The varying effects of regional organizations as subjects of globalization of education

Comparative Education Review

Volumn 46, Issue 1, 2002, Pages 10-36+154

  Dale, Roger ^a   Robertson, Susan L ^b  

^a UNIVERSITY OF AUCKLAND   (New Zealand)

^b UNIVERSITY OF BRISTOL   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0042353724     PISSN: 00104086     EISSN: None     Source Type: Journal    
DOI: 10.1086/324052     Document Type: Review

References (78)

1. See Colin Hay, "What Place for Ideas in the Structure-Agency Debate? Globalisation as a Process without a Subject" (paper presented at the annual conference of the British International Studies Association, University of Manchester, December 20-22, 1999).
2. Jane Jenson and Boaventura Sousa Santos, eds., Globalizing Institutions: Case Studies in Regulation and Innovation (Aldershot: Ashgate, 2000).
3. Ibid., p. 21.
4. Karl Polanyi, The Great Transformation (Boston: Beacon, 1957).
5. Bob Jessop, "Reflections on Globalization and Its (Il)logic(s)," in Globalisation and the Asia Pacific: Contested Territories, ed. Kris Olds, Peter Dicken, Paul F. Kelly, Lily Kong, and Henry Wai-chung Yeung (London: Routledge, 1999), p. 26.
6. See Leo Panitch, "The State and Globalisation," in Socialist Register, ed. R. Miliband and L. Panitch (London: Merlin, 1994), pp. 60-93.
7. Saskia Sassen, "Servicing the Global Economy: Reconfigured States and Private Agents," in Olds et al., eds., p. 159.
8. See John Williamson, "Democracy and the Washington Consensus," World Development 21 (1993): 1329-36; and John Pender, "From 'Structural Adjustment' to Comprehensive Development Framework: Conditionality Transformed," Third World Quarterly 22 (2001): 381-96. There are some points made in Pender's article about the increasing importance of "social capital development" from which we might infer that regional organizations might be seen as able to perform a different and wider role than under the Washington Consensus.
9. See John Williamson, "Democracy and the Washington Consensus," World Development 21 (1993): 1329-36; and John Pender, "From 'Structural Adjustment' to Comprehensive Development Framework: Conditionality Transformed," Third World Quarterly 22 (2001): 381-96. There are some points made in Pender's article about the increasing importance of "social capital development" from which we might infer that regional organizations might be seen as able to perform a different and wider role than under the Washington Consensus.
10. Daniel Drache lists eight regional free trade agreements; see D. Drache, "Trade Blocs: The Beauty or The Beast in the Theory?" in Political Economy and the Changing Global Order, ed. Richard Stubbs and Geoffrey R. D. Underhill, 2d ed. (Don Mills, Ontario: Oxford University Press, 2000), pp. 184-97.
11. Richard Stubbs, "Introduction: Regionalisation and Globalization," in Stubbs and Underbill, eds., pp. 231-34.
12. Drache, p. 184.
13. See, e.g., Susan Robertson and Roger Dale, "Competitive Contractualism: A New Social Settlement in New Zealand," in World Yearbook of Education: Education in Times of Transition, ed. David Coulby, Robert Cowen, and Crispin Jones (London: Kogan Page, 2000), pp. 116-31.
14. Jessop, p. 37.
15. Ibid., pp. 29-30.
16. Ibid., pp. 33-34.
17. Charles Oman, Globalisation and Regionalisation: The Challenge for Developing Countries (Paris: OECD, 1994), p. 12.
18. Jeanne Kirk Laux, "The Return to Europe: The Future Political Economy of Eastern Europe," in Stubbs and Underhill, eds., p. 270.
19. See, e.g., Mark Beeson, "Reshaping Reional Institutions: APEC and IMF in East Asia," Pacific Review 121 (1999): 1-24.
20. See Steven Lukes, "Three Distinctive Views of Power Compared," in The Policy Process: A Reader, ed. M. Hill, 2d ed. (Hertfordshire: Wheatsheaf, 1997).
21. Here "education politics" refers to actions and decisions within the education system itself; "politics of education" refers to global, national, and regional dynamics that set agendas and impose limits on what is possible within education. For a fuller elaboration of this, refer to Roger Dale, "Applied Education Politics or Political Sociology of Education? Contrasting Approaches to the Study of Recent Education Reform in England and Wales," in Researching Education Policy: Ethical and Methodological Issues, ed. D. Halpin and B. Troyna (London: Falmer, 1994).
22. An earlier attempt to elaborate these mechanisms may be found in Roger Dale, "Specifying Globalization Effects on National Policy: A Focus on the Mechanisms," Journal of Education Policy 14 (1999): 1-14.
23. See Stephan Liebfried, "National Welfare States, European Integration and Globalisation: A Perspective for the Next Century," Social Policy and Administration 34 (2000): 44-63, quote on 45.
24. Tony Porter, "The North American Free Trade Agreement," in Stubbs and Underhill, eds., pp. 245-53.
25. NAFTA accounts for only one-third of trade for the United States, and it is for that reason the United States has sought regulation via the World Trade Organization (see N. Woods, "Order, Globalisation and Inequality in World Politics," in Order, Globalisation and Inequality in World Politics, ed. A. Hurrell and N. Woods [Oxford: Oxford University Press, 1999]).
26. Porter, pp. 245-53. Porter notes that by the 1970s new Canadian government initiatives, such as the Foreign Investment Review Agency, had sought to shape incoming investments in ways that were more beneficial to Canadians.
27. Ibid., p. 246. For example, by the end of the 1970s, 70 percent of direct foreign investment and foreign debt originated from the United States and 70 percent of Mexican exports were to the United States.
28. I b i d.
29. Ibid., p. 247.
30. Jacky Brine, Undereducating Women: Globalizing Inequality (Buckingham: Open University Press, 1999), p. 18.
31. Porter, p. 248.
32. See Susan Robertson, Victor Soucek, Raj Pannu, and Daniel Schugurensky, "Chartering New Waters: The Klein Revolution and the Privatization of Education in Alberta," Our Schools Ourselves 7 (1995): 80-106.
33. Guillermo de los Reyes, "NAFTA and the Future of Mexican Higher Education," Annals of the American Academy for Political and Social Science 550 (March 1997): 17.
34. The current members of the European Union are Austria, Belgium, Denmark, Finland, France, Germany, Greece, Ireland, Italy, Luxembourg, the Netherlands, Portugal, Spain, Sweden, and the United Kingdom.
35. For the early period, see Jacky Brine, "Educational and Vocational Policy and Construction of the European Union," International Studies in Sociology of Education 5 (1995): 145-63.
36. David Purdy, "Social Policy," in The Economics of the European Union, ed. M. Artis and N. Lee, 2d ed. (Oxford: Oxford University Press, 1997), p. 284.
37. Ibid., p. 281.
38. European Commission, White Paper, Growth, Competitiveness and Employment: The Challenges and the Way Forward into the Twenty-First Century (Brussels, 1993).
39. See European Commission, Proposal for Decision of EU Parliament and Commission, Presented to Lisbon Summit (Brussels, 2000).
40. European Commission, Lisbon European Council: Presidency Conclusions (Brussels, 2000), par. 5
41. I b i d
42. See Commission of the European Communities, Report from the Commission: The Concrete Future Objectives of Education Systems (Brussels, 2001). Executive summary.
43. Purdy, p. 289.
44. John Grahl and Paul Teague, "Is the European Social Model Fragmenting?" in The Welfare State Reader, ed. Christopher Pierson and Francis Castles (Cambridge: Polity, 2000).
45. Brine, "Educational and Vocational Policy," pp. 146-47.
46. European Commission, Directorate-General for Education and Culture, Developing Quality Indicators for Education Systems (Brussels, 1999).
47. See European Commission, Constructing New Programmes in Education (Brussels, 1999)
48. European Commission, Lisbon European Council: Presidency Conclusions, par. 37.
49. European Commission, Directorate-General for Education and Culture, "European Report on Quality of School Education: Sixteen Quality Indicators" (paper prepared for Education Ministers Meeting, Bucharest, May 2000 [Brussels, 2000]), p. 4.
50. Commission of the European Communities.
51. Brine, "Educational and Vocational Policy," p. 161.
52. See "More Information about Comenius," http://www.europa.eu.int/comm/education/socrates/comenius/moreabou.htm. For a useful evaluation of the effect of the Comenius program on schools across member states, see John Field, European Dimensions: Education, Training and the European Union (London: Jessica Kingsley, 1998), pp. 101-5.
53. See "More Information about Comenius," http://www.europa.eu.int/comm/education/socrates/comenius/moreabou.htm. For a useful evaluation of the effect of the Comenius program on schools across member states, see John Field, European Dimensions: Education, Training and the European Union (London: Jessica Kingsley, 1998), pp. 101-5.
54. Brine, "Educational and Vocational Policy," p. 152.
55. See Field, chap. 4.
56. Kay Livingstone, "The European Dimension," in Scottish Education, ed. T. G. K. Bryce and W. M. Humes (Edinburgh: Edinburgh University Press, 1999), pp. 937-46, quote on p. 941.
57. Ibid., p. 942.
58. APEC's membership is made up as follows. The founding members were Australia, Brunei Darussalam, Canada, Indonesia, Japan, South Korea, Malaysia, New Zealand, the Phillipines, Singapore, Thailand, and the United States. In 1991, they were joined by the "three Chinas," the Chinese People's Republic, Hong Kong (later Chinese Hong Kong), and Chinese Taipei; it is the presence of the PRC and Taiwan in the same organization that led to it being called a conference of regional economies. Mexico and Papua New Guinea were admitted in 1993, Chile in 1994, and Peru, Russia, and Vietnam in 1995.
59. Sylvia Ostry, "APEC and Regime Creation in the Pacific: The OECD Model," in Asia-Pacific Crossroads: Regime Creation and the Future of APEC, ed. Vinod K. Aggarwal and Charles E. Morrison (New York: St. Martin's, 1998), pp. 317-50.
60. Ibid., p. 343.
61. John Ravenhill, "Australia and APEC," in Aggarwal and Morrison, eds., pp. 143-64. Quoted in Miles Kahler, "Legalization as Strategy: The Asia-Pacific Case," International Organisation 54 (2000): 557.
62. John Ravenhill, "Australia and APEC," in Aggarwal and Morrison, eds., pp. 143-64. Quoted in Miles Kahler, "Legalization as Strategy: The Asia-Pacific Case," International Organisation 54 (2000): 557.
63. Ravenhill, "APEC Adrift: Implications for Economic Regionalisation in Asia and the Pacific," Pacific Review 13 (2000): 320.
64. R. Higgott, "The Political Economy of Globalisation in East Asia: The Salience of 'Region Building'," in Globalisation and the Asia-Pacific: Contested Territories, ed. K. Olds, P. Dicken, and P. F. Kelly (London: Routledge, 1999), pp. 91-106.
65. Paul Morris, "Asia's Four Little Tigers: A Comparison of the Role of Education in their Development," Comparative Education 32 (1996): 99.
66. APEC, Declaration of the APEC Education Ministerial, "Towards Educational Standards for the Twenty-First Century" (Singapore, 1992), http://www.apecsec.org.sg/virtualib/minismtg92.html, par. 2, 3.
67. APEC, "Joint Statement of the Second APEC Education Ministers' Meeting, 'Education for Learning Societies in the Twenty-First Century,' Singapore, 7 April 2000," in Selected APEC Documents (Singapore, APEC, 2000), pp. 29-36, quote in par. 9.
68. Kahler, p. 551.
69. Kahler quotes Janow as arguing that its members "have shown little willingness to formalise APEC by means of binding agreements on a defined set of substantive economic or trade issues nor have its members sought to create a regional institution with rule making, interpretative, enforcement, or adjudicative powers" (p. 558).
70. Ravenhill, "APEC Adrift," p. 325.
71. Examples of the kinds of project undertaken include "Vocational Teacher Standards and the Formulating Method" (China); "Best Practice Workshop on School-to-Work Transitions" (Canada); "Achieving High Performance Schools" (China and the United States); "Improving the Understanding of Culture in APEC" (Australia); "Exchange of Education Professionals among APEC Members" (Korea); and "APEC Youth Networking; Youth Preparation for the APEC Society in the Next Millennium" (Thailand).
72. APEC, par. 12. http://apecsec.org.sg/virtualib/minismtg/mtgedu92.html.
73. Ostry, p. 346.
74. For a good example of the contrasting strategies used in the key area of vocational training, see Francis Green, David Ashton, Donna James, and Johnny Sung, "The Role of the State in Skill Formation: Evidence from the Republic of Korea, Singapore and Taiwan," Oxford Review of Economic Policy 15 (1998): 82-96.
75. On Australia, see Michael Garbutcheon Singh, "Studying Asia for the National Interest: An Analysis of the Australian Government's Strategy for Schools," Discourse 17 (1996): 153-70; on New Zealand, see Roger Dale and Susan Robertson, "Resiting the Nation, Restructuring the State: External Effects on New Zealand Education Policy," in Education Policy in New Zealand, ed. Kay Morris Matthews and Mark Olssen (Palmerston North: Dunmore, 1999).
76. On Australia, see Michael Garbutcheon Singh, "Studying Asia for the National Interest: An Analysis of the Australian Government's Strategy for Schools," Discourse 17 (1996): 153-70; on New Zealand, see Roger Dale and Susan Robertson, "Resiting the Nation, Restructuring the State: External Effects on New Zealand Education Policy," in Education Policy in New Zealand, ed. Kay Morris Matthews and Mark Olssen (Palmerston North: Dunmore, 1999).
77. See Roger Dale, "Specifying Globalization Effects on National Policy: A Focus on the Mechanisms" (n. 21 above).
78. See Roger Dale, "Globalization and Education; Demonstrating a 'Common World Education Culture' or Locating a 'Globally Structured Agenda for Education,'" Educational Theory 50 (2000) : 427-48.