Education is not a matter of guessing the highest levels of knowledge attained by humankind, at a given point of time , but an unbroken chain of activity that generates new knowledge to sustain life across sequential and spatial stumbling blocks (Soundararaj, 2004). The attainment of knowledge and the skill development for its solicitation and practical implication are chunks of a dynamic process, education and learning is an enduring process. Higher education is, for that reason, never complete in an uninterruptedly evolving dynamic persona. If the process comes to a stationary state, it leads to inactivity and sluggishness, which must be circumvented (Verma, 2004). “As society becomes more and more complex, the institutions are pressed to assume social obligations to train for employment, to solve social problems, to help set ethical directions for society. The purposes of higher education are several fold. They are concerned with student growth and development, the discovery and refinement of knowledge, and social impacts on the community. But all the programmes should be oriented to a central purpose.” (Aglo D. Henderson & Glidden Henderson in ‘Higher Education in America’ as cited by Verma, 2004).
Globalization has a multidimensional impact on the system of higher education. It has led to the diversification and branching out of curriculum and professional mobility. It integrated local design education with the international design education. In fact, it rationalised and updated the local design education to satisfy teachers’ expectations and longings for an idyllic future in which education is endorsed as being more imaginative, pioneering, and stimulating inclusive responses to thoughts, designs, experiences, outlooks, and emotions in a globalizing world. Globalization has without any doubt made the world-wide acknowledgement of certifications, diplomas and degrees, and a well-adjusted cum composed prospectus of basic knowledge, skills and technology, coupled with teaching and learning outlines. It has provided, under all these areas, a platform for future prospects and developments in all facets of education in the cohesive knowledge-based economy (Lam, 2010).
This large macro trend has emphasized the necessity for educational reforms with special and specific reference to the inclusive utilization of information technology, providing efficiency aspect to education and highlighting its research and development part because education drives human capital formation (Lucas, 1988). Globalization has commercialized the system of higher education due to which self-financing courses have been introduced which has deprived many of getting higher education particularly in developing countries, where poverty, malnutrition and illiteracy still prevails and education is a dream to many. The current policy of globalization of higher education is driven by profits rather than social welfare, social justice or social equity (Varghese, 2014). In the contemporary globalized world, the characteristics of rapid transformation, enduring knowledge and learning, dynamic and flexible roads of learning and the use of technology have a major bearing on all the capacities of higher education. The impact of globalization on higher education is the emergence of a new branch in economics viz. economics of Knowledge, which is about setting up the circumstances and backgrounds for knowledge to look like a normal good, and a transition to a knowledge-based society. Globalization has produced good research by way of networking and consortiums so as to generate knowledge–in terms of competence and innovation.
While we would welcome the process of globalisation, we need to reinforce our own institutions of higher education. It is appropriate that they not only teach the modern education which brushes up the intelligence or supplements nostalgia and memory, but they should also concentrate on the enrichment of human civilizations and human personality. It is very important to understand the interface between globalization and higher education for it will help in the development of “persons with a seeing eye and understanding heart” (William Hazlitt). In the world of globalization, achieving excellence in education and maintenance of quality education is a challenge. Higher education is important and it cannot be ignored because it plants an ineffaceable stamp on the future of an individual and jointly on the future of a state. With competition coupled with Liberalization, Privatization, and Globalization and to meet the new challenges of the 21st century higher education should be radically transformed. It is essential for developing countries to set up a series of educational institutions which are accredited and satisfactory at the global level. Infrastructure drives development and therefore, we should also keep in mind that excellence in different sectors of an economy, particularly the education sector can come only from quality teachers and quality infrastructure. Colleges and universities can work in partnership and develop consortiums so as to generate knowledge hubs for creating and proliferating knowledge and endorse innovation.
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The author is a Research Scholar, at the Department of Economics, Central University of Kashmir, an Academic Counsellor, IGNOU STUDY CENTRE 1209,S.P. College, Srinagar; ,Editor in EPH – International Journal of Business and Management Science & Asian Journal of Managerial Science; and an Ezine Articles Expert Author. She is the IJRULA title awards, 2018 winner (Best Researcher, 2018) and can be reached at: firstname.lastname@example.org