COMPARATIVE,

GLOBAL AND
INTERNATIONAL
EDUCATION
 COMPARATIVE, GLOBAL AND
INTERNATIONAL EDUCATION
GLOBALIZATION AND INTERNATIONALISATION

1. CONCEPTS AND DEFINITIONS OF

GLOBALIZATION AND INTERNATIONALISATION
2. MANIFESTATION OF GLOBALISATION AND
INTERNATIONALISATION
3. OPPORTUNITIES
4. CHALLENGES AND RISKS
 GLOBALIZATION INTERNATIONALIZATION

“Specific policy and programs

undertaken by governments, academic
“The broad economic. systems and institutions, and even
individual departments to deal with
technological and scientific trends
globalisation”
that directly affect higher education
and are largely inevitable in the “process of integrating an international,
contemperory world.” intercultural, or global dimension in the
purpose, functions, or delivery of
postsecondary education.”
 GLOBALIZATION
Academic Discourse

Globalisation is a new Borderless

discourse not only among the
public, but also among scholars Economic aspects is no longer
important
In Malaysia, it started in 1990’s
as a result of the discourse held The shrinking world is said due
in the developed Western to 3rd Wave Revolution
countries. It is more to a
popular discourse by Win-Win situation in the world
politicians, businessmen, that is said to be full with
industry information opportunities and challenges.
technologist; while academic
discourse is still limited.
 GLOBALIZATION

Interact and Influence

“… a process which enables

Term
various countries and societies
in the world interact and
The term ‘global’ has been
influence each other in various
used since 400 years ago but
fields including culture”
the term globalisation,
globalise or globalising started
Social sciences discipline-
since 1960’s.
sociology, economics, political
sciences, geography laws and
philosophy (have their own
perceptions toward the term.
GLOBALIZATION
GLOBALIZATION
• A multi-dimensional phenomenon, covering
GLOBALIZATION
economics, politics, culture and ideology;

not covering economic dimension,

commerce, and technology only (Waters

1995; Mittelman 1996).

• Besides, globalisation can be viewed from

various aspects (i) globalisation as a

process, (ii) globalisation as economic-

political situation and culture which are

• Globalisation as a process (i) a variety of
GLOBALIZATION
transnational processes and domestic

structures that enable the economy, politics,

culture and ideology of a country to overtake

the boundaries of other countries,(ii)

globalization involves compression of time

and space in relationships, and the emergence

of global awareness of the compression.

• Both of these processes take place from the

'top' and also from the 'bottom' driven by the

market forces that regulate production,

international trade and bringing financial

• Economic dimension “there are issues
GLOBALIZATION
of ownership of wealth and inequality
in the state and internationally.

• Politic dimension - it involves the

power of the whole social
arrangement for the centralization and
use of power either by those who
have the power of the country, or
those who consult or question the
 INTERNATIONALIZATION
Internationalization at home typically consists of strategies
and approaches designed to inject an international
dimension into the home or campus experience—for
example, by including global and comparative perspectives
in the curriculum or recruiting international students,
scholars, and faculty and leveraging their presence on
campus.

Internationalization abroad, on the other hand, calls for an

institution to project itself and its stakeholders out in the
world. Key examples include sending students to study
abroad, setting up a branch campus overseas, or engaging
in an interinstitutional partnership.
 INTERNATIONALIZATION
evolving curricula as
Mobility of people,
well as approaches
programs and
to teaching and
institutions
learning;

the rising promi- an increasingly

nence of collaborative heightened sense of the
research inter-
connectedness of the
higher education
pervasiveness of the enterprise across the
phenomenon of globe;
internationalization
across institutions
Global Education
Ms Afina Nazira Afnizul
 Definition

“an effort to help individuals to see

the world as a single and global
system and to see themselves as
participants of that system”
The terms global education and international
education are used to describe strategies for:-

gaining knowledge of world cultures;

understanding the historical, geographic,

economic, political, cultural, and environment
relationships among world regions and people;

examining the nature of cultural differences

and national or regional conflicts and
problems; and

acting to influence public policy and private

behavior on behalf of international
understanding, tolerance and empathy.
 interdepend Nationality
ence and
Leadership

6 concepts
of global Continuous
Human
education change
rights

diversity Quality life

 Effects of Global Education

1. Returns to education and economic growth

2. Education and the ability to trade

3. Education and the ability to attract private

capital flows

4. Education and the probability of migration

Global Education Curriculum Model

Robert Hanvey Charlotte Anderson

Chad Alger James Baker

Willard Kniep

Roland Case
Global Education in Malaysia
Ms Afina Nazira Afnizul
 HOW ARE THESE CURRICULUM
Recap DIFFERENT FROM THE OUR NATIONAL
CURRICULUM?

International School in
Malaysia
International Curriculum in
Malaysia
1. ISKL
2. GEMS
1. International Baccalaurette
3. DWI EMAS
2. IGCSE
4. FAIRVIEW
3. British National Curriculum
5. CEMPAKA
4. Victorian curriculum
6. BSKL
7. TENBY
 KSSR

CRITERIA GRADING SYSTEM SYLLABUS

Content Standards are specific statements on what

the students must know and can do, within a specific
USING ALPHABETS (A,B, C, D AND E) Comprises of 9 subjects
period of schooling, covering the areas of knowledge,
skills and values.
A = 80-100 -Excellent
B = 65-79 -Good
Learning Standards are set criteria or indicators of Malaysia Language, English Language,
C = 50-64 -  Satisfactory
Mandarin/Tamil Language, Science, Mathematics.
education quality and achievements. D = 40-49 -reach minimum level
E = 0-39 -fail
Stage one
Consists of year 1, 2 and 3. It does not focus on
TH (TIDAK HADIR/ABSENT) Moral Studies, History, (PJ, PK, PS)
grammar but stressed on developing basic language to
build their proficiency in learning language

Stage two
Consists of year 4, 5 and 6 where they start to Information Technology, RBT
emphasize grammar in their learning.
 INTERNATIONAL BACCALAURETTE

CRITERIA GRADING SYSTEM SYLLABUS

Consisted of 3 levels Group 1: Language and Literature

Uses IB Band.
Group 2: Language Acquisition

Primary Year Programme (PYP)

Band ranging from (1 to 7) Group 3: Individuals and Societies
Middle Year Programme (MYP)
Band 7 being the highest. Group 4: Sciences
IB Diploma (IBDP)

Puts emphasis on creating meaningful Each course is marked on 7 point scale

lesson that can be useful outside of the 6 X 7 = 42 Group 5: Mathematics
classroom. Plus core =3

Has IDU (Interdiscipline Unit) that Group 6: The Arts (e.g. Music, Theatre
Final score = /45
combines subjects Arts, Visual Arts)
 IGCSE

CRITERIA GRADING SYSTEM SYLLABUS

The subjects are:

Offers 70 subjects and students are
Core : English, Mathematics,
required to take minimum 5 and Using specific IGCSE grade
Sciences
maximum 14 subjects.

Others : Social sciences, Arts and

Has IGCSE CORE and IGCSE
A*, A, B, C, D, E, F, G, U Technology. Information and
Extended
Communication.

A practical approach, emphasis on The syllabus are depending on the

creative thinking, enquiry and U stands for Ungraded school and sometime also depends
problem solving. upon individual preferences.
Global Education in Malaysia
HIGHER EDUCATION
 Outbound and Inbound

Due to globalization and in the growth of global education, there are a lot of programs
and universities have undergone outbound and inbound in the support of the
globalisation.
 OUTBOUND

USM-KLE (india)
UNISEL Bangladesh
 INBOUND

Monash University
Swinburne University (Kuala Lumpur)
(Sarawak)

University of Nottingham
Curtin University (Sarawak)
(Kuala Lumpur)
 Borderless Higher Education
National Transformation Program (NTP) is the government on-going effort in creating national education hub that
aims to invite international students to pursue their tertiary education in Malaysia.
a) Describe the following Bachelor’s degree programmes
•  Twinning Degree Programmes ‘2+1’
• ‘3+0’ Degree Programmes
•  External Degree Programmes
•  Bachelor’s Degree through Distance Learning
•   Advanced Standing Programmes
• International Degrees from Foreign Universities
• American Degree Transfer Program
• Twinning degree
Twinning
programmesDegree Programmes
started in Malaysia “2+1”
about 20 years ago and have since

been very popular with students as a way to achieve an international Bachelor’s

degree.

• In a twinning programme, students can complete either 1 year; 1½ years; 2 years; or

2½ years in Malaysia, out of the 3-year degree programme before going to the

partner university overseas to complete the degree.

• The Malaysian educational institutions normally collaborate with well-known

universities from the United Kingdom, Australia, the United States, New Zealand,
 Borderless Higher Education

• Due to numerous foreign programmes located in Malaysia, international students

opt to pursue their tertiary education in Malaysia.
• Apart from that, what are the other reasons that you can think of?
 Quality Multicultural
Education Studying
Environment

Why Courses are

Working
Malaysia? conducted
While
Studying in English

Low Cost Low cost of

Living tuition fees
 Excellent
ICT Islamic
network Country

Why
Malaysia? Weather
Security factor

Political Tourism
 Question to ponder upon..

•Identify FIVE (5) strategies that were executed by the government to

create the education hub.
Comparative, Global and International Education
REVISION
 SYNOPSIS
Comparative, Global and International Education is one of the compulsory subjects of the education foundation
component based on Education Programme Standard (EPS) established by Malaysian Qualifications Agency (MQA
2014).

Our leaders’ decisions and indeed many of our own personal choices about the economy and trade, education and
human rights, global security, sustainable development, energy usage and the environment may affect people’s
lives far beyond our national borders.

The main objective of this course is to help teachers to see the world as a single and global system that focus on
the attitude, values, challenges, similarities and differences of other cultures and can be a successful and
responsible global citizens.

Students will be introduced to the history, perspectives, objectives and the propose curriculum structure and
teaching strategies of global education. Policies and government initiatives to promote international education will
be discussed within the perspectives of globalization and internationalization of education. In addition student will
be exposed to local and regional issues on cross-border education and comparative education system within ASEAN
and selected developed countries.
 Course Learning Course Learning Course Learning
Outcome 1 Outcome 2 Outcome 3

Evaluate the similarities and differences of

Describe and discuss the history and Analyse the development and its impact of educational system and educational
concept of globalisation and globalisation and internalization in national cooperation among ASEAN countries and
internationalization in education. education system. selected developed countries and its
impacts on supporting global values.

Article by Altbach and Reisberg (2012)

Chapter 4, 5, 7, 8, 9 Presentation
Chapter 2,6

History of
Global Education
globalisation/internationalization Comparing the tertiary education in
Global Education Curriculum
Benefits, impacts and challenges of different countries.
International School in Malaysia
globalisation and internationalisation.
 GLOBALIZATION INTERNATIONALIZATION

“Specific policy and programs

undertaken by governments, academic
“The broad economic. systems and institutions, and even
individual departments to deal with
technological and scientific trends
globalisation”
that directly affect higher education
and are largely inevitable in the “process of integrating an international,
contemperory world.” intercultural, or global dimension in the
purpose, functions, or delivery of
postsecondary education.”
 BORDERLESS

Education that moves across the

region, economic, language and
cultural barriers due to the
‘shrinking world.
 Globalisation and Internationalisation

The advantages of globalisation and internationalisation include;

• Mobility of people, programs, and institutions
• The rising prominence of collaborative research
• Evolving curricula as well as approaches to teaching and learning
• An increasingly heightened sense of the inter-connectedness of the higher education
enterprise across the globe
 Globalisation and Internationalisation
The challenges of globalisation and internationalisation include;
• access to some amount of resources (human and financial) as well as their effective
deployment and management.
• These new cross-border programs typically follow the structure of the provider’s home
countryand may or may not be compatible
• Existing inequalities
• There is a distinct advantage in using a common language
 Globalisation and Internationalisation

The risks of globalisation and internationalisation include;

• Commercialization of higher education
• the distribution of the world’s wealth and talent will be further skewed.
• An increase in low quality or rogue providers;
• Foreign qualifications not recognized by domestic employers
• Lost of cultural identities
 Definition

“an effort to help individuals to see

the world as a single and global
system and to see themselves as
participants of that system”
The terms global education and international
education are used to describe strategies for:-

gaining knowledge of world cultures;

understanding the historical, geographic,

economic, political, cultural, and environment
relationships among world regions and people;

examining the nature of cultural differences

and national or regional conflicts and
problems; and

acting to influence public policy and private

behavior on behalf of international
understanding, tolerance and empathy.
Global Education Curriculum Model

Robert Hanvey Charlotte Anderson

Chad Alger James Baker

Willard Kniep

Roland Case
 GLOBALIZATION

General Criteria

The general criteria is used to study

and present all aspects of global
education.

Specific criteria

Criteria that are found regarding

certain global issues.
General Criteria Specific Criteria
Validity Human rights

Cultural Approach Peace

REFER TO PAGE 51

Universal Ethical Values Economic development

Comprehensive Curriculum Environment

"Sometime, it is best not to share a practice
or a culture in the classroom that goes
against the practice of our community." Do
you agree to the statement? Any challenges?
 HOW ARE THESE CURRICULUM
Recap DIFFERENT FROM THE OUR NATIONAL
CURRICULUM?

International School in
Malaysia
International Curriculum in
Malaysia
1. ISKL
2. GEMS
1. International Baccalaurette
3. DWI EMAS
2. IGCSE
4. FAIRVIEW
3. British National Curriculum
5. CEMPAKA
4. Victorian curriculum
6. BSKL
7. TENBY
 KSSR

CRITERIA GRADING SYSTEM SYLLABUS

Content Standards are specific statements on what

the students must know and can do, within a specific
USING ALPHABETS (A,B, C, D AND E) Comprises of 9 subjects
period of schooling, covering the areas of knowledge,
skills and values.
A = 80-100 -Excellent
B = 65-79 -Good
Learning Standards are set criteria or indicators of Malaysia Language, English Language,
C = 50-64 -  Satisfactory
Mandarin/Tamil Language, Science, Mathematics.
education quality and achievements. D = 40-49 -reach minimum level
E = 0-39 -fail
Stage one
Consists of year 1, 2 and 3. It does not focus on
TH (TIDAK HADIR/ABSENT) Moral Studies, History, (PJ, PK, PS)
grammar but stressed on developing basic language to
build their proficiency in learning language

Stage two
Consists of year 4, 5 and 6 where they start to Information Technology, RBT
emphasize grammar in their learning.
 INTERNATIONAL BACCALAURETTE

CRITERIA GRADING SYSTEM SYLLABUS

Consisted of 3 levels Group 1: Language and Literature

Uses IB Band.
Group 2: Language Acquisition

Primary Year Programme (PYP)

Band ranging from (1 to 7) Group 3: Individuals and Societies
Middle Year Programme (MYP)
Band 7 being the highest. Group 4: Sciences
IB Diploma (IBDP)

Puts emphasis on creating meaningful Each course is marked on 7 point scale

lesson that can be useful outside of the 6 X 7 = 42 Group 5: Mathematics
classroom. Plus core =3

Has IDU (Interdiscipline Unit) that Group 6: The Arts (e.g. Music, Theatre
Final score = /45
combines subjects Arts, Visual Arts)
 IGCSE

CRITERIA GRADING SYSTEM SYLLABUS

The subjects are:

Offers 70 subjects and students are
Core : English, Mathematics,
required to take minimum 5 and Using specific IGCSE grade
Sciences
maximum 14 subjects.

Others : Social sciences, Arts and

Has IGCSE CORE and IGCSE
A*, A, B, C, D, E, F, G, U Technology. Information and
Extended
Communication.

A practical approach, emphasis on The syllabus are depending on the

creative thinking, enquiry and U stands for Ungraded school and sometime also depends
problem solving. upon individual preferences.
 Global Education (Tertiary Education)
Describe the following Bachelor’s degree programmes
•  Twinning Degree Programmes ‘2+1’
• ‘3+0’ Degree Programmes
•  External Degree Programmes
•  Bachelor’s Degree through Distance Learning
•   Advanced Standing Programmes
• International Degrees from Foreign Universities
• American Degree Transfer Program
 Quality Multicultural
Education Studying
Environment

Why Courses are

Working
Malaysia? conducted
While
Studying in English

Low Cost Low cost of

Living tuition fees
 Excellent
ICT Islamic
network Country

Why
Malaysia? Weather
Security factor

Political Tourism
 Malaysia Thailand Vietnam Brunei Australia United Kingdom

Organisation

Financial

Privatisation

Academics

Teaching and
Learning