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Globalisation, employment and education: opportunity and division
Angela W LittleCIE seminar University of Sussex
Nov 11 2013
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Sri Lanka
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Globalisation
The accelerated movement of goods, services, capital, people and ideas
across national borders
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Background
• Imperialism, colonialism and contemporary globalisation
• Introduction of monetarist neo-liberal policies in industrialised countries
• International finance institutions – shift in advice to poor countries – away from import substitution towards economic and trade liberalisation
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• Sri Lanka’s position
• General approach
• Political landscape of education in Sri Lanka
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Growth DivisionGrowth in• Economy • Household incomes• Employment rate• Educational participation• Education and occupation expectations
Declines in • Poverty
From Low income to lower middle income status
• Worsening distribution of household incomes
• Proportion with regular employment decreases
• Female unemployment 2X male• Occupational expectations widen
between social classes• Access to IT and English concentrated
in urban areas• Academic performance differences by
school type, medium of instruction, location and gender
Divisive civil war
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• Frontier zones and transnational space
• Education changes attributable to globalisation and education changes during the era of globalisation
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CurtinUniversity of Technology
Australia
BBABachelor of Business Administration
For the first time in Sri Lanka allthree years of study at the ICBT Campus
Mount Lavinia
ICBT CampusA member of Ceylinco Consolidated
Curtin
Degree
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Globalisation and Civil War
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Early peace – later conflict • 1931 first Asian country to enjoy universal suffrage and limited self rule
• Peaceful transition to independence. In 1948 Sri Lanka was ‘an oasis of stability, peace and order’ (de Silva, 1981)
• Multi-party representative democracy in a socially plural society in which checks and balances needed to protect rights of minorities
• Breakdowns in checks and balances after independence e.g. disenfranchisement of Indian Tamil labour
• Emergence of Sinhala-Buddhist nationalism as a dominant political force
• Official languages act of 1956
• Emergence of ethno-nationalisms
• Increasing state control of economic opportunities and political patronage in allocation of opportunities in a slow growing economy
• Restriction of independence of the civil service
Seeds of ethnic conflict, civil war and class conflict sown mid 1950s to mid 1970s
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• Comparative analysis – early integrators and later integrators
– Education as a means to common identities– Coordinated education and economic policy– Post secondary and higher education