Globalisation and Skills for Development: Some Lessons from Sub-Saharan Africa

Abstract

This article reports on an international policy research study funded by the United Kingdom (UK) Government's Department for International Development (DfID), entitled Globalisation and Skills for Development in Tanzania and Rwanda: implications for education and training policy and practice. The research is a contribution to a broader ‘Skills for Development Initiative’ launched by the UK Secretary of State for International Development (Short, 1999). The study was a collaborative effort between the Universities of Bristol, Bath, Dar es Salaam and the Kigali Institute of Education. The findings and the analysis generated by this research are rich and complex.

Learning for adaptation and 21st-century skills: Evidence of pupils’ flexibility in Rwandan primary schools

“…Since the turn of the millennium, education discourse, policies and curricula have highlighted the importance of '21st-century' competences with rising frequency and urgency. Factors including globalisation and the explosive proliferation of technology have prompted education planners to consider the fitness of their school systems for purpose so that learners enter the workforce with the skills needed to exploit any future opportunities (Brown et al, 2001;Rubagiza et al, 2011;Tikly et al, 2003). Similarly, broader competences may play key roles in empowering individuals and communities to participate in political processes, realise their potential and enforce essential rights both to and through formal education.…”

Impact of Globalization on Higher Education: An Empirical Study of Education Policy & Planning of Design Education in Hong Kong

“…Additionally, the foremost issues are institutional autonomy and academic freedom in exercising professionalism to develop relevant and response programmes (Nunn, 2001;Education Commission, 2004a). In the face of such pressures, more research studies of educational policy and planning are highly demanded within and between nations to identify the prominent paradigms of education reforms (evaluation, financing, assessment, standards, professional training, curriculum), processes and impacts of globalization on education (Uvalic'c-Trumbi 'c, 2002;Tikly et al 2003).…”

The Changing Accessibility of Educational Opportunities in Southern Sri Lanka

“…At the same time, basic education is identified as a main ingredient in poverty reduction strategies and other attempts to achieve the Millennium Development Goals. These two parallel concerns provide a foundation for recent calls for dual education strategies (see Tilky, 2001; Tilky et al, 2003), aiming to address both lagging national competitiveness 1 and poverty at the same time. This discussion is, however, not really new.…”

“…This is mainly done by departing from the perspectives of the households themselves and by exploring the changing accessibility of educational opportunities, 2 rather English and computing skills. For different contributions to this debate, see ADB (2003), Carnoy (1999), Riddell (1996), Tikly (2001) and Tikly et al (2003). 2.…”

“…Thirdly, new kinds of skills are often seen to be needed to enhance the competitiveness of the economy, including English and computing skills. For different contributions to this debate, see ADB (2003), Carnoy (1999), Riddell (1996), Tikly (2001) and Tikly et al (2003).…”