LAW AND JUSTICE IN A GLOBALIZING WORLD
Author :- Abisha.N, a Law Student at Tamilnadu National Law University .LLM (2024-2025)
ABBREVATIONS: –
- ICT- Information and Communication Technology
- NER- Net Enrollment Ratio
- BSc- Bachelor of Science
- CBCS-Choice Based Credit System
- UGC-University Grants Commission
- UDISE-Unified District Information System for Education
- AISHE-All-India Survey on Higher Education
- NSSO-National Sample Survey Office
- DISE-District Information System for Education
- GER-GROSS ENROLLMENT RATIO
TITLE: – GLOBALIZATION AND ITS IMPACT OF EDUCATION ENROLLMENT IN TIRUNELVELI: AN ANALYSIS OF NET ENROLLMENT RATIO.
CHAPTER 1:-INTRODUCTION
Today, the world is bridged with globalization into nearly all aspects of human life. Therefore, whatever activity is being done, one needs to keep in mind this concept of globalization and its dimensions such as neoliberalism, technology, social transformations, and challenges that result due to globalization. In addition, the twenty-first century is highly dependent on technology. Education too interfaces with e-governance that requires advanced technologies to work on the internet. (Janardan Paudel., 2022).
One of the most predominant factors that have happened to influence the world in recent times is Globalization. Globalization therefore has effects inherently upon the education system of a country. In the case of India, it has influenced the education system in various puzzling and conflicting ways. There is an extended emphasis on preparing “global citizens” who are ready to face the highly competitive world. There is an immense rise in the interest to learn the English language, growth of popularity of international schools, need for the reconstruction of the educational curriculum, integration of ICTs, and so on. Whereas the essential aim of education is to enable children to develop their authentic potentials, and pursue a meaningful purpose, globalization has put an extra burden on the education system to produce ‘successors’ who are ready to compete in the struggle for existence.
Globalization along with new technology innovation and the creative cycles they instigate are driving a transformation in the association of work, the development of goods and products, relations among countries, and neighborhood culture. It is changing the very fundamentals of human re actions and social life. This study aims to investigate the influence of globalization on the Net Enrollment Ratio (NER) for Bachelor of Science (BSc) programs in both government and private educational institutions in Tirunelveli district. By examining these enrollment ratios, the research seeks to provide critical insights for policymakers to effectively address the challenges and opportunities that globalization presents, ultimately ensuring equitable access to quality education for all students in the district from the academic year 2004-2005 to 2023-2024.
RESEARCH OBJECTIVES: –
- To Find out the Net Enrollment Ratio (BSc) in Tirunelveli district from the academic year 2004-2005 to 2023-2024
- To access the percentage of students enrolled for BSc Programmes in Tirunelveli District
RESEARCH QUESTION: –
- What is the Net Enrollment Ratio (NER) for Bachelor of Science (BSc) programs in Tirunelveli district from the academic year 2004-2005 to 2023-2024?
- What percentage of students are enrolled in BSc programs in Tirunelveli district during the specified academic years?
RESEARCH METHOD: –
This research paper employs a qualitative and quantitative approach and gathering E-resources, Journal articles, Magazines, Contemporary news, Newspaper and other relevant sources respectively.
CALCULATING NER:
- The formula for NER is: Net Enrolment Ration (%) = Number of Enrolled for B.Sc Programme / Number of +2 Students (science Group) Passed in the academic year.
REVIEW OF LITERATURE: –
1. Net Enrollment Ratio in Higher Education
The Net Enrollment Ratio (NER) in higher education is an essential measure of educational attainment. In regions like Tirunelveli, globalization has contributed to the growth of private higher education institutions, which often attract students due to their superior resources and global affiliations.
However, the NER in higher education remains uneven, with urban areas typically having higher enrollment rates due to the concentration of private institutions. Rural areas, reliant on government colleges, often experience lower enrollment rates, reflecting broader global trends where socioeconomic status heavily influences access to higher education. The article by Carnoy (2002) on “Globalization and Educational Reform” provides a critical examination of how globalization influences educational systems, particularly focusing on disparities in the Net Enrollment Ratio (NER) in higher education.
2.Globalization and Educational Systems
Globalization has profoundly influenced educational systems worldwide, fostering greater interconnectedness and the spread of global educational practices. However, this has also led to increased disparities between private and government schools, particularly in regions like Tamil Nadu.
According to Mok (2006), globalization has prompted educational reforms that often Favor privatization, resulting in a dual system where private schools typically offer better resources, leading to unequal educational outcomes.
3. Specific Context of Tirunelveli
In Tirunelveli, the impact of globalization on education is evident in the growing divide between private and government institutions. The district has experienced an increase in private schools and colleges, which are generally perceived to offer higher-quality education, particularly in English-medium instruction. However, these institutions are more accessible to wealthier families, leading to disparities in educational opportunities.
Government schools and colleges in Tirunelveli continue to face challenges such as inadequate funding and resources. Despite efforts to improve enrollment rates, these disparities persist. While overall enrollment in higher education has increased in the region, the quality and accessibility of education remain unequal between private and government institutions. This situation reflects broader national trends where private institutions are growing in number and popularity due to perceived quality, while government institutions struggle with resource constraints. The net enrollment ratio (NER) in higher education shows some improvement, but the gap between private and public institutions remains a significant issue.
4.Challenges of Globalization in Education
The article by Ranjan (2023) on “Impact of Globalization on Education” provides a comprehensive analysis of how globalization has reshaped educational systems globally The article by Ranjan (2023) on “Impact of Globalization on Education” provides a comprehensive analysis of how globalization has reshaped educational systems globally. This article discusses how globalization has improved the quality of education worldwide by allowing countries to adopt successful educational systems. It highlights the positive and the negative aspects of disparities in access to quality education between urban and rural areas.
HYPOTHESIS: –
- Hypothesis 1: The Net Enrollment Ratio (NER) for Bachelor of Science (BSc) programs in Tirunelveli district has increased from the academic year 2004-2005 to 2023-2024, indicating a positive trend in higher education enrollment.
- Hypothesis 2: A significant percentage of students in Tirunelveli district are enrolled in BSc programs, reflecting the growing accessibility and demand for higher education in that area.
CHAPTER 2: – GLOBALIZATION AND INDIAN EDUCATION:
Globalization is closely linked to education, and it act as an important role in shaping society. The global dynamics of globalization significantly influence educational systems. This trend not only broadens the educational content but also prepares students for a more globalized world. Additionally, globalization fosters opportunities for new collaborations in research and teaching with institutions and organizations worldwide. These partnerships enhance the sharing of knowledge and innovative practices, thereby enriching the educational experiences for both students and educators (Saker et al.,2004).
Globalization represents a major process of the contemporary world, forming the world system as a source of structural force that influences many “socio-cultural, monetary and political processes around the globe, bringing new concepts, values, perspectives, information into society”. Wider communication has resulted in a more interactive world allowing individuals to have connections or create transactions with each other, even without ever meeting in person (Stromquist, 2005). Its influence in a country education system seems to be important. It puts education at the center, as a means of integrating the country into the “Knowledge Society”. Access to quality education is an important aspect of the globalization narrative. Quality refers to the educational content that will prepare students with the knowledge to build a fair “social and monetary environment”. (Stromquist, 2005). By adopting a holistic approach to educational challenges, globalization enhances learners’ abilities to access, evaluate, adopt, and apply knowledge, fostering independent thinking and sound judgment. It encourages collaboration among individuals to navigate new situations effectively. This phenomenon promotes information technology and communication to facilitate more effective learning experiences. (Cogburn, 2000).
CHAPTER 3: – IMPACT OF GOBALIZATION IN HIGHER EDUCATION: –
Globalization has significantly transformed the structure of education, leading to rapid advances in technology and communication. Global citizens are students gathering a various set of skills and perspectives to be successful in a competitive information-based society. Globalization has considerably facilitated the speed at which technology has become integrated into mode of education, altering methods of teaching and learning. From smart classrooms to e-learning, digital resources are improving learning experiences being offered, and providing further opportunities for education to a broader range of students around the globe. This technological revolution is changing the future of education, equipping students with the knowledge to engage in a digitally focused world. The breaking down of geographic boundaries associated with globalization encourages both cultural exchange and cultural integration to take place within the education context. The exploration of new cultures will prepare students to live in a multicultural and interconnected world, developing respect, empathy and the global mindset to feel connected to other people regardless of location.
However, despite variations in economy, politics, culture, and society, many developing countries have adopted educational ideals from Western thought, striving to appear modern. The globalization of education has significantly impacted cultures around the world, as capitalist societies increasingly emphasize free trade. In response, educational institutions are becoming more market-oriented, prioritizing fundraising over providing adequate education. This trend, driven by the rise of global free trade, is pulling education into the competitive landscape of global capitalism, where privatization and competition are becoming more prevalent.
The role of education has increasingly become tied to global competitiveness, prompting changes in university functions that lead institutions to engage in entrepreneurial activities for self-sustainability. This shift has transformed approaches to developing international education programs. As a result, university programs are now required to include cross-cultural content to reflect the growing number of students, especially in the 1990s, pursuing education abroad. Being educated today is a necessity to stay relevant in the competitive job market from a personal and professional standpoint. The issue of regulation is a growing concern in the globalization of higher education. This current trend presents both challenges and opportunities. The connection between university education and globalization deserves particular focus, as education is viewed as a potential solution to many of the issues arising from globalization. It is essential for universities to acknowledge the effects of globalization and engage with its challenges.
The antagonistic aspect of globalization incorporates different types of economic, political, and social mastery forced by developed nations on developing countries. Subsequently, an essential worry for these developing countries will track down ways of utilizing the open doors and advantages of globalization to promote local development while likewise tending to and limiting its threats and unfortunate results.
As discussed earlier, globalization is creating possibilities for the exchange of knowledge, technology, social values, and behavioral norms, along with ensuring the developments at the organization, community, individual, and societal levels across countries and cultures. Potential benefits of globalization could be: (Ayyar, 1996). The global exchange of knowledge, skills, and intellectual resources is essential for fostering development at various levels. This mutual support enhances collaboration and creates synergies that benefit countries, communities, and individuals. It also facilitates communication and interaction, fostering multicultural contributions across various levels among countries.
Globalization can possibly make huge adverse consequences for creating and underdeveloped countries. This worry is an essential justification behind the rise of various social developments overall that go against the patterns of globalization, especially in economic and political circles. The potential adverse effects incorporate different types of political, economic, and cultural domination by cutting edge nations over developing countries, as well as the extending a gap among princely and devastated areas worldwide. In particular, the potential adverse consequences envelop the following:
Globalization can prompt an extending mechanical gap and computerized split among developed and less developed nations. It likewise sets out genuine opportunities for few high-level countries to lay out another type of colonization over emerging nations. Also, globalization might exacerbate disparities and clashes among different locales and cultures while advancing the prevailing societies and upsides of specific high-level regions.
CHAPTER 4: – IMPACT OF GOBALIZATION ON HIGHER EDUCATION IN TIRUNELVELI: –
Tirunelveli is known for higher education, compressed of 40 Arts and Science College one Private University and one government aided University up to the year 2019, from 2020 onwards the district having 24 one Private University and one government aided University. The impact of globalization on higher education relatively high in Tirunelveli District. One of the most significant moves toward globalization, in higher education in the College of Arts and Science is the adoption of the “Choice Based Credit System” (CBCS).
In 2014 the UGC started operationalizing the “Choice Based Credit System”(CBCS). The choice-based credit system offers to learn the core subject as well as the allied subject and elective Subject, it develops the overall development (Personality) of the individual. While studying the higher education though CBCS system is give an immense idea to the students’ community in terms of skill development, and job opportunity. It is the world class system following number of reputed universities in the world. The same system enhances the individual’s job opportunities in Tirunelveli District.
The percentage of the student’s ennoblement against the total number of seats was almost full of the academic year 2004 – 2005 to 2014-2015 after it was decline and stable at the percentage of 60 % till the date, it indicates the impact of globalization during the early period was very high now it was very stable in Tirunelveli district. The two third of the students are choosing the B.Sc as their higher education in Tirunelveli District
CHAPTER 5: – 5. ENROLLMENT IN EDUCATION: –
In India, understudies commonly start elementary level at age 6, signing up for Grade 1, and enter auxiliary level at age 14, or Grade 9. Higher education includes courses taken after Grade 12. It was only after 2002 that education was perceived as a fundamental right in the Constitution. In 2009, Right to Education Act was passed, which provided free and compulsory elementary schooling; it included both primary as well as higher education levels up to Grade 8. To calculate what fraction of students in each age group are enrolled in school, we take recourse to a measure called the enrollment ratio. The Gross Enrollment Ratio accounts for the number of children that enroll in a level of education compared to their total population. In recent years, enrollment percentages of Indian children in primary and secondary schooling have risen above the global average. However, enrollment in tertiary or higher education remains below the global average. While India and China share similar higher education enrolments during the 1990s, tones of progress have been made in the last 20 years, particularly with over 70% of young Chinese adults enrolled in higher education and about 30% of young adults in India enrolled in higher education.
5.1. EDUCATION DATA IN INDIA: –
In India, administrative and survey data are the two major data sources in educational research. The Ministry of Education gathers administrative data annually from its various departments on different educational aspects, such as schools, colleges, universities, teachers, enrollments, and infrastructure. The “Department of School Education and Literacy” is responsible for collecting data for pre-primary through “Grade 12” via the “Unified District Information System for Education” (UDISE), while the “All-India Survey on Higher Education” (AISHE), managed by the “Department of Higher Education”, focuses on data collection for education beyond Grade 12.
The second significant source of educational data in India comes from surveys, particularly the nationally representative household sample surveys conducted by the “National Sample Survey Office” (NSSO) and the decennial Census, which has not been conducted since 2011. The NSSO has carried out five education-focused surveys from the 1980s through 2018. These surveys collect various indicators, including enrollment status, levels of education completed, and reasons for non-attendance
The former “Ministry of Human Resource Development” initiated the systematic collection of school education statistics at the district level in 2000 through the “District Information System for Education” (DISE). Data on higher education began to be systematically gathered in 2007, with the more structured “All India Survey on Higher Education” (AISHE) launching in 2012. Each year, the scope of these statistics expanded, capturing a greater number of indicators over time. For example, earlier DISE surveys only recorded dropout rates at the primary level, but in 2013, dropout rates at the secondary level were documented for the first time.
A primary reason for utilizing administrative data, such as the UDISE, is to analyze trends and advancements in recent years, while “Nationally Representative Surveys” from the NSSO are used for data prior to 2000. NSSO surveys are also crucial for understanding qualitative factors, including the reasons behind school dropouts, enrollment rates, educational attainment across different regions (both rural and urban), age groups, and the types of institutions in which students are enrolled, among other aspects. NSS survey data tend to align in terms of trends but differ in scale. For example, in the most recent comparisons available for 2014 and 2018, surveys indicated a greater proportion of enrollment in government institutions compared to the figures reported by administrative data.
5.2. NET ENROLLMENT RATIO: –
The net enrollment ratio (NER) addresses the level of children within a specific age group who are enrolled up for a particular level of education.
5.3. DEFNITION: –
The NER is the percentage, or ratio, of children who are of the official age group
for a given level of education, who are in fact enrolled in any level of education.
5.4. CALCULATION: –
NER is computed as the number of children at level of education enrolled,
Divided by the total population for that age group.
5.6. COMPARISION OF GROSS ENROLLMENT RATIO: –
The NER is different from the gross enrollment rate (GER), which is the total enrollment in a specific level of education regardless of age.
5.7. CONSIDERATION OF AGE: –
The NER can be affected using different reference points for age for enrollment and population data.
CHAPTER 6: – FINDINGS
Data were gathered from plus two students who took the final exam, those who passed it, and students enrolled in Bachelor of Science (B.Sc.) programs at Government, Government-aided, and Private colleges in Tirunelveli District, covering the academic years from 2004-2005 to 2023-2024.
S.No
Academic Year
Total Number of 12 standard Science Subject Students Appeared in the final exam
Total Number of 12 standard Science Subject Students passed in the final exam
Number of students Enrolled in the Bachelor of Science (B.Sc)
Net Enrollment Ratio (NER) For Bachelor of Science (B.Sc)
2004-2005
21134
20573
8732
42.44 %
2005-2006
22443
21842
9832
45.01 %
2006-2007
21873
21211
9938
46.85 %
2007-2008
22874
22092
11202
50.70 %
2008-2009
21992
21119
11533
54.60 %
2009-2010
21937
21163
10021
47.35 %
2010-2011
21004
20292
12983
63.98 %
2011-2012
22848
21984
13982
63.60 %
2012-2013
21874
20121
12002
59.64 %
2013-2014
20984
19822
12872
64.93 %
2014-2015
21847
20036
12181
60.79 %
2015-2016
23938
22983
11182
48.65 %
2016-2017
22743
21983
9873
44.91 %
2017-2018
21843
21002
8593
40.91 %
2018-2019
12946
12632
4835
38.27 %
2019-2020
13332
13320
4398
33.01 %
2020-2021
12223
12223
4492
36.75 %
2021-2022
11983
11734
4593
39.14 %
2022-2023
11294
11046
4002
36.23 %
2023-2024
11053
10994
3862
35.12 %
The data were collected from the academic year 2004-2005 to 2023-2024, based on the data the following findings were made
The net enrollment ratio was increased from the academic year 2004-2005 to 2008- 2009 after words sudden decline take place during the academic year 2009-2010. From the academic year 2010-2011 to 2013 to 2014 the net enrollment ratio was almost stable. After that the Net Enrollment Ratio was consciously decline till date these results indicate the students from the science background they chose Medicine, Engineering and Agricultural Science and Law professional for their carrier. The science students from Tirunelveli district are willing to join the professional course indicate the impact of globalization on the higher education.
Figure : Net Enrollment Ratio fig Bachelor of Science (B.Sc).
And my second finding is to determine the percentage of students enrolled in Bachelor of Science (B.Sc) programs in Tirunelveli District from the academic year 2004-2005 to 2023-2024, data were gathered from various sources, including the total number of seats available in colleges and the actual number of students enrolled in B.Sc programs.
S.No
Academic Year
Total No. of Seats available in colleges
Number of students Enrolled in the Bachelor of Science (B.Sc)
Percentage of Students Admitted in Bachelor of Science (B.Sc)
1
2004-2005
9050
8732
96.48%
2
2005-2006
10560
9832
93.10%
3
2006-2007
10840
9938
91.67%
4
2007-2008
11980
11202
93.50%
5
2008-2009
11980
11533
96.26%
6
2009-2010
11980
10021
83.64%
7
2010-2011
14500
12983
89.53%
8
2011-2012
14500
13982
96.42%
9
2012-2013
14500
12002
82.77%
10
2013-2014
14500
12872
88.77%
11
2014-2015
14500
12181
84%
12
2015-2016
14500
11182
77.11%
13
2016-2017
14500
9873
68.08%
14
2017-2018
14500
8593
59.26%
15
2018-2019
7600
4835
63.61%
16
2019-2020
7600
4398
57.86%
17
2020-2021
7600
4492
59.10%
18
2021-2022
7600
4593
60.43%
19
2022-2023
7600
4002
52.65%
20
2023-2024
7600
3862
50.81%
Figure: Percentage of Students Admitted in Bachelor of Science (B.Sc)
To calculate the percentage of students enrolled in Bachelor of Science (B.Sc) programs in Tirunelveli District, these findings shows great variation in enrollments over the years 2004-2024. Notably, the data suggests a general downtrend in enrollment percentages in recent years, with the highest enrollment rate being recorded in 2004-2005 (96.48%) and the lowest in 2023-2024 at (50.81%). There is a notable decline, especially after 2016, which may indicate some issues, for example, reduced demand on B.Sc. programs. The examination shows that enrollments changed throughout the years, with the highest enrollment percentage being recorded in 2011-2012 (96.42%), and then continued to wane down to (50.81%) by 2023-2024.
CHAPTER 7: – CONCLUSION
Globalization has a significant and widespread impact on education, as highlighted by Carnoy (2002), who emphasizes that the core elements of globalization—knowledge-intensive information and innovation—are transforming educational landscapes. Daun (2002) further notes that educational systems worldwide are increasingly pressured to prepare individuals for global competition. This preparation involves equipping people to compete for their positions in a global context and to support the state’s legitimacy and global competitiveness. I conclude that globalization is having a profound effect on education at many different levels.
BIBLIOGRAPHY: –
LEGISLATION: –
- The Right to Education Act 2009
ARTICLES AND JOURNALS: –
- Janardan Paudel, “Globalization and 21st Century Higher Education: Innovation in Managing Global Challenges,” OPJU Business Review 1, no. 1 (2022): 11-22, published online in OPJU University.
- L. Saker, K. Lee, B. Cannito, A. Gilmore, and D. Campbell-Lendrum, “Globalization and Infectious Diseases: A Review of the Linkages,” vol. 2 (2004): 1-21.
- Stromquist, N.P. (2005) The Impact of Globalization On Education And Gender: An Emergent Cross-National Balance Journal of Education, No. 37
- N.P. Stromquist, “The Impact of Globalization on Education and Gender: An Emergent Cross-National Balance,” Journal of Education, no. 37 (2005): 7-36.
- Derrick L. Cogburn, “Globalization, Knowledge, Education and Training in the Information Age,” International Forum on Information and Documentation 23, no. 1 (2000): 23-29.
- R.V.V. Ayyar, “Educational Policy Planning and Globalization,” International Journal of Educational Development 16, no. 4 (1996): 347-354.
- Elementary education is from Grade 1-8 and corresponds to ages 6 to 13. Within elementary education: Primary level, or Grades 1-5, corresponds to ages 6-10 Upper primary level, or Grades 6-8, corresponds to ages 11-13 Secondary education is from Grades 9-12 and corresponds to ages 14-17. Within secondary education: Secondary level, or Grades 9-10, corresponds to ages 14-15 Higher secondary level, or Grades 11-12, corresponds to ages 16-17 Higher education includes undergraduate and postgraduate degrees, or equivalent courses and diplomas, and corresponds to ages 18-23
- The Right to Education Act of 2009 extends until children are 14 years of age. The age groups used in India’s official statistics for measuring enrollment with respect to population, however, consider 6-13 for elementary (primary and upper primary) education
- The GER measures enrolment in a particular education level, regardless of the age of the children enrolled. For instance, GER for elementary education (Class 1-8) is the ratio of enrolment in those classes to the total population between ages 6 and 13. Underage or overage students is one of the key reasons enrolment ratio can go above 100%. It may also happen due to grade repeaters.
- “The World Bank’s World Development Indicators term the levels as Primary, Secondary and Tertiary”
- “Recent data and detailed tables on school education from UDISE+ are maintained separately, while older reports are stored at a different location”.
- “The first AISHE report was published in 2012-13. Statistics on higher education were released in separate reports before that.”
- “The Ministry of Statistics and Programme Implementation maintains the unit level data for most of the NSSO surveys on the microdata website”.
