GATS and the Education Service Industry: The Politics of Scale and Global Reterritorialization

Robertson, Susan L.; Bonal, Xavier; Dale, Roger

doi:10.1086/343122

Cited by 247 publications

(85 citation statements)

References 10 publications

(3 reference statements)

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“…It undergoes certain stages which are considered necessary for international economic cooperation. [13] but subject to the political and economic interests of the participating countries especially in the education service industry [14].…”

Section: Resultsmentioning

confidence: 99%

The Philippines at the Crossroads to Economic Globalization

Fronda¹,

Gabriel²,

Loria³

2018

JSS

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The 21st century New Economic Order (NEO) showed higher level of economic cooperation among nations. As a norm of International Economic Relations (IER), the General Agreement on Tariffs and Trade (GATT) and the World Trade Organization (WTO) Agreement took effect in 1996. The study is a discussion of the conflict and agreement between domestic economic policies and the GATT/WTO from the point of view of Small and Medium Enterprise owners and managers. By applying the qualitative analytic descriptive method of research and the dualistic theory of international law, the study finds that GATT/WTO a) promotes fair competition, b) makes the manufacturing sector more competitive and c) boosts the economic development in the merchandising sector. The study showed that there is no significant difference between the perceptions of SMEs as regards the impact of membership of the Philippines to WTO/GATT. Being at the crossroad to economic globalization, the Philippines faces the challenges of; a) the need to highlight the congruence of national law and membership to GATT/WTO; b) putting up structures and mechanism for inclusive development; c) revisiting regional economic arrangements and d) countering regional terrorism. Nevertheless, the trajectory of economic model remains toward global trade cooperation.

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Section: Resultsmentioning

confidence: 99%

The Philippines at the Crossroads to Economic Globalization

Fronda¹,

Gabriel²,

Loria³

2018

JSS

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“…By these standards, few education systems could argue that GATS did not apply. In turn, any private sector provider could undermine public education by challenging government monopolies (Robertson et al, 2002). Knight (2002Knight ( , 2003 and the Observatory on Borderless Higher Education have been tracking the development of GATS, beginning its initial inclusion of higher education as a tradable commodity.…”

Section: Resultsmentioning

confidence: 99%

“…Financial analysts have called education 'one of the hottest markets of the 21st century,' and Merrill Lynch analysts think that the educational sector possesses similar characteristics to the health field in the 1970's: 'a gigantic, yet un-capitalized market' (as cited in Santos, 2006, p. 68). Robertson et al (2002) highlight that in 1996, the United States exported nearly $8.2 billion in education services, with a trade surplus of $7 billion (p. 479). It is unlikely that Ghana or other developing countries will submit proposals with concerns about the U.S. or other developed countries reducing their trade barriers, in order to sell education in those countries.…”

Section: Development Relationsmentioning

confidence: 99%

A General Agreement on Higher Education: GATS, Globalization, and Imperialism

Collins

2007

Research in Comparative and International Education

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Through successive rounds of negotiations, the World Trade Organization (WTO) encourages countries to commit their higher education system to the mandates of the General Agreement on Trade in Services (GATS). The WTO is an organization committed to the aggressive trade liberalization of services like higher education. This ideology, known as neoliberalism (Apple, 2005) is redefining the role of higher education. Through critical discourse analysis (Fairclough, 2003), three genres of documents have been analyzed in search of the ideology and power relations imbedded in the texts. These genres include informational documents, the legal text of GATS, and proposals from the USA, Australia, New Zealand, and Japan calling for the reduction of trade barriers in higher education. The relationship between the developed countries who are calling for a reduction in trade barriers and developing countries who are struggling to provide public education could be further strained through an international set of trade rules like GATS. Language and text can create, shift, or maintain ideologies. In the case of GATS, the ideology reflects a new imperialism where more powerful countries retain developing countries as markets in which they continue to rule intellectually.

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“…Loss of class barriers, a consumerist attitude towards education and public blaming of teachers (in the mass media) for the failures of the younger generation all contribute to low morale and a sense of status loss. These issues have also been considered by other researchers (see, for example, Roussakis, 1995;Grollios, 1999;Bernstein, 2000;Mahony & Hextall, 2000;Edwards & Usher, 2002;Kazamias et al, 2002;Lundahl, 2002a, b;Robertson et al, 2002;Zambeta, 2002;Moutsios, 2003;Petronikolos, 2003;Dovemark, 2004;Hirtt, 2004;Jones, 2005;Rosskam, 2006).…”

Section: Introductionmentioning

confidence: 86%

“…This article focuses on research about welfare state restructuring in education and its implications for the teaching profession (see, for example, Roussakis, 1995;Dale, 1997;Woods et al, 1997;Grollios, 1999;Bernstein, 2000;Mahony & Hextall, 2000;Edwards & Usher, 2002;Kazamias et al, 2002;Lundahl, 2002a, b;Robertson et al, 2002;Zambeta, 2002;Moutsios, 2003;Petronikolos, 2003;Rikowski, 2003;Dovemark, 2004;Hirtt, 2004;Moss, 2004;Beck & Young, 2005;Jones, 2005;Antikainen, 2006;Rosskam, 2006;Sikes, 2006;Arnott & Mentor, 2007;Ball, 2007;Cribb & Gewirtz, 2007). However, suggestions and disclosures in three recently produced work package documents from a cross-European project are considered in particular (Beach, 2005a;Goodson & Norrie, 2005;Müller et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

The Changing Relations between Education Professionals, the State and Citizen Consumers in Europe: Re-Thinking Restructuring as Capitalisation

Beach

2008

European Educational Research Journal

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This article focuses on research about welfare state restructuring in education and its implications for the teaching profession. Several things are described and discussed. However, amongst the most important are pan-European developments in the social relations of production in education over the past 50 years with respect to the socialisation, habituation and commercialisation of education labour, and a suggested lowering of general standards of public education and increasing class differences in the amount and quality of education consumed by citizens. The idea expressed about this is that neo-liberal restructuring is leading to the creation of apparatuses through which education is objectified for economic accumulation through an outsourcing of functions that were formerly carried out within first domestic and voluntary, and then state arrangements to capitalist enterprises. This is part of a successive privatisation of education services for processes of capitalisation. It consists of an updating of the moral and legal determination of education services by the prevailing standards of market capitalism and an abdication of responsibility for the plight of negatively affected individuals, who, nevertheless, in some intriguing way still often support the system of transformation in question.

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GATS and the Education Service Industry: The Politics of Scale and Global Reterritorialization

Cited by 247 publications

References 10 publications

The Philippines at the Crossroads to Economic Globalization

The Philippines at the Crossroads to Economic Globalization

A General Agreement on Higher Education: GATS, Globalization, and Imperialism

The Changing Relations between Education Professionals, the State and Citizen Consumers in Europe: Re-Thinking Restructuring as Capitalisation

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