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EFFECT OF GLOBALIZATION ON THE MAINTENANCE AND SUSTENANCE OF ADULT EDUCATION

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Globalization is a favorable catchphrase of journalists and politicians. It has become a key idea in various areas: business theory and practice, has entered academic debates and has become a focus for discussion in education. It is commonly used as a shorthand for describing the spread and connectedness of production, communication and technologies across the world. 'That spread has involved the interlacing of economic and cultural activities.

Globalization involves the diffusion of ideas, practices and technologies. Giddens (1990:64) has described globalization "as the intensification of worldwide social relations which link distant localities in such way that local happenings are shaped by events occurring many miles away and vice versa." This informs a change in the way we understand geography and experience localness.

Generally speaking, globalization is the rapid increase in cross-border economic, social, and technological exchange. Guellen (2000) defines it as a process leading to greater interdependence and mutual awareness among economic, political and social units in the world. On his part, Rosenau (1999) defines globalization as the emergence of altered global structure driven by a skill revolution, an organization explosion, and a continuous flow of ideas, money, goods and people that is rendering longtime territorial boundaries increasingly obsolete and fostering an extensive decentralization of authority.

Globalization is the transcending of boundaries that separate different countries whether those boundaries are physical, geographical, social, cultural or financial. It is a process in which the whole planet is involved, and every day each of us comes into contact with different aspects of it. In fact, globalization has even permeated our households, thanks to great technological advances and handy tools like the Internet. Globalization is said to empower international markets at the expense of state power, eventually creating a borderless world. This makes the social relations become less tied to territorial distance, and territorial borders hold limited significance in these circumstances (Malcom, 1995). It is the key to the locks which were previously limiting the heritage of a country within and hence, is making the barriers of cultural divide thinner by the day (Hollady 2006).

One could think that globalization is only a matter of industry and business, and that education as a moral process is no part of this development. However, if we understand education as part of the information business, education systems can be seen as the core of the globalization process.

Governments are trying to compete on the global markets by placing the onus of policy on education to produce the "human capital" most appealing to global competition (Taylor, 1985). Also, Kosebalaban (2005) emphasizes that educational policy has become an ever more important part of economic, trade, labour and social policy in western countries. The world's new initiatives are supporting life long education, integration of work and education, student mobility and joint study programmes. These initiatives can be seen as part of the global development of education. This recent development can offer new perspectives to solve educational problems.
 The major burden of the first level of schooling the primary classes - is threefold:

1. To introduce children to the basic literacy systems of the ambient culture, that is, 3Rs Reading, Writing and Arithmetic).

2. To acclimatize youngsters to the events and concepts outside of their naturally occurring context, and

3. To give children the opportunity to play and work together civilly with those individuals with whom they can expect to grow and eventually spend their adult years.

These activities begin globally, from the age of one to seven. Despite these laudable aims, education in the developing nations has remained modest even at the elementary level. This is why Gardner (2004) affirms that there is no doubt that across the globe, future citizens need to be literate, numerate, capable of scientific thought, and knowledgeable about the history, traditions, and governmental system of the nation in which they are being educated. The questions we are facing now are: To what extent is the educational endeavor affected by the process of globalization that is threatening the autonomy of national educational systems and the sovereignty of the nation-state as the ultimate ruler in democratic societies? How is globalization changing the fundamental conditions of an educational system premised on fitting into a community, a community characterized by proximity and familiarity Burbules and Torres, 2000? How prepared is our educational system to cope with the new order, that is, meeting the world's goals for education especially at the foundation level? Given the above, this article sets out to show the importance of globalization as it concerns education and to stress the necessity of bringing up educational policies that will keep our children, especially at the foundation (elementary) level, abreast with their counterparts worldwide.

1.2 STATEMENT OF THE PROBLEM

The purpose of this study is to investigate the impact of globalization on the maintenance and sustenance of adult education initiatives. In recent decades, globalization has brought about significant changes in various aspects of society, including education. However, the specific effects of globalization on the maintenance and sustenance of adult education programs remain underexplored.

This research aims to address this gap by examining how globalization influences funding mechanisms, curriculum development, pedagogical approaches, institutional support, and community engagement in adult education contexts. By analyzing these factors, the study seeks to provide insights into the challenges and opportunities posed by globalization for the continued operation and effectiveness of adult education initiatives. Additionally, the research will explore potential strategies for mitigating negative impacts and maximizing the benefits of globalization in sustaining and enhancing adult education efforts.

Ultimately, the findings of this study will contribute to a deeper understanding of the complex relationship between globalization and adult education, informing policymakers, educators, and stakeholders in developing more responsive and resilient educational systems. 

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine the effect of globalization on the maintenance and sustenance of adult education. Specific objectives include; 

1. To assess the impact of globalization on the availability of resources for adult education maintenance.

2. To examine the influence of globalization on the sustainability of adult education programs.

3. To explore the role of globalization in shaping the curriculum and delivery methods of adult education.

1.4 RESEARCH QUESTIONS

1. How has globalization affected the funding and resource allocation for adult education programs?

2. What are the challenges and opportunities posed by globalization in sustaining adult education initiatives?

3. In what ways has globalization influenced the content, pedagogy, and accessibility of adult education courses? 

1.5 RESEARCH HYPOTHESES

1. Increased globalization leads to a reduction in government funding for adult education, resulting in resource constraints for program maintenance.

2. Globalization facilitates the integration of technology and international partnerships, enhancing the sustainability of adult education initiatives.

3. The globalization of knowledge and cultural exchange necessitates continuous adaptation of adult education curriculum and delivery methods to remain relevant and effective. 

1.6 SIGNIFICANCE OF THE STUDY 

This study is significant as it explores the impact of globalization on the maintenance and sustenance of adult education within Niger State, Nigeria. As globalization increasingly shapes economies, societies, and education systems worldwide, understanding its effects on adult education is crucial for policymakers, educators, and stakeholders. By examining how globalization influences funding, curriculum development, technological integration, and access to educational resources, this study provides insights into strategies for enhancing adult education initiatives in Niger State. Ultimately, findings from this study can inform policy formulation, resource allocation, and program development to better address the educational needs and aspirations of adult learners in the context of globalization.

1.7 SCOPE OF THE STUDY

This study focuses on analyzing the specific ways in which globalization impacts the maintenance and sustenance of adult education programs in Niger State, Nigeria. It encompasses a comprehensive examination of factors such as economic trends, technological advancements, cultural influences, and policy frameworks that shape adult education initiatives within the state. The study involves collecting and analyzing data from relevant sources, including government reports, academic literature, and stakeholder interviews, to understand the challenges and opportunities facing adult education in the context of globalization. While the study primarily focuses on Niger State, its findings may have broader implications for adult education policies and practices in other regions facing similar globalization pressures.

1.8 LIMITATIONS OF THE STUDY

The limitations of this study include potential challenges in accessing comprehensive data specific to the impact of globalization on adult education in Niger State. Additionally, the study's scope may not cover all aspects of adult education maintenance and sustenance, and there could be constraints in generalizing findings beyond the local context of Niger State. Furthermore, the study's reliance on available literature and stakeholder perspectives may introduce bias or overlook certain nuances in the complex dynamics of globalization's effects on adult education.

1.9 DEFINITION OF TERMS

1. Globalization: The process of increasing interconnectedness and interdependence among countries, economies, societies, and cultures through the exchange of goods, services, ideas, and technologies on a global scale.

2. Maintenance: In the context of adult education, maintenance refers to the continuous support, updating, and preservation of educational programs, resources, and infrastructure to ensure their effectiveness and relevance over time.

3. Sustenance: Sustenance refers to the ongoing provision of resources, support, and conditions necessary for the continuation and viability of adult education initiatives, including funding, policy frameworks, institutional support, and community engagement. 

4. Adult Education:  Adult education encompasses a wide range of formal and informal learning activities, programs, and initiatives designed to meet the educational needs and aspirations of adult learners, typically beyond traditional schooling age, focusing on personal development, career advancement, and lifelong learning.

5. Impact: The effect or influence that globalization, including economic, social, cultural, and technological aspects, has on the maintenance and sustenance of adult education, including changes in funding sources, curriculum development, pedagogical approaches, and access to educational resources and opportunities.

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