School Education in the Formation of a Polycentric World Order
https://doi.org/10.24833/2782-7062-2024-3-4-68-87
Abstract
School education as a process of formation of masses acting as drivers of megatrends of globalization and democratization has the potential to influence the formation of a polycentric world order. Being a hierarchical structure, the world order implies status differentiation of states depending on the degree of their participation in economic, human rights, military and environmental subsystems. At the same time, it is noted that it is sufficient for a middle power to have a noticeable participation in two of these subsystems.
Using the method of regression of quantitative data, the article analyses the correlation of schooling indicators of 48 countries of the world with a focus on 20 countries of the Global South with objective metrics peculiar to each of subsystems. It is concluded that there is a statistically significant positive correlation between the quality of school education and related public expenditures in the case of countries of the Global South, on the one hand, and GDP growth and increased human rights activism, – on the other. This suggests that by expanding its role in two of the four subsystems considered, schooling reinforcement can put developing countries on a middle power trajectory that is conducive to a polycentric world order.
About the Author
R. R. Sadykov
Ministry of Foreign Affairs of Russia
Russian Federation
Russian Federation
Rodion R. Sadykov, Third Secretary of the Department of Africa;
Postgraduate Student, Department for World Politics, MGIMO University
32/34 Smolenskaya-Sennaya sq., Moscow, 119200
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Review
For citations:
Sadykov R.R. School Education in the Formation of a Polycentric World Order. Governance and Politics. 2024;3(4):68-87. (In Russ.) https://doi.org/10.24833/2782-7062-2024-3-4-68-87
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