The Global Educational Environment Within Global Management of Knowledge

The previous studies have outlined the major theoretical perspectives that have been developed within the global education of planning development. They have explored the application of these perspectives to the central substantive theme emerging from global educational analysis of planning organisation and behaviour, that is, the process of managerial control. This study focuses upon the global educational environment within global management of knowledge and substantive parameters set by the previous studies. It carries out this task in a number of respects. First, it reviews the various explanations that have been offered for the historical development of modern planning--both as a unique organisational form and as a distinctive educational worldview. Second, it considers various conceptions of managerial work that have evolved within educational analysis since the inception of the corporate system enters into global education societies during the early years of the 21st century. Third, it assesses the implications of empirical research on the three major levels of planning that haw： crystallised within contemporary corporate hierarchies. These are made up by the elite group of staffs and senior lecturers, and the middle strata of line workers, who are the superintendents of production. A concluding section evaluates the general contribution educational analysis has made to our understanding of the nature of managerial work.

Global Citizenship Education:A Biased Field

Global citizenship as an idea has become an increasingly important issue on the educational agenda since the late 1970's. The importance allotted to this issue is clear in the attention given to it by for example UNESCO where global citizenship education(GCED) is an area of strategic focus. Increasingly schools all over the world are attempting to or expected to educate the global citizen, but how exactly do you educate the global citizen? What does this global citizenship consist of? While surely the type of training and education needed to train a global citizen will vary greatly depending on culture, pedagogical approach and various other factors, it is also a question worth asking, whether ‘global citizenship'is one and the same all over the world, or whether we should come to terms with the idea that the way global citizenship is practiced in different environments may vary greatly. Another question that begs an answer is whether it is at all possible to be citizens of the world in the same way that we are citizens of a country. While some may dismiss global citizenship as a mere linguistic fancy, there is also evidence,which this paper will attempt to discuss in a preliminary way, that it is possible to develop a feeling of global citizenship in a society. However, it is very important to keep in mind that global citizenship education as treated in the literature so far has been quite Eurocentric(this includes North America). A survey of research on GCED found that two thirds of the research published after 2000 was written by researchers based in the US and if you add other English-speaking countries such as Canada, England, Australia and New Zealand, the proportion is even higher.English in the field of education research often serves as the international lingua franca. Since there is also a tendency among English speaking academics to not be able to read many other languages, the material that would be published about GCED in Chinese, Japanese or Arabic, for example, would have much less global impact than the material published or translated into English, so material in English is likely to have a relatively larger impact than material in most other languages.

The Impact of Globalisation on Higher Education

This article focuses on the assimilation of higher education and the language issues caused by globalisation.The purpose of this essay is to investigate how global education can adapt to local circumstances.Apart from mentioned previously,there are many negative effects of globalisation,such as the lack of students’own characters,the challenges of future career choice,universi⁃ties’money-making over academic quality and the neglect of traditional subjects.

Review of global neurosurgery education: Horizon of Neurosurgery in the Developing Countries

Globally,the discipline of neurosurgery has evolved remarkably fast.Despite being one of the latest medical specialties,which appeared only around hundred years ago,it has witnessed innovations in the aspects of diagnostics methods,macro and micro surgical techniques,and treatment modalities.Unfortunately,this development is not evenly distributed between developed and developing countries.The same is the case with neurosurgical education and training,which developed from only traditional apprentice programs in the past to more structured,competencebased programs with various teaching methods being utilized,in recent times.A similar gap can be observed between developed and developing counties when it comes to neurosurgical education.Fortunately,most of the scholars working in this field do understand the coherent relationship between neurosurgical education and neurosurgical practice.In context to this understanding,a symposium was organized during the World Federation of Neurological Surgeons(WFNS)Special World Congress Beijing 2019.This symposium was the brain child of Prof.Yoko Kato-one of the eminent leaders in neurosurgery and an inspiration for female neurosurgeons.Invited speakers from different continents presented the stages of development of neurosurgical education in their respective countries.This paper summarizes the outcome of these presentations,with particular emphasis on and the challenges faced by developing countries in terms of neurosurgical education and strategies to cope with these challenges.

Australia’s Engagement with Asia in the National Curriculum

The 2014 national curriculum of Australia is a significant initiative that the Australian government has taken in proposing a curriculum that stresses Australia’s engagement with Asia.In practice,this means that Asian cultures,beliefs,environments and the connections between Australia and Asia are embedded in the learning processes of Australian schools.This article provides an analysis of Australia’s engagement with Asia,which is a cross-curriculum priority in the Australian curriculum.In particular,using the example of China,the article examines the strengths,weaknesses,opportunities and threats(SWOT)analysis involved in Australia’s engagement with Asia from an educational perspective,especially during the global pandemic with the spread of COVID-19 affecting the world so significantly.The intent of this analysis is to map out the educational factors involved and consider what might happen to Australian students and schools as a result of their engagement with the educational cultures,beliefs and practices of China.This is connected to the two countries’economic engagements and people-to-people ties.By considering some of the current discourses that shape the Australia-China relationships,possibilities are opening up to rethink educational positions.

Innovations and Collaboration to Influence Policy and Practice: Global Deans Speak

Introduction For the second consecutive year,education deans and other institutional leaders from around the globe gathered on the campus of East China Normal University(ECNU)for the Global Education Deans Forum(GEDF),October 24–25,2019.Participants came from 10 countries/regions across 5 continents for 2 days of conversations,which included Australia(2),Canada(2),Chinese mainland(8),Hong Kong SAR(2),Ireland(1),Korea(1),Singapore(1),South Africa(1),Spain(2),the United Kingdom(3),and the United States(11).Based on suggestions from 2018 GEDF participants,the focus for conversations was:Increasing the influence of university research on educational policy and practice.Last year’s participants also requested that deans have time to describe promising innovations from their institutions.