Globalisation. According to the Tomorrow Project (Tomorrow Project, 1 May 2006), globalisation has resulted in a series of dynamic changes in recent years, observed by increased inter-connectedness at cultural, economic and political levels. Some of the key features of these changes are: “Globalisation is the process by which the world has become more interconnected – economically, politically and culturally.” (Tomorrow Project, May 2006) • better world communications bringing people together – through improved information flows based on technological advances, travel and migration • an increase in cross-border trade and economic competition, involving a wide range of products and, increasingly also, services • national governments increasingly working more closely together towards common environmental, health and security goals. The scale of the globalisation challenge facing the lifelong learning sector was illuminated in ‘Globalisation and the UK: strength and opportunity to meet the economic challenge’ (HM Treasury, 2005a). The report recognised that globalisation was increasing the premium placed on skills and enhancing the need for advanced economies to ensure that their workforce was flexible and skilled enough to take advantage of changes in technology and capable of moving into new areas of work. It also drew attention to areas where market failure7 might hinder the responsiveness of some lifelong learning providers to the needs of employers and the economy, in particular in the supply of lower- and intermediate-level skills, in order to meet the needs of an ever more science- and knowledge-driven economy. Some of the implications of globalisation on curriculum content within lifelong learning provision are already being recognised. For example, a briefing paper by the National Institute for Adult and Continuing Education (NIACE) for the Development Education Association (DEA) on strengthening global perspectives in lifelong learning (Xxxxxxxxx and Xxxxxx Xxxxx, 2002) emphasised the need to acknowledge the global dimension in adult and community education. It argued that the following key themes in global perspectives should be addressed by all lifelong learning provision (p.8–9): • global interdependence • skills for a global economy • active citizenship and social inclusion • cultural diversity and race equality • improving quality of life. The briefing paper also provides several specific examples of existing provision geared towards the global dimension. For...
Globalisation. According to the Tomorrow Project (Tomorrow Project, 2006), globalisation has resulted in a series of dynamic changes “Globalisation is the process by which the world has become more interconnected – economically, politically and culturally.” (Tomorrow Project, May 2006) in recent years, observed by increased inter-connectedness at cultural, economic and political levels. Some of the key features of these changes are: • better world communications bringing people together – through improved information flows based on technological advances, travel and migration • an increase in cross-border trade and economic competition, involving a wide range of products and, increasingly also, services • national governments increasingly working more closely together towards common environmental, health and security goals. The scale of the globalisation challenge facing the lifelong learning sector was illuminated in ‘Globalisation and the UK: strength and opportunity to meet the economic challenge’ (HM Treasury, 2005a). The report recognised that globalisation was increasing the premium placed on skills and enhancing the need for advanced economies to ensure that their workforce was flexible and skilled enough to take advantage of changes in technology and capable of moving into new areas of work. It also drew attention to areas where market failure6 might hinder the responsiveness of some lifelong learning providers to the needs of employers and the economy, in particular in the supply of lower- and intermediate-level skills, in order to meet the needs of an ever more science- and knowledge-driven economy. Some of the implications of globalisation on curriculum content within lifelong learning provision are already being recognised. For example, a briefing paper by the National
Globalisation. The Swedish industrial sector is dependent on a global market characterised by tough competition from companies in both established and newly industrialised countries. On the demand side, a change has taken place where the emphasis on the market for many of the goods and services produced by the Swedish industrial sector has shifted away from Sweden and Europe towards new growth countries. An increased content of embed- ded and supplementary services is today important as a compe- titive factor when Swedish goods are sold abroad. Transition • Industrial companies and segments develop and change in step with the effects of globalisation. Together with changed demand, rapid technological development, climate threats and political and social changes in our surrounding world, it entails increased demands on the companies’ and its employees’ power of deve- lopment and ability to make transitions. The skills of the person- nel and how this is utilised in the companies play a decisive role in maintaining and developing competitiveness. Proper staffing and correct professional skills of the personnel is a strategic is- sue for the companies. This applies both to new recruitment and to downsizing.
Globalisation. Trade is an engine for economic growth as it increases competitiveness and efficiency, but trade globalisation tends to widen the income gap [20]. Trade openness could negatively impact the wages of unskilled labour in developed economies where firms can easily outsource production. The overall impact of trade on inequality is hard to assess as this is largely influenced by country differences in labour capacity and productivity [20]. • Financial Globalisation effects on equality are mixed. It can have a positive effect on inequality as it facilitates efficient international allocation of capital. On the other hand, Foreign Direct Investments are mostly allocated in funds supporting technology development, increasing demand for high-skilled workers, leading to higher income inequality [23]. Moreover, a global financial crisis disproportionately affects low- income households, increasing unemployment rate and income inequality [24]. • Education determines occupational choice, access to jobs and the level of wages [25]. The impact of education on inequality depends on the size of education investments by individuals and governments and the rate of return on these investments [20]. • Redistributive policies: Tax and transfer systems play a major role in income equality as it is estimated that transfers account for 75% of the average reduction in inequality across OECD, but with wide variations across countries, depending on the size and progressivity of transfers. The personal income tax tends to be progressive, while social security contributions and consumption taxes tend to be regressive. Thus, the redistribution of income is best done through personal income taxes and targeted transfers to poor households [26]. • The household’s composition and ageing population drive income inequality, with single-person households often experiencing higher inequality, as there is no capacity to poo resources. The ageing population changes households’ composition (lower number of members and higher housing costs) and increases pressure on the social welfare system [27].
Globalisation. Trade is an engine for economic growth as it increases competitiveness and efficiency, but trade globalisation tends to widen the income gap [20]. Trade openness could negatively impact the wages of unskilled labour in developed economies where firms can easily outsource production. The overall impact of trade on inequality is hard to assess as this is largely influenced by country differences in labour capacity and productivity [20]. • Financial Globalisation effects on equality are mixed. It can have a positive effect on inequality as it facilitates efficient international allocation of capital. On the other hand, Foreign Direct Investments are mostly allocated in funds supporting technology development, increasing demand for high-skilled workers, leading to higher income inequality [23]. Moreover, a global financial crisis disproportionately affects low- income households, increasing unemployment rate and income inequality [24]. • Education determines occupational choice, access to jobs and the level of wages [25]. The impact of education on inequality depends on the size of education investments by individuals and governments and the rate of return on these investments [20].
