D. Dabbous

University of Cambridge (UNITED KINGDOM)
Practitioners are constantly looking for ways to illustrate learning as a lifelong process to their pupils. The continuous impact of globalisation on education can be a resort for many practitioners to inform their methods. On the other hand, globalisation theorists intend to portray the evolving nature of the phenomenon. Therefore, when globalisation is applied in an educational setting the nature of education as an evolving process is further emphasized. Globalisation has been accompanied with advancements in the world in which students must be prepared to encounter. Global skills such as technical expertise and critical thinking are a crucial knowledge base educators must foster among their students. Furthermore, arguments arise if globalisation can accurately be incorporated within a school curriculum. Are students being trained for lifelong learning or to enhance the global economy? This will be a means to further underline the use of globalisation in schools to develop children’s continuous learning.

Delving into the nature of globalisation frameworks adopted in education curricula can outline the methods and pedagogies teachers use to portray this. This research will be conducted within a theoretical framework. First I will probe into what is meant by lifelong learning and the different factors it entails. Second, I will outline the different frameworks of globalisation within school curriculums. Then, I will identify the common trends among teachers’ pedagogies that promote global skills. Finally, I will attempt to create an inclusive framework which incorporates the different aspects of globalisation and lifelong learning. With this knowledge, observing the connections and direct effects of each notion will aid in establishing a clear context for action within schools.