Technological and economic changes in North American and Chinese education sectors

Global Business 8081

Technological and Economic Changes in Educational Sector of North America

Impact of Technological Change in Education Sector of North America

Impact of Economic Change in Education Sector of North America

Impact of Technological and Economic Changes in Educational Sector of China

The paper is providing the impact of changes in the aspects of economic and technology in the educational sector of North America. The discussion is further followed with the identification of the impacts of technology and economy changes in the China similar to that of North America.

Impact of Technological Change in Education Sector of North America

It is observed that the popularity of Massive Open Online Courses or MOOCs along with the other types of distributed learning is the form of major drivers of technological change in education sector of North America. The potential of MOOC provided the potential to open higher education to several people, and private organizations focusing on the improvement on quality and personalization of online delivery platforms. The recent developments in the education sector are due to the increasing costs of education along with the increasing demands of students while accessing technology (Betz, 2011; Goldin & Katz, 2009). It is found that the Google is considered as the first step into online education while releasing open source software known as course builder that are being used in delivering online courses. Moreover, the universities in North America introduced an online course delivery platform, which is non-profit, portable, and designed for research along with the teaching. It is a non-proprietary model being described as the material to the platform while retaining it when left. On the other hand, the development of software technology allows instructors to create materials being downloaded and synchronized (Moore & Kearsley, 2011; Manacorda, et al., 2010). The educational sector can access content from universities and educational institutes of North America from any region of the world. There are certain platforms that can work on iOS devices with different technical limitations. It is observed that Apple is providing the business models in this area requiring educators to depend on the means of distribution while forcing the students to use devices of Apple. The marketing strategy is apparent in such a way that the education in long run in North America is somewhat becomes clear (Manacorda, et al., 2010; Goldin & Katz, 2009).

A cloud-based learning platform has been developed within organizations and universities of North America. The organization has major support, which is being announced as the level of profit venture capitalists anticipating gathering in the technological change in educational sector. The demand for online courses in the North America along with the rush to serve the market possesses universities, which can cause threat to their culture and traditions (Moore & Kearsley, 2011; Goldin & Katz, 2009; Manacorda, et al., 2010). It is found that the reports in this area provided equivalent learning results to traditional methods of teaching in classrooms. The percentage is set to increase with the technology becoming more pervasive along with which the universities of North America consistently increase their fees (Betz, 2011). The increase in the growth of online education becomes more popular while articulating them to focus on the experiences of students. Such perspectives reflect the combined weight of different technological factors playing vital roles in the higher education. The institutions and universities of North America are challenged to define while differentiating the delivery of outstanding student experience (Goldin & Katz, 2009; Manacorda, et al., 2010; Moore & Kearsley, 2011).

Impact of Economic Change in Education Sector of North America

The economic change in the education sector of North America is observed in the form of economic growth. It is found that the living standards of people living in North America have risen over past few years due to the improvement in education. The education is important for the people as it enable them to obtain benefits from the scientific advancements while contributing in it. In the context of North America, it is apparent that there is a close relationship between the levels of education and the levels of gross domestic product (Apple, 2012; Gertler, 2010). It is said that one percent increase in the enrolment rate in educational institutes causes the increase in the gross domestic product by approximately 0.3%. It means that the increase in the enrolment rate increases the number of labor force for five to six years. Moreover, the higher gross domestic product along with higher levels of education can have higher levels of capital stocks, which attributes the effects of education in a complete specified model (Altbach, et al., 2011; Bangay & Blum, 2010). It is found that the improvement in education within North America have an effect on the educational sector in the context of individual income. The globalization context has reshaped the policies of education in the North America during the last few years. It is said that the enhancement in flexibility from the integrated students into professional life throughout the students' educational life (Apple, 2012; Bangay & Blum, 2010; Altbach, et al., 2011).

The economic aspect of the North America provides the ways to people for improving their ways of productivity. It can be said that the concerns for productivity is manifested in maintaining and improving the efficiency along with the special implications for education sector of North America. The educational practices have different influences on the governmental policies but such practices have counter the governmental policies. It can be said that the economic conditions influence the educational policies causing the improvement in the economy of the North America (Betz, 2011; Goldin & Katz, 2009; Altbach, et al., 2011). The educational policies in the educational institutes of the North America are formulated for reducing the costs and increase in the productivity in the educational institutes. It can be said that the budgets of the government limit the educational spending, which can increase the inequality of incomes and the increase in immigration contending the educational institutes. Such type of pressure on the educational sector of the North America is more than the consideration of budget. The market of the North America is focusing on the advanced capitalism work to increase the productivity and efficiency of educational institutes (Bangay & Blum, 2010; Altbach, et al., 2011; Moore & Kearsley, 2011; Manacorda, et al., 2010).

Conclusion

It can be concluded that the North America is experiencing the significant impact of technological and economic changes on the educational sector. It is also found in the paper that the similar impacts have been found in the Chinese educational sector. The technology has provided the availability of educational system for students through its advanced platforms, whereas, the economic change has caused the change in the gross domestic product of the economy (Betz, 2011; Bangay & Blum, 2010; Altbach, et al., 2011).

Reference

Altbach, P.G., Gumport, P.J. & Berdahl, R.O., 2011. American Higher Education in the Twenty-First Century: Social, Political, and Economic Challenges. s.l.:JHU Press.

Apple, M.W., 2012. Can Education Change Society?. s.l.:Routledge.

Bangay, C. & Blum, N., 2010. Education responses to climate change and quality: Two parts of the same agenda?. International Journal of Educational Development, 30(4), pp. 359-368.

Betz, F., 2011. Managing Technological Innovation: Competitive Advantage from Change. s.l.:John Wiley & Sons.

Gertler, M.S., 2010. Rules of the Game: The Place of Institutions in Regional Economic Change. Regional Studies, 44(1), pp. 1-15.

Goldin, C.D. & Katz, L.F., 2009. The Race between Education and Technology. s.l.:Harvard University Press.

Manacorda, M., Sanchez-Paramo, C. & Schady, N., 2010. Changes In Returns To Education In Latin America: The Role Of Demand And Supply Of Skills. Industrial and Labor Relations Review, 63(2), pp. 307-326.

Moore, M.G. & Kearsley, G., 2011. Distance Education: A Systems View of Online Learning. s.l.:Cengage Learning.