Series editor(s): Dr Alexander Wiseman
Subject Area: Education
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|Title:||The Market, the Nation and the School: EFA in Times of Globalization and Nationalism|
|Author(s):||Muhammad A. Naseem, Adeela Arshad-Ayaz|
|Volume:||8 Editor(s): David P. Baker, Alexander W. Wiseman ISBN: 978-0-7623-1441-6 eISBN: 978-1-84950-504-8|
|Citation:||Muhammad A. Naseem, Adeela Arshad-Ayaz (2007), The Market, the Nation and the School: EFA in Times of Globalization and Nationalism, in David P. Baker, Alexander W. Wiseman (ed.) Education for All (International Perspectives on Education and Society, Volume 8), Emerald Group Publishing Limited, pp.73-107|
|DOI:||10.1016/S1479-3679(06)08003-0 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Article type:||Chapter Item|
One of the central themes of education for all (EFA) for the last two decades has been empowerment through access to education. The history of EFA, however, can at best be termed as checkered. EFA has been relatively successful in drawing world attention and improving access to education. However, the question whether world attention and improved access has resulted in empowerment of people in the developing world still remains unanswered.
In this paper we argue that the limited success of EFA can best be examined and analyzed by paying close attention to tension between demands of the global capital and labor market place and nationalist agendas of the developing (post-colonial) state. These tensions affect the EFA agenda in the developing countries in complex ways.
Taking empirical-educational data from Pakistan we demonstrate that demands of the global capital and the labor market had resulted in an increased attention on institutions and programs of study that cater to the needs of the global capital and labor pool. Access to these institutions is limited to certain strata of the society. On the other hand the mass education program in Pakistan is largely defined by the nationalistic agenda of the post-colonial undemocratic state. A net impact of the interplay of these global and national dynamics is that not only the EFA's aim of mass education is hampered but also more importantly education in its present state is not empowering the recipients.
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