Local Control of Education in a Global Environment

The title of this article "Local Control of Education in a Global Environment" points out the conflicting trends in education today.  The devolution of control of education to local schools and the globalization of education.  In North America, the need for a workforce that can compete in global markets has been a driving force behind school restructuring efforts (Herman J. & Herman J., 1993, p7)(Murphy J., 1991 p6-8). Indeed, the existence of international comparisons of student achievement in mathematics, science and other subjects suggests a global curriculum exists. In Canada, the western provinces are developing a common curriculum for mathematics, science and english, each with accompanying achievement tests. The objective seems to be the creation of a generic worker, who is capable of serving the needs of multinational corporations.

This is occurring while there is a strong movement to devolve control of schools to the local level (Seddon, T., Angus, L. & Poole, M., 1990, p29)(Murphy, J., 1991, p137). Several jurisdictions have legislated parental involvement in or control of local schools (School Act, Alberta, 1994). The question to be asked is how much local control of the curriculum is appropriate? This question is followed by how do you reconcile the local curriculum needs with the need for a globally competitive workforce?

The Nature of Global Business

The multinational firms have demonstrated consistently that they search out countries willing to provide low cost labour and services in an unregulated environment. They have also demonstrated that they have no loyalty to the country or the people who work for them. At the first hint of labour organization or government regulation, the multinational is looking for another place to do business. In fact the multinationals use the threat of leaving to keep the workforce and the governments in line. The actions of the multinationals today are no different than the colonial governments that exploited the resources of their colonies. Labour is just another resource that is being transformed into a commodity.

Alternatives to Global Markets

Countries should ask themselves if the goal of their education system should be to produce low cost labour for multinational companies. They should ask themselves why their people should subsidize consumers in other countries.

There are alternatives to being plugged into the global economy. Jane Jacobs in Cities and the Wealth of Nations suggests that counties develop a diversified and vibrant economy by supporting industries that meet local needs. She sees a process of import substitution leading to the creation of an infrastructure that supports a manufacturing base. Japan is a country that has successfully developed domestic industries that are now competitive in international markets. A quite different example is the Grameen Bank in Bangladesh. This bank has provided loans in excess of $100 million US, averaging $75 per loan, to individuals to develop cottage industries. The people aided by the Grameen bank are producing for the local economy.

Alternatives to the Global Curriculum

Just as countries should be asking if competing in global markets is the best way to develop their economy, they should ask if the global curriculum meets the needs of their students and society. Few people would argue with teaching literacy, science, mathematics, and social studies. Few people would argue against post secondary education. However, policy makers must decide how to allocate scarce educational resources. For example in the poorer regions of rural China a national curriculum is taught that prepares the students for university. Unfortunately, only 3% of the population go on to university and most students drop out before grade 6. The worst aspect of this is the students aren't learning skills or gaining knowledge that would help their communities develop economically (Li, X., February 1997). There must be a recognition of the educational needs of the country and the community. For me the differences in national curricula and the underlying factors became apparent during a trip to China. Before I left the results of an international comparison of student achievement in mathematics was released. Chinese students were first on the computational portion and Alberta students were among the best at identifying data needed to solve a problem. While Alberta students somewhere around tenth overall, at least their performance reflected the curriculum. When I got to China I was struck by the absence of calculators and adding machines. Clearly, people with good computational ability were required to support the economy. The Chinese education system was providing people with the skills required.

In addition to the technical and academic subjects the education policy makers must look to the development and transmission of local community values. The Grameen bank does this by indoctrinating borrowers in Grameen social values, known as the "sixteen decisions." Borrowers vow to observe the bank's four basic principles: discipline, unity, courage and hard work "in all walks of life." They also pledge to "keep our families small," shun child marriage and the "curse" of wedding dowries, "build and use pit-latrines," and "plant as many seedlings as possible during the plantation seasons." (mahmud, a., 1992). The curriculum taught by the Grameen bank might not be needed everywhere, but it is vital to the students and the local community, and the bank.

Education for Local Needs

For an example of what a community oriented education system looks like, we can turn to the Swan Valley School division in Manitoba. It has developed partnerships with local industries and organizations that allow the students to learn skills needed in the local economy. In return local organizations have access to resources that make their operations more efficient and effective. The curricular vehicles for this are the Environmental Management program and the Technical Writing program. Local organizations submit projects for the students and those projects that contribute to the educational objectives of the programs are completed by students. Also, the division, through partners, is a center for adult education, university courses, teaching parenting skills, and it facilitates interagency cooperation in the delivery of social services (Schaffer, B., Mateika, C., & Offenberger, H., February 1997).

A more ambitious project is the Dene Kede curriculum developed for K-6 and being developed for grades 7,8,9 in the Northwest Territories. The impetus to developing the curriculum was the large dropout rate for native students. As well, the native community didn't feel the existing curriculum was relevant, taught local values or transmitted local culture. The Dene Kede curriculum addresses these problems by providing a Dene world view and perspective. The educational objectives of the curriculum are the transmission of Dene values and culture. The western curriculum isn't ignored. Science, mathematics, and literacy are all taught, but they are taught in the context of Dene values and when the Dene feel they are appropriate (Tatti, F., February 1997).

Conclusion

Quite clearly, local educational needs must drive the local curriculum. It makes little sense to invest in people only to see them leave the community. This may be an economic reality that a community must face, but as Fibbi Tatti said (1997) we must give students the knowledge to be successful in the community or in the global village. The students must have a choice.

Bibliography

Herman, J., & Herman, J. (1993) School Based Management: Current Thinking and Practice. Springfield, IL: Charles C. Thomas.

Jacobs, J. (1984) Cities and the Wealth of Nations : Principles of economic life. New York : Random House.

Li, X. (1997, February) Rural Education in China. Paper presented at the 2nd National Congress on Rural Education, Saskatoon, Sk.

mahmud, a. (1992, December 28). Bangladesh: Simple Solutions to Problems of Under-development. Inter Press Service http://titsoc.soc.titech.ac.jp/titsoc/higuchi-lab/icm/grameen-articles.html#one (1997, Feb 25)

Murphy, J. (1991) Restructuring Schools: Capturing and Assessing the Phenomena. New York, NY: Teachers College, Columbia University.

Seddon, T., Angus, L., & Poole, M. (1990) Pressures on the Move to School Based Management. In J. Chapman (Eds.), School Based Decision Making and Management (p29-54). London, UK: Falmer Press.

Schaffer, B., Mateika, C., & Offenburger, H. (1997, February). Using Partnerships to Build a Center for Life Long Learning. Paper presented at the 2nd National Congress on Rural Education, Saskatoon, Sk.

Tatti, F. (1997, February). Small Community Involvement in Dene Curriculum Development. Paper presented at the 2nd National Congress on Rural Education, Saskatoon, Sk.

"Local Control of Education in a Global Environment" was prepared by Larry Phillips for the Educating in Global Times Conference, University of Alberta, March 14-15, 1997.