Canadian education encourages students from international level to study in the country thus creating a chance for cultures to interact and avoid the notion of culture superiority. Through the Canadian education, it is possible for a student to acquire skills that may be beneficial for encouraging interaction at global level. For example, immigration programs value Canada’s education, and they ensure that there is a presentation of skills that can be used in transforming the world economically and socially. Since Canada offers an international education program, it brings culturally different people together. Sharing of values and customs among the students acts as a socialization process whereby people have an opportunity to share ideas needed in minimizing challenges such racism which act as obstacles towards globalization. Through Canadian education, I focus on transforming the world by reducing racism and fighting barriers to globalization.
Through the Canadian education, I will be a culturally integrated person capable of applying social and cultural skills to create technological advancements to reduce some of the problems facing the world such as increased climate change. Canadian education brings people from different regions together creating an opportunity for students to share cultural practices thus sharing challenges and opportunities for addressing such problems (Martino & Rezai-Rashti, 2013). Education system provides the largest socialization process whereby people learn the customs, values, and beliefs that govern their activities across the world. Interacting with students from different areas also creates an opportunity for people to develop a common culture. Through the Canadian culture, I will be able to encourage the interaction of people from different areas with an objective for minimizing racism as people develop a cultural understanding of other people thus avoiding issues of culture dominance. In this case, I will educate people on the importance of minimizing racism and avoid making judgments on people based on their cultural practices. Though family plays an essential role in educating an individual about the norms and systems required in governing the activities in the society, it is undeniable that educational institution is a larger socialization avenue and it brings people from diverse regions together.
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Through Canadian education, I will be able to provide grounds for economic and technological development across the globe by promoting interaction and encouraging people to share cultural and technical basis. For example, people from different regions share ideas on products and technological approaches that can be traded in different countries. The Canadian system not only promotes international higher education, but it also creates an opportunity for students to develop technical and economic ideas needed for smoothening economic and social interaction (Martino & Rezai-Rashti, 2013). For example, cultural and creative industries are considered as some of the essential sectors that promote economic development in a country. Canadian education system encourages both class and field exposure that create an opportunity for students to exercise their creativity and ability to use cultural knowledge to creates products tradable at the international market. Sharing with other students from different regions also encourage students to share with people from different cultural backgrounds which promote business opportunity as well as promoting their custom and values in the international market.
Through the Canadian international education, I would like to develop multi-lingual communication skills that will make it possible to share ideas with people from different countries thus preventing reducing the issue of language barrier. Language barrier has been one of the obstacles to immigration and globalization especially in cases where people need to conduct business transactions. Interacting with students from different cultural backgrounds speaking different languages provides an opportunity for people to learn different languages that enables the interaction of people from different areas.
Through the Canadian education, I will be in a position to encourage technological transfer from one region to the other as an appropriate way for reducing the barriers to immigration. Many countries discourage immigration because of the fear of social problems such as unemployment that lead to social problems such as theft and housing challenges. However, Canadian education uses education as a viable approach for reducing social problems as it selects people with skills and abilities to solve their problems by securing employment. An international education system in Canada acts as a way of reducing the challenges that people face as they move from one region to other (Rotatori et al., 2014). As a result, education is one of the appropriate ways for reducing the challenges associated with immigration thus encouraging immigration and emigration of skilled workers across the globe. Schooling in Canada has offered adequate skills and policies that can be applied to improving literacy level around the world thus minimizing the issue of a social problem such as theft, prostitution, and congestion resulting from immigration.
Studying in Canada can be used as a tool for transforming the world both culturally and economically. From the cultural view, Canadian education system brings people from culturally diverse regions thus promoting sharing of norms, values, and beliefs among different people. Canadian education can also reduce racism as it promotes the interaction of people from different countries. Communication barrier also acts as a barrier to people communication thus calling for a need of developing reducing the language barrier that prevents several global activities. Through the Canadian education system, it is possible to alleviate social problems associated with immigration because education promotes a transfer of people with required job skills.
References
Martino, W., & Rezai-Rashti, G. (2013). ‘Gap talk’and the global rescaling of educational accountability in Canada. Journal of Education Policy , 28 (5), 589-611.
Rotatori, A. F., Bakken, J. P., Obiakor, F. E., Burkhardt, S., & Sharma, U. (Eds.). (2014). Special education international perspectives: practices across the globe . Emerald Group Publishing.
Sellar, S., & Lingard, B. (2013). The OECD and global governance in education. Journal of education policy , 28 (5), 710-725.
