, for example in banking and finance, advertising, media, electronic products, automobiles, aircraft, and transportation.

Perceptions of what societies require to meet these new labor force needs ripple throughout the policy process resulting in demands that education align itself to better meet those needs. Globally, perhaps the most important single innovation affecting work has been the change from the assembly-line Fordist mode of production, to ‘just-in-time,’ or flexible production. While flexible production techniques differ, depending on the industry in which they are adopted, their basic features consist of replacing the one-size-fits-all concept of industrial production with design, procurement and productive systems that permit rapid product changes while allowing more efficient use of capital through reduced inventories and, from a relative global scale, low labor costs5 (Brecher & Costello, 1998).

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