Globalization of education as viewed by Cheng and their implications for curriculum and instruction

Globalization has many cons and pros in various fields. Many philosophers, politicians, and scholars expressed different views based on their underpinning principles. This debate has resulted in various theories in politics, economics, culture, ICT, and globalization. Education is no exception and has been subject to similar theoretical debates. Views expressed so far on globalization of education by scholars and institutes have been mostly broad and general. In other words, they ignored the practical side of the issue and did not clarify what the defensible position towards the globalization is, and what action is required to be taken in this regard. In fact, efforts made already did not set a framework for action, nor had an impact on curriculum and instruction. This paper is not meant to review arguments made for and against globalization. Rather, the approach adopted here is in agreement with globalization of curriculum as a subsystem of the overall educational system. Given the possibility of global curriculum exchange, this paper suggested some views on curriculum and instruction along with their implications.