Entry Strategies and Globalization Essay Example | Topics and Well Written Essays - 500 words

Entry Strategies and Globalization - Essay Example The globalization movement provided companies with the capability to realize business with foreign nations. The promotion of free trade among nations has help business organization penetrate marketplaces around the world. Out of the four major market entry strategies the easiest one to implement is exporting. Companies with little experience dealing with foreign markets start off by implementing indirect exporting. Indirect exporting occurs when a company uses intermediaries to facilitate the export of products. For example a company sells 1000 units to retailer such as Wal-Mart and then Wal-Mart sells its products in stores worldwide. The second type of exporting is direct exporting. Direct exporting can be achieved in several ways. A company can achieve direct exporting by establishing an overseas sales branch or subsidiary, by using traveling export sales representatives, and by establishing a domestic export department or division (Kotler, 2003). Exporting is the less risky of th e market entry strategies because a firm does not have to invest in a lot resources to achieve market penetration. The second major market entry strategy is licensing.

British and Nigerian Foundation Curriculum Essay

British and Nigerian Foundation Curriculum - Essay Example Furthermore, education in UK is regarded as a consumer good. That is, it is aimed at developing the human personality and mental development of skills, talents, ideas, scope and present knowledge so as to be used by the individual in enriching his knowledge, self-esteem and personality. Thus education in UK is aimed at developing an individual socially and intellectually and for transmitting norms and values in individuals. Emphasis is on child-centered learning by using the existing body of knowledge that is encyclopedias, web and other reference books. It aims at developing the whole person, including vocationalism by involving visits to the field of businesses, firms and organization. As a final result, a person of a groomed personality with eloquence and qualifications is trained also to face economic challenge of raising the country's GDP and maintaining it. During further phases of comparison and constrast, Card D. and A.B Krueger (1992) state that in Britain, there are grammar schools where students are selected on the basis of class and creed. There are non-selective or comprehensive schools where anyone willing to acquire education is welcomed. However, comprehensive schools follow the curriculum of grammar schools and their locus of control has been shifted to government in recent years. Exams completely dominate the curriculum and now virtually all schools let down all less able pupils. Reforms introduced include encouragement of initiatives in form of money investment and change in way of measuring performance. Performance criteria are based now on standards wanted and the end results envisioned. Performance is measured by comparing the effort put in with the quality of performance outcomes. Nigeria Education Policy: According to the 3rd edition of National Policy on Education released by Federal Republic of Nigeria (1998), Education in Nigeria is regarded more as a capital good than as a consumer good. It is aimed at developing human capital to prepare people to be able to perform functions that are needed to transform the environment around themselves and their standard of living. Since absence of developed talents, skills, qualification and education and expertise has always resulted in retarded economic growth, it is very essential for Nigeria to stress on development of human capital. British Curriculum for Foundation Stage: According to Marcon, R. A. (2002), the British curriculum aims at creating individuality and independence in the young minds from the stage of their infancy. Thus their nursery for infants has an enclosed playground with separate entrance. Moreover, each classroom has books, toys, puzzles and other sources of knowledge and entertainment within easy reach of the children so as to promote child independence. In other words, the child won't have to ask an adult for help in accessing the resource. Instead, the infant will just crawl up to or toddle down to grab anything that is desired for. Legislation that governs the curriculum: The British curriculum is suggested and approved by the British Department of Education (BDE) and Qualifications and