教育的全球化还是去全球化?COVID时代的教训

O. Nalyvaiko
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引用次数: 0

摘要

近年来把世界社会经济活动联系在一起的普遍一体化进程由于若干原因已大大放慢。这些挑战包括最发达的经济和文化中心内部矛盾的加剧、以经济危机为形式的持续经济动荡以及新冠肺炎大流行。这些原因加在一起对世界各地的教育产生了重大影响,由于科学和教育领域人员、思想和成果交流方面的全球合作的丧失,导致教育质量的恶化。本研究的目的在于指出在危机现象的背景下,去全球化因素对教育过程的影响。本文提出了赞成在世界上大多数国家加强去全球化进程的论点。如果我们谈论学习,这些进程首先是由于在2019冠状病毒病大流行和全球动荡的背景下,教育系统的经济状况恶化造成的,这种情况现在导致教育过程中所有参与者的状况恶化,无论是在经济方面还是在实现其教育和科学潜力的机会方面。值得注意的是,对于乌克兰的教育系统来说,检疫限制的引入和普遍的去全球化进程导致外国学生大量外流,并丧失了该国顶尖大学所拥有的剩余潜力。现在已经可以说,强制远程学习的引入导致了教育质量的恶化和国家教育系统的贬值。面对检疫和经济限制,数字工具和培训工具的存在仍然保留了合作的机会,但这种资源也有局限性,需要不断改进才能实现有效的互动。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Globalization or deglobalization of education? Lessons of the COVID times
The process of all-pervasive integration, which binds the world socio-economic activity in recent years, has significantly slowed down due to a number of reasons. These include the aggravation of contradictions within the most developed centers of the economy and culture, constant economic upheavals in the form of economic crises as well as the Covid-19 pandemic. These reasons together have a significant impact on education around the world and lead to a deterioration in its quality through the loss of global cooperation in the exchange of personnel, ideas and results in scientific and educational fields. The purpose of the study is to designate the influence of deglobalization factors on the educational process in the context of crisis phenomena. The paper presents arguments in favor of strengthening deglobalization processes in most countries of the world. If we talk about learning, these processes are caused, first of all, by the deterioration of the economic situation of educational systems in the context of the Covid-19 pandemic and the global turbulence that now leads to deterioration in the situation of all participants in the educational process, both in economic terms and in terms of opportunities to realize their educational and scientific potential. It is important to note that for the Ukrainian education system, the introduction of quarantine restrictions and general de-globalization processes led to a colossal outflow of foreign students and the loss of the remnants of the potential that the country's leading universities had. It can already be said now that the introduction of forced distance learning has led to deterioration in the quality of education and the devaluation of the national education system. The presence of digital tools and training tools still retains opportunities for cooperation in the face of quarantine and economic restrictions, but this resource also has limitations and requires constant improvement for effective interaction.
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