In the present time, education is more close towards national and regional economies, and hence, schools, colleges, and universities are nowadays mandated to create a newer breed of entrepreneurs and innovators. The rationale is linked with the intention to spearhead the battle for global markets and consumers. The mobilisation of neoliberal ideas in social reproduction thus aims at; (i) new structures of governance that can redistribute wealth upward to ruling elites; (ii) making the production of workers for economy mandate, by transforming the education system; and (iii) breaking down of the education as monopoly for public sector and opening the strategic investment scope (Connell, 2013). Among all the important features, the most important consideration is the political segment that has potential to affect the educational policy to a greater extent.
Unit 1980s, neoliberalism was considered to be an offensive vision, as politicians tend to assume; the concept can dominate the government policy. Soon after this time period, the World Bank mandates the structural adjustment programmes, in Latin America and sub-Saharan Africa in order to reel from the effect of the worst economic recession (Dumas & Anderson, 2014). Likewise, in the developed countries, the concept of neoliberal policies was embraced by political parties with a view to reducing the risk of mounting external debts and rapid inflation.
In this segment, the digital technology and the internet have played a pivotal role. The reason being that they enabled the rapid movement of ideas, goods, finance, goods, and services. Notably, with the help of government, the technology firms become active as providers of education. On the other hand, technologies themselves is used by the education providers, with the objective to increased their services into the spaces and create newer markets (Lipman, 2013).
Neoliberalism was allowed across the globe with the vision of governments that it will rescue from financial debt and associated risk. The success of neoliberalism appeal especially with regard to the idea of individual freedom. The social change in this regard is also reflective of the fact that people can discuss issues which are denied previously, such as Christian Rights, liberal feminists, and black communities. Likewise, in terms of educational archetype, changes can be found that every learning includes case studies of global companies, projects are based on opportunities in newer markets, lessons learnt from previous projects are becoming important for risk estimation, and use of digital technology is becoming routine (Furlong, 2013).
In ethical consideration, the changes are reflective with facts like human beings (labours) are not viewed anymore as commodities, and the market remains self-regulating, but the governance is maintained by the local or national government. State policies are balancing the social forces and individuals tends to manage their fragile circumstance. Overall, the transformation in education policy are aimed to determine the scope of information exchange, gain more leadership and entrepreneurship traits; open markets were promoted (Lipman, 2013). Thus, changes with respect to freedom of thinking and expression are the most critical aspect in conjunction to neoliberalism and globalisation.
Connell, R. (2013). The neoliberal cascade and education: An essay on the market agenda and its consequences. Critical Studies in Education, 54(2), 99-112.
Dumas, M., & Anderson, G. L. (2014). Qualitative research as policy knowledge: Framing policy problems and transforming education from the ground up. education policy analysis archives, 22, 11.
Furlong, J. (2013, January). Globalisation, neoliberalism, and the reform of teacher education in England. In The educational forum (Vol. 77, No. 1, pp. 28-50). Taylor & Francis Group.
Lipman, P. (2013). The new political economy of urban education: Neoliberalism, race, and the right to the city. Taylor & Francis. [Assessed from https://www.academia.edu/download/34507158/Bellei__Cabalin___Orellana_2014_-Final_revised_version.pdf Dated 14 Mar 2017].
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