Globalization, World Governments, and Lifelong Learning: New Foundations for Colonization of Developing Countries
Bibliographic record
Abstract
Frequently, comparative education scholars have worked with a conception of globalization that amounts to no less than a reference to all the major economic, social, cultural and information and communication technological changes taking place in the world today. This paper outlines the significance of globalization as it is crystallized out of world governments’ deliberations in lifelong learning. For the past half century, the West has discussed Lifelong Learning (LLL) and changing its rationale during this period from a social justice to a human capital purpose. World governments such as the OECD EU, World Bank and UNESCO have developed and propagated LLL as a concept of development. While OECD, EU, and World Bank have emphasized the importance of LLL for economic development, UNESCO has stressed LLL as a skill development strategy in addition to other goals. The LLL argument was primarily focused on the efforts of so-called poor countries to reach some kind of equivalence or parity with the Western countries in economic and social development. The thesis of this paper is in fact, to discard most, if not all of the prevailing formulations of development offered by LLL in developing countries. The paper argues that LLL is part of the colonization by the global capitalist system that aims to develop a global economy that produces more commodities cheaply and efficiently for the capitalist market and that LLL might best be understood as a part of the globalization quest for the rich countries to further extend their control over the structures and resources of the poor countries.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".