Globalization, Education Restructuring and Education Development in China - Essay Sample

Paper Type:  Essay
Pages:  6
Wordcount:  1422 Words
Date:  2023-01-16


The 21st century is characterized by globalization as an unstoppable juggernaut as it replaces national and traditional cultures with contemporary trends regarding social, economic as well as political aspects (Steger, 2017). The rationale of revolutionizing these critical aspects of human life based on earth's singularity, and thus, globalization stresses the need to replace traditional trends so that individuals operate from a common platform, and guided by common frameworks. Its drive is based on the essence of standardized frameworks of interaction among individuals of diverse cultural backgrounds, and with this, effective communication is globalization's center of focus (Lowell & Thakkar, 2012). Ideally, globalization significantly impacts on education courtesy of its foundation such as knowledge, innovation, and intensive information. Globalization, aims at unifying the globe in which individuals will share and interact politically, economically, and socially, primarily through standardized educational frameworks in universities (King, Marginson & Kaidoo, 2011). As such, there is a need to 'commodify' knowledge, and this is a product of restructured education, especially in higher education (Pang, 2016). Taking Guangzhou province, China, as an example, significant changes are evident, and this ranges from the formulation of new educational policies to curriculum review to fashion the province's educational systems and delivery to match the international demands (Guo et al., 2013). The scope of the educational transformation is the providence that cuts across the various levels of education. As such, the radical changes faced by the vocational, higher education, and the preceding junior training aimed at the enhancement of global educational development. Globalization asserts education restructuring as it is the foundation of the realization of global goals.

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Research Questions

Deliberated educational restructuring and transformation has materialized a variety of outcomes. The most notable outcomes include the new international trends in education like mergers and alliances as well as enhanced use of technology (Curaj, Goerghio, Cassingena & Egron-Polak, 2015). As such, there fundamental aspects tethered to studying educational restructuring in Guangzhou province, and questions acting as a gateway to their answers include:

  • What is the landscape of restructuring education and emerging trends?
  • What is the landscape of privatized and national education regarding education development in Guangzhou, China?
  • What are the significant reforms and policies fuelling education restructuring in Guangzhou?
  • Identify the overall impact of educational restructuring in China and the global arena.
  • What is the government's role in educational restructuring in the province?

The above question is a gateway for a discussion unearthing the intricacies of educational restructuring in the province of Guangzhou, China. To this end, the research questions are highlights of the study's specific focus regarding the subject (Miller-Cochran & Rodrigo, 2014).

Research Objectives and Statement of Problems

Every research or study process aims at achieving specific goals and outcomes, and this is the purpose served by statement problems and research objectives (Miller-Cochran & Rodrigo, 2014). The case study on Guangzhou province aims at establishing the intricacies of restructuring education while considering global development of educational affairs. As such, issues like quality assurance and technological spread and use come to light, and this is to identify contemporary educational trends courtesy of globalization (Zubair & Dilshad, 2015).. For instance, pointing out the resultant contemporary learning environments and trends like global learning becomes significant and hassle-free (Anderberg, Norden & Hansson, 2009).

Literature Review

Neoliberalism is the advent of the massive transformations witnessed in the global education systems and frameworks. In this dimension, the rise of the knowledge economy has ignited intense competition between governmental and private activities. As such, privatization of educational parameters has been on the rise (Ward, 2012). The formulation of neoliberal policies triggered educational privatization, and this becomes a fundamental recipe for educational development. Issues like accountability, competitiveness, cost-effective education, quality assurance performances are emphasized (Pang, 2016). The emphasis of the factors above is brought by the difference in social, economic, cultural, and political qualities in different parts of the world. As such, globalization, as it drives educational restructuring, redefines the interplay among universities, governments, and the market.

In this perspective, educational restructuring aims at achieving commonality, and this is achieved by harmonizing the interplay between governments, globalization perspectives, and the educational frameworks (King, Marginson & Naidoo, 2011). Educational restructuring, therefore, takes different directions. For instance, the formulation of new policies by the government to initiate effective training of students in universities enhances efficiency in learning. The market, on the other hand, sets the required qualifications and requirements they desire. As such, the educational transformation will be at the mercy of the three stakeholders.

Significance of the Study

The involvement of globalization in educational affairs has two significant and pronounced importances. One, the impacts and outcomes of globalization of education is globalization's involvement in educational affairs (Pang, 2016). Enhances a better comprehension of the new trends in contemporary education, and this come off when globalized education is contrasted with the traditional educational perspectives. The bottom line of this is to establish the net effect of globalization-globalized education intricacies and impact on the global economy (Campbell & Karim, 2014). In this part, the outcome of the activities of the major stakeholders in the globalization of knowledge comes off practically as they are reflected in the respective societies within which they occur. For instance, restructuring education in Chinese universities, especially in Guangzhou province, will be reflected among the trainees churned out as they attempt to fit in the global economy (Majhanovich & Geo-JaJa, 2013). The precursor of this is enhanced interconnectedness of individuals within the political, economic, and cultural frameworks, and this will be backed by the vibrant policies formulated to govern such activities (Burbules & Torres, 2013).

Research Methodology

The research methodologies deployed in the study conceptualize the qualitative and quantitative data collection and analysis (Kauda, 2012). The rationale of using appropriate approaches is based on the specific objectives and outcomes desired. As such, the methods used in the collection and analysis of information should provide structured and organization information as either quantitative or qualitative, and this is to enhance correlation of the outcomes (Khan, 2011). For instance, statistical information regarding the number of universities implementing neoliberal policies will reveal the spreading and coverage of globalization of education. Likewise, interviews, both structured and non-structured, will enable tutors, students, as well as other stakeholders; respond to the questions asked regarding the impact of educational restructuring. In this part, non-structured interviews will enable the elaboration of the issued points. In this manner, primary data will be imminent, and secondary information, however, will be achieved through a literature review. A review of secondary information will exploit every piece of historical information available, and this is to enable an extensive coverage of the subject. Also, the qualitative and quantitative evaluation of the respective information will facilitate the evaluation of qualitative and quantitative data to generate trends and vital information on globalization and educational development in Guangzhou, China.


The rise of globalization is imminent. It makes the world a global village by integrating social, economic, and cultural aspects. Globalization takes another dimension by ironing educational frameworks to match the contemporary globalized economies. A case study on the province of Guangzhou reveals the details of the paths taken to achieve educational development in the province's universities. The study also reveals the steps taken to achieve the demands of globalized education as well as the overall outcome on the countries and the global economy.


Anderberg, E., Norden, B., & Hansson, B. (2009). Global learning for sustainable development in higher education: recent trends and a critique. International Journal of Sustainability in Higher Education, 10(4), 368-378. doi:10.1108/14676370910990710. Retrieved from

Burbules, N. C., & Torres, C. A. (2013). Globalization and education: Critical perspectives. Routledge. Retrieved from

Campbell, J., & Karim, A. (2014). Repositioning Malaysian Foreign Policy. Trajectory, Inc., 2014. Retrieved from

Curaj, A., Georghiou, L., Cassingena, H. J., & Egron-Polak, E. (2015). Mergers and Alliances in Higher Education: International Practice and Emerging Opportunities. Cham: Springer International Publishing. Retrieved from

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Globalization, Education Restructuring and Education Development in China - Essay Sample. (2023, Jan 16). Retrieved from

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