Handbook of Global Education Policy E-Book
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- Herausgeber: John Wiley & Sons
- Kategorie: Geisteswissenschaft
- Serie: HGP - Handbooks of Global Policy
- Sprache: Englisch
This innovative new handbook offers a comprehensive overview of the ways in which domestic education policy is framed and influenced by global institutions and actors.
- Surveys current debates about the role of education in a global polity, highlights key transnational policy actors, accessibly introduces research methodologies, and outlines global agendas for education reform
- Includes contributions from an international cast of established and emerging scholars at the forefront of the field thoughtfully edited and organized by a team of world-renowned global education policy experts
- Each section features a thorough introduction designed to facilitate readers’ understanding of the subsequent material and highlight links to interdisciplinary global policy scholarship
- Written in an accessible and engaging style that will appeal to domestic and international policy practitioners, social scientists, and education scholars alike
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Seitenzahl: 1480
Veröffentlichungsjahr: 2016
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Table of Contents
Cover
Title Page
Notes on Contributors
Acknowledgements
List of Acronyms
Introduction: The Globalization of Education Policy – Key Approaches and Debates
Antecedents to Today’s Global Education Policy
Globalization and the Take-Off of Global Education Policy After 1975
New Approaches to the Study of Education Policy
Convergence, Divergence, Coercion – Borrowing or Learning?
Key Actors and Debated Issues in Global Education Policy
Overview of the Volume
References
Part I: Education and a Global Polity
Part I: Introduction
Chapter 1: Educational Policies in the Face of Globalization
The National State, Globalization, and the Expansion of Education
Ideological Convergence
Ideological Convergence or Changes in Reproducing State Legitimacy?
National States, Global Convergence, and the Shape of Educational Change
References
Chapter 2: World Society and the Globalization of Educational Policy
Talk and Action at the National Level
Global Structure and Discourse
Impact: Global Educational Policies
The Global Educational Model
Conclusion
References
Chapter 3: The Global Diffusion of Education Privatization
Introduction
The Multiple Faces of Privatization
Main Approaches to Policy Diffusion
The Politics and Semiotics of Policy Adoption
Conclusion: The Politics and Semiotics of Policy Adoption
References
Chapter 4: Economic Growth in Developing Countries
The Measurement of Human Capital in Economic Growth
Improvement in School Attainment of Developing Countries
Better Measures of the Human Capital Deficit in Developing Countries
Varying Human Capital Approaches for Developing Countries
Issues of Causation
Some Conclusions
Acknowledgements
References
Chapter 5: Education, Poverty, and the “Missing Link”
Introduction
A Brief Critical History of Human Capital Theory as a Paradigm of Educational Development
The Hegemony of the Microeconomic Version of Human Capital
Failing to Explain the Poor’s Educational Demand
Fighting Poverty by Ignoring Inequality?
Conclusions
References
Chapter 6: Gender and Education in the Global Polity
Defining Gender Equity in Education
A History of Consensus Building
Conclusion
References
Chapter 7: The Global Educational Reform Movement and Its Impact on Schooling
Globalization and School Reforms
The Origin Of Global Educational Reform Agenda
The Global Educational Reform Movement
Impacts of GERM on Education Systems
What Does the Evidence Suggest?
References
Chapter 8: Global Convergence or Path Dependency? Skill Formation Regimes in the Globalized Economy
Introduction
Institutional Path Dependencies and the Limits of Global Convergence
The Variety of Skill Formation Regimes in Post-Industrial Democracies
Two Case Studies: Germany and the UK
Conclusions: Stability and Change in Skill Formation Regimes
References
Part II: Educational Issues and Challenges
Part II: Introduction
Chapter 9: Education and Social Cohesion
Introduction
Education and Social Trust – Multiple Effects
Conclusions
References
Chapter 10: Policies for Education in Conflict and Post-Conflict Reconstruction
Introduction
Defining Conflict
The Nature and Causes of Conflict
Phases of Conflict
The Rise of a Field of Policy
Current Policy Approaches to Education in Conflict and Post-Conflict Reconstruction
Ways Forward: Resolving Tensions
References
Chapter 11: Human Rights and Education Policy in South Asia
Introduction
The Rise of Rights Talk in Global Education Policy
Educational Development in South Asia
Transnational Advocacy Networks in Education
Educational Rights Amidst Social and Political Conflict
Localizing Educational Discourses in Small South Asian nations
Horizontal Dimensions of Rights-Based Educational Policies in South Asia
Concluding Thoughts
References
Chapter 12: Early Childhood Education and Care in Global Discourses
ECEC as a Traveling Idea
From Structural Adjustment to Investing in Children: The World Bank
ECEC for OECD Countries: Gender Equality … and Children’s Rights
UNESCO: ECEC as a Critical Component of “Education for All”
Conclusions
References
Chapter 13: Education for All 2000–2015
The Education for All Agenda and its Implementation
Taking Stock of Progress Toward EFA
International Aid for EFA
Conclusion
References
Chapter 14: The Politics of Language in Education in a Global Polity
Introduction
“Political” in the Politics of Language
Discourses of Language
Languages in a Global Polity
Discussion: Neo-liberal and Discursive Politics
Conclusions
References
Chapter 15: The Global Governance of Teachers’ Work
Introduction
Governing
Global Governance
The “Thin” Global Governance of Teachers’ Work
Teachers and the Race to the Top
Thickening Global Governance of Teachers’ Work
The Education GPS
From Thin to Thickening Global Governance of Teachers’ Work
References
Chapter 16: The Global Construction of Higher Education Reform
Introduction
Common Trends in Worldwide Higher Education
Tendency to High Participation Systems (HPSs)
The Expanding One-World Science System
National/Regional Diversity
Conclusion
References
Part III: Global Policy Actors in Education
Part III: Introduction
Chapter 17: The Historical Evolution and Current Challenges of the United Nations and Global Education Policy-Making
A Historical and Sociological Institutional Framework for the Analysis of Legitimacy
UNESCO as a Global Education Policy Actor and the Struggles of Legitimacy
UNICEF as a Global Education Policy Actor and the Formation of Legitimacy
Discussion
Conclusion
References
Chapter 18: The World Bank and the Global Governance of Education in a Changing World Order
Introduction
Conceptual Framework
The World Bank and Education: Origins of a Mandate
Structural Adjustment and Basic Education: Surprising Bedfellows and a New Economic Argument
The Bank and the Global Development Consensus (1996–2008)
After Wolfensohn and the Global Financial Crisis: Bank Hegemony Challenged?
Conclusions
References
Chapter 19: The Changing Organizational and Global Significance of the OECD’s Education Work
Introduction
A Brief History and Overview of the OECD
The Changing Place of Education at the OECD: PISA and the Directorate for Education
PISA: Expanding the Scope, Scale and Explanatory Power
The OECD’s Education Work and Global Educational Governance
Conclusion
References
Chapter 20: The Policies that Shaped PISA, and the Policies that PISA Shaped
In the Dark, All Schools and Education Systems Look the Same
The Design and Impact of PISA
Seeing what is Possible in Education
Putting National Targets into a Broader Perspective
Assessing the Pace of Change in Educational Improvement
A Tool for the Political Economy of Reform
Conclusions
References
Chapter 21: Dragon and the Tiger Cubs
Introduction
East and South East Asian Regionalism under Substantial Chinese Influence
Higher Education Integration in East and South East Asia
China–ASEAN Relations in Higher Education
The Case of Guizhou
Concluding Discussion
References
Chapter 22: An Analysis of Power in Transnational Advocacy Networks in Education
Introduction
Orienting Theoretical Frameworks
Civil Society and Education
Two Transnational Advocacy Networks
Conclusion
References
Chapter 23: The Business Case for Transnational Corporate Participation, Profits, and Policy-Making in Education
“Market Multilateralism,” Forums, and Coalitions Facilitating Corporate Social Engagement in Education
Reports, Frameworks, and Business Coalitions
Global Corporate Social Engagement
Private Foundations
Corporate Social Responsibility (CSR)
Discussion: Corporate Global Governors and Education Policy-Making
References
Chapter 24: New Global Philanthropy and Philanthropic Governance in Education in a Post-2015 World
Introduction
Philanthropic Engagement in the New Moment of the Politics of Education
New Global Philanthropy in Education and Philanthropic Governance in Education
References
Part IV: Critical Directions in the Study of Global Education Policy
Part IV: Introduction
Chapter 25: Rational Intentions and Unintended Consequences
Theoretical Considerations
The OECD as a Shaper of Secondary Education Policies
The Bologna Process and Reforms in Higher Education
Conclusion
References
Chapter 26: Policy and Administration as Culture
The Neo-institutional Approach
Understanding Trends in Global Education Policy and Administration
Discussion and Conclusion
References
Chapter 27: Ethnography and the Localization of Global Education Policy
Ethnography: From Case-in-Point to Contexts and Connections
Ethnographic Accounts
Analysis
Ethnography as Argument and Artifact
References
Chapter 28: Global Education Policy and the Postmodern Challenge
Introduction
A Postmodern Sensibility
Realizing the Post-Modern Challenge
Conclusion: Embracing Disappointment
References
Chapter 29: Policy Reponses to the Rise of Asian Higher Education
Introduction
The Rise of Asian Higher Education
Accounting for the Rise
Anxieties and Ambivalence
Asia Literacy
Student Mobility
Research Collaboration
Discussion and Conclusion
References
Chapter 30: Joined-up Policy
Introduction
Neo-liberal Policy Networks and Global Policy Communities
Researching Global Policy Networks
Money and Meaning
Discursive Connections
Policy and Profit
McBridge – the School in a Box
“Causal Stories,” Silver Bullets and a “Moral Economy of Hope”
Conclusion
References
Chapter 31: A Vertical Case Study of Global Policy-Making
Vertical Case Study Approaches and CDA
Global Policy-Making: Major Shifts
Language And Literacy Policies and Practices in Zambia
Discussion
Conclusions
References
Chapter 32: Global Indicators and Local Problem Recognition
Introduction
The Use of Global Indicators for Local Problem Recognition
Measuring Teacher Shortage Globally: Wrong Assumptions and Even Worse Solutions
Measuring Teacher Shortage Globally, Regionally, Nationally, and at School Level: The 10+1 Indicators of Teacher Shortage
Comparing Many Countries, Few Countries, and Single Case Studies
The “Data Revolution”: Problems of Transition?
References
Name Index
Place Index
Subject Index
End User License Agreement
List of Tables
Chapter 02
Table 2.1 Associations in various educational fields
Table 2.2 International instruments recognizing the right to education
Table 2.3 Global university rankings
Table 2.4 Selected national excellence initiatives related to world class higher education
Chapter 04
Table 4.1 Alternative estimates of long-run growth models
Table 4.2 Expansion of primary education
Table 4.3 Performance at or below Level 1 on the PISA Mathematics Assessment, 2009: selected countries (%)
Table 4.4 Extensions of basic models for developing countries
Chapter 07
Table 7.1 Five common features of GERM and their impacts on schooling
Chapter 08
Table 8.1 The variety of skill formation systems in advanced industrial democracies
Chapter 09
Table 9.1 Correlations of inequality and GDP per capita with social trust
Table 9.2 The determinants of social trust (coefficients of multiple regression)
Chapter 10
Table 10.1 2012 countries with active conflict
Chapter 11
Table 11.1 Education in South Asia
Chapter 16
Table 16.1 The advance of educational participation: Gross Tertiary Enrolment Ratio by world region, 1995 and 2011
Table 16.2 Fast growing science systems: journal papers 1995 and 2011
Table 16.3 Variations in private cost: average annual tuition fees for full-time students in higher education, first degree programs, OECD nations, 2011.
Chapter 17
Table 17.1 UNESCO and UNICEF organizational comparison
Chapter 18
Table 18.1 Top ten borrowers in education projects (million $)
Chapter 20
Table 20.1 Overview of PISA-referenced performance targets and indicators
Chapter 23
Table 23.1 Taxonomy of Global Corporate Social Engagement activities, interests, and governance structure
Chapter 24
Table 24.1 Robertson and Dale’s questions guiding analysis of the moment of the politics of education
Table 24.2 Logics of intervention and potential framing of post-2015 architecture for philanthropic engagement in education
Chapter 32
Table 32.1 10+1 Indicators of teacher shortage: the case study of Kyrgyzstan
List of Illustrations
Chapter 02
Figure 2.1 Growth in international non-governmental organizations.
Figure 2.2 Growth in inter-governmental organizations.
Figure 2.3 An expanding World Council of Comparative Education Societies. Notes: Numbers are based on the founding year of societies, not their year of joining WCCES.
Figure 2.4 Growth in comparative and international education journals.
Figure 2.5 Publication trends of education documents. Note: Counts represent five-year averages of publications containing the word “education” in the title.
Figure 2.6 Expansion of international testing.
Chapter 04
Figure 4.1 Combined completion and achievement outcomes, selected countries.
Chapter 07
Figure 7.1 Prevalence of GERM in 2015.
Figure 7.2 National averages of 15-year-old students’ mathematics achievement measured by PISA between 2000 and 2012.
Chapter 09
Figure 9.1 Few people can be trusted completely (percentage disagreeing plus strongly disagreeing).
Figure 9.2 Other people take advantage of you (percentage disagreeing plus strongly disagreeing).
Figure 9.3 Social trust (mean levels on combined measure).
Figure 9.4 Numeracy skills inequality and social trust (22 countries).
Figure 9.5 Numeracy skills inequality and social trust in Western countries.
Chapter 10
Figure 10.1 Phases of conflict (idealized).
Chapter 13
Figure 13.1 Logical framework for the expected effects of the global EFA architecture.
Chapter 14
Figure 14.1 Language planning orientations.
Chapter 15
Figure 15.1 OECD’s Education GPS by choice of country and theme.
Figure 15.2 OECD’s Education GPS by TALIS dataset and indicators.
Figure 15.3 OECD’s Education GPS policy advice – the lexicon for good governance.
Chapter 16
Figure 16.1 High Participation Systems: Gross Tertiary Enrolment Ratio in selected OECD and European nations, 1995 and 2011.
Figure 16.2 No linear correlation between participation and income: trends in per capita GDP (PPP, constant prices) and Gross Tertiary Enrolment Ratio (%), China, 1980 to 2012.
Figure 16.3 Spread of capacity in science: number of journal papers in 1995 and 2011, in countries producing more than 5000 papers in 2011.
Figure 16.4 No linear correlation between economic growth and scientific output: trends in GDP (US$ billion, PPP, constant prices) and in number of journal papers in science and social science, China, 1995 to 2012.
Chapter 18
Figure 18.1 Education as percent of World Bank total lending.
Figure 18.2 Education New Commitments (2011 constant dollars).
Figure 18.3 World Bank (IBRD+IDA) new education commitments per level (as percentage of total education commitments).
Figure 18.4 Percentage of education projects with privatization components.
Chapter 20
Figure 20.1 To what extent is PISA performance seen by policy-makers in your country as an important indicator of the effectiveness of the school system?
Chapter 25
Figure 25.1 Internationalization of education as a boomerang in the domestic arena.
Chapter 26
Figure 26.1 Civil society full-time equivalent workforce by field across 36 countries, 1995–2000.
Figure 26.2 Management scores across countries and sectors.
Figure 26.3 Size of education lobbying in the USA, 1998–2012.
Chapter 30
Figure 30.1 Network of organizations and actors connected around Bridge International Academies.
Chapter 31
Figure 31.1 Example of a multi-sited vertical case study design.
Chapter 32
Figure 32.1 Methods of comparison.
Guide
Cover
Table of Contents
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Praise for The Handbook of Global Education Policy
“This is a remarkable editorial achievement. By bringing together some of the best known writers on global education policy, this volume does the international educational community an invaluable service. Those wishing to deepen their understanding of the complex mechanisms and processes that drive education policy in this new global era will find much in this book that will engage, challenge, and provoke them. An essential overview for students and seasoned researchers alike.”
Ronald G. Sultana,Euro-Mediterranean Centre for Educational Research, University of Malta
“This authoritative Handbook, edited by leading international scholars, brings together a veritable Who’s Who from the world of comparative education. It also includes chapters by promising young scholars from many parts of the world. Core issues relating to education’s role in the global polity, key actors, and future directions are elegantly knitted together with a thought-provoking commentary for each section by the four editors.”
Ruth Hayhoe,Ontario Institute for Studies in Education, University of Toronto
“A cutting-edge resource for Chinese education researchers and policy-makers supporting interaction with the international education community. At a time when China is receiving more and more attention worldwide, there is an urgent need for us to better understand and then contribute to global education governance. It also shows the special value of developing comparative education in China since we are moving toward more international and development studies.”
Teng Jun,Faculty of Education, Beijing Normal University
“The editors and contributors are eminent scholars, who have been working in the research of the education policies for years. They profoundly understand and are able to write about global changes in the field. This book is essential reading for everyone with an interest not only in education policy research but also more widely across education policy and international policy.”
Risto Rinne,Center for Research on Lifelong Learningand Education and Department of Education, University of Turku
Handbook of Global Policy Series
Series EditorDavid HeldMaster of University College and Professor of Politics and International Relations at Durham University
The Handbook of Global Policy series presents a comprehensive collection of the most recent scholarship and knowledge about global policy and governance. Each Handbook draws together newly commissioned essays by leading scholars and is presented in a style which is sophisticated but accessible to undergraduate and advanced students, as well as scholars, practitioners, and others interested in global policy. Available in print and online, these volumes expertly assess the issues, concepts, theories, methodologies, and emerging policy proposals in the field.
Published
The Handbook of Global Climate and Environment PolicyRobert Falkner
The Handbook of Global Energy PolicyAndreas Goldthau
The Handbook of Global CompaniesJohn Mikler
The Handbook of Global Security PolicyMary Kaldor and Iavor Rangelov
The Handbook of Global Health PolicyGarrett Brown, Gavin Yamey, and Sarah Wamala
The Handbook of Global Science, Technology, and InnovationDaniele Archibugi and Andrea Filippetti
The Handbook of Global Education PolicyKaren Mundy, Andy Green, Bob Lingard, and Antoni Verger
The Handbook of Global Education Policy
Edited by
Karen Mundy, Andy Green, Bob Lingard, and Antoni Verger
This edition first published 2016© 2016 John Wiley & Sons, LtdExcept chapters 4 and 18, © Elsevier
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Names: Mundy, Karen E. (Karen Elizabeth), 1962– editor of compilation. | Green, Andy, 1954– editor of compilation. | Lingard, Bob, editor of compilation. | Verger, Antoni, 1975– editor.Title: The handbook of global education policy / edited by Karen Mundy, Andy Green, Bob Lingard, and Antoni Verger.Description: Chichester, Uk ; Malden, MA : John Wiley & Sons, 2016. | Includes bibliographical references and index.
Identifiers: LCCN 2015046807 (print) | LCCN 2015050575 (ebook) | ISBN 9781118468050 (cloth) | ISBN 9781118468036 (Adobe PDF) | ISBN 9781118468043 (ePub)Subjects: LCSH: Education–International cooperation. | Education and state–United States. | Educational change–Government policy.Classification: LCC LC71 .H3635 2016 (print) | LCC LC71 (ebook) | DDC 379–dc23LC record available at http://lccn.loc.gov/2015046807
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Notes on Contributors
Monisha Bajaj is Associate Professor of international and multicultural education at the University of San Francisco, where she directs the MA program in human rights education. She is also Visiting Professor and Research Fellow at the Institute for Reconciliation and Social Justice, University of the Free State, South Africa. Dr Bajaj is the editor and author of multiple books, including the award-winning Schooling for Social Change: The Rise and Impact of Human Rights Education in India (Bloomsbury, 2012) and Peace Education: International Perspectives (Bloomsbury, 2016), as well as numerous articles. She has also developed curriculum for non-profit organizations and inter-governmental organizations, such as the Unted Nations Children’s Fund (UNICEF) and the United Nations Educational, Scientific and Cultural Organization (UNESCO).
Stephen J. Ball is Professor of sociology of education at the UCL Institute of Education, University College London, and Fellow of the British Academy. His work uses sociology in the analysis of education policy. Recent books include Global Education Inc. (Routledge, 2012) and The Education Debate (second edition) (Policy Press, 2012).
Lesley Bartlett is Associate Professor in educational policy studies at the University of Wisconsin-Madison. Her teaching and research interests include anthropology of education, literacy studies, and international and comparative education. She is the author, co-author, or co-editor of Refugees, Immigrants, and Education in the Global South: Lives in Motion (2013), Teaching in Tension: International Pedagogies, National Policies, and Teachers’ Practices in Tanzania (2013), Additive Schooling in Subtractive Times: Bilingual Education and Dominican Immigrant Youth in the Heights (2011), The Word and the World: The Cultural Politics of Literacy in Brazil (2010), and Critical Approaches to Comparative Education: Vertical Case Studies from Africa, Europe, the Middle East, and the Americas (2009).
Lianna Baur is a graduate student at the School of International Development and Global Studies, University of Ottawa. She has worked as a Junior Policy Analyst on education with the Government of Canada’s Department of Foreign Affairs, Trade and Development (DFATD). She has conducted field research on private foundations in education in Uttar Pradesh, Rajasthan, and New Delhi, India for her Master’s thesis. She has published on the privatization of Indian higher education in the graduate student journal, Canadian Journal of Globalization, and has assisted with publications on education for the UK’s Department for International Development (DFID) and DFATD.
Zahra Bhanji is Director, Office of the Vice-Principal Research at the University of Toronto Scarborough. She has previously worked as the Director, Research, International Initiatives and Knowledge Mobilization at the Ontario Institute for Studies in Education at the University of Toronto, the Policy and Research Manager at The Learning Partnership, and was a Research Fellow at the Lee-Chin Institute for Corporate Citizenship at the Rotman School of Management, UT. Zahra’s publishing record includes articles in Comparative Education Review, Globalisation, Societies and Education, and the Journal of International Business Studies. Her research expertise includes the study of transnational non-state actors, community engagement, and partnerships in education policy and practice.
Tonia Bieber is Postdoctoral Fellow in the Kolleg-Forschergruppe “The Transformative Power of Europe” at the Freie Universität Berlin. Previously, she was a Senior Researcher in the research project “Internationalization of Education Policy” at the Collaborative Research Centre 597 “Transformations of the State” at the University of Bremen. Specializing in international relations and comparative public policy, she has published widely in the field of European integration and internationalization processes in social policy, especially education policy, in Western democracies. In particular, she is interested in policy diffusion and convergence research, as well as empirical research methods in this field. Tonia holds a PhD in political sciences from the University of Bremen and Jacobs University Bremen.
Xavier Bonal is a Special Professor of education and international development at the University of Amsterdam and an Associate Professor in sociology at the Autonomous University of Barcelona (UAB). He is the Director of the Globalisation, Education and Social Policies (GEPS) research center and Coordinator of the GLOBED Erasmus + Master’s on education policies for global development. He has widely published on sociology of education, education policy, and education and development. He has worked as a consultant for several international organizations. Between 2006 and 2010, he was the Deputy Ombudsman for Children’s Rights at the Office of the Catalan Ombudsman.
Patricia Bromley works at Stanford University as an Assistant Professor of international and comparative education. Conceptually, her research focuses on the rise and globalization of a culture emphasizing rational, scientific thinking and expansive forms of rights. Empirically, she draws on two settings – education systems and organizations – to show how the institutionalization of these new cultural emphases transforms societies worldwide. Recent publications appear in Administration and Society, Sociological Theory, and the American Sociological Review.
Marius R. Busemeyer is Professor of political science at the University of Konstanz, Germany. Busemeyer studied political science, economics, public administration, and public law at the University of Heidelberg and the Harvard Kennedy School of Government. He received his PhD (Dr. rer. pol.) in political science from the University of Heidelberg in 2006 and worked as a Senior Researcher at the Max Planck Institute for the Study of Societies in Cologne before coming to Konstanz in 2011. His research focuses on comparative political economy, education and training policies, welfare states, public spending, public opinion, and welfare state attitudes, as well as theories of institutional change. Recent publications include an edited volume (with Christine Trampusch) entitled The Political Economy of Collective Skill Formation (Oxford University Press), a special issue of the Socio-Economic Review co-edited with Torben Iversen on The Political Economy of Skills and Inequality, as well as a book on Skills and Inequality (Cambridge University Press). He has published in journals such as the British Journal of Industrial Relations, the Socio-Economic Review, the British Journal of Political Science, the Journal of European Social Policy, and the European Journal of Political Research.
Stephen Carney is an Associate Professor of education policy at Roskilde University, Denmark. His research concerns theorizing global educational reform and has involved extensive ethnographic work in Denmark, England, Nepal, and China. He has been active in the US Comparative and International Education Society (CIES), first, as chair of the ‘Globalization and Education’ thematic group and, more recently, the ‘Post-foundational theory and method’ group, which he was instrumental in founding. He is Vice-President of the Comparative Education Society of Europe and Co-editor of the journal, the Comparative Education Review.
Martin Carnoy is Vida Jacks Professor of education and economics at Stanford University. He was trained at Caltech and the University of Chicago, and writes on the underlying political economy of educational policy. Much of his work is comparative and international, and investigates the impact of global economic and social change on educational systems. Examples of this are his books, Sustaining the New Economy: Work, Family and Community in the Information Age (Harvard, 2000), Cuba’s Academic Advantage (2007), and The Low Achievement Trap (2012). His latest book compares higher educational expansion, financing, and quality in Brazil, China, India, and Russia – University Expansion in a Changing Global Economy (2013).
Sarah Dryden-Peterson leads a research program focused on connections between education and community development, specifically the role that education plays in building peaceful and participatory societies. Her work focuses on conflict and post-conflict settings in sub-Saharan Africa and African diaspora communities. She is concerned with the interplay between local experiences of children, families, and teachers, and the development and implementation of national and international policy. She is Assistant Professor at the Harvard Graduate School of Education. Previously, she taught middle school in Madagascar, South Africa, and the USA, and founded non-profits in South Africa and Uganda.
The Education for All (EFA) Global Monitoring Report (GMR) monitors progress toward the six EFA goals, to which more than 160 countries agreed as part of the Dakar Framework for Action, adopted during the World Education Forum held in April 2000 at Dakar, Senegal. The following GMR team members were authors of the GMR chapter: Aaron Benavot, Director; Manos Antoninis, Senior Policy Analyst; Nicole Bella, Senior Statistician and Policy Analyst; and Research Officers Marcos Delprato, Joanna Härmä, Catherine Jere, Priyadarshani Joshi, Nihan Koseleci Blanchy, Helen Longlands, Alasdair McWilliam, and Asma Zubairi.
Timm Fulge is a Research Fellow and doctoral candidate at the University of Bremen in Germany. He is a member of the research project “Internationalization of Education Policy” at the Collaborative Research Centre 597 “Transformations of the State.” His research interests include international relations and the political economy of education.
Andy Green is Professor of comparative social science at the UCL Institute of Education, University College London, and Director of the ESRC Centre for Research on Learning and Life Chances in Knowledge Economies and Societies (LLAKES). His major books include: Regimes of Social Cohesion: Societies and the Crisis of Globalisation (Palgrave, 2011), Education and Development in a Global Era: Strategies for “Successful” Globalisation (DFID, 2007), and Education, Equality and Social Cohesion (Palgrave, 2006). His influential volume, Education and State Formation (Macmillan, 1990), has recently (2013) been published in a revised and extended second edition. Andy Green was elected as an Academician of the Academy of Social Science in 2010.
M. Obaidul Hamid, PhD, is a Lecturer in Teaching English to Speakers of Other Languages (TESOL) education at the University of Queensland, Australia. Previously he worked at the University of Dhaka, Bangladesh. His research focuses on the policy and practice of TESOL education in developing societies. He is the co-editor of Language Planning for Medium of Instruction in Asia (Routledge, 2014).
Eric A. Hanushek is the Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University. He is a leader in the development of economic analysis of educational issues. He has authored numerous, highly cited studies on the effects of class size reduction, high stakes accountability, the assessment of teacher quality, and other education related topics. He introduced the idea of measuring teacher quality through the growth in student achievement that forms the basis for the development of value-added measures for teachers and schools. Most recently, Hanushek shows that the quality of education is closely related to national economic growth. He has authored or edited 20 books along with over 200 articles. He is a Distinguished Graduate of the United States Air Force Academy and completed his PhD in economics at the Massachusetts Institute of Technology.
Jan Germen Janmaat is Reader in comparative social science at the UCL Institute of Education, University College London, and founder member of the ESRC LLAKES Centre. He co-edited The Dynamics and Social Outcomes of Education Systems and is the author of Nation-Building in Post-Soviet Ukraine: Educational Policies and the Response of the Russian-Speaking Population.
Carolina Junemann is a Researcher at the Institute of Education, University of London. Her research interests focus on education policy analysis, the social impacts of policy, and more broadly the relationship between educational and social inequalities. She is co-author (with Stephen Ball) of Networks, New Governance and Education (Policy Press, 2012).
Huma Kidwai is an education consultant with the World Bank’s East Asia Division (Education – Global Practice). She recently graduated with a doctoral degree (EdD) from Teachers College-Columbia University, where she was studying the relationship between the state and madrassas in India. In 2013, she was awarded the American Institute of Indian Studies fellowship for her study. Her professional experience includes working at the World Bank in New Delhi as a research analyst with the Poverty Reduction Group, supporting projects related to health, education, and other civil rights at the Praxis Institute for Participatory Practices in New Delhi, and overseeing the educational programs and research at Columbia University’s Global Center in Mumbai on their Model Districts Education Project.
Julia Lerch is a doctoral candidate in international comparative education in the Graduate School of Education at Stanford University. Her research interests are situated at the intersection of the study of globalization in education and the field of education and conflict. She currently studies why, how, and where education sectors in conflict-affected countries are increasingly becoming spaces of targeted global intervention. In addition, she examines cross-national and longitudinal variations in school curricula and textbooks.
Bob Lingard is a Professorial Research Fellow in the School of Education at the University of Queensland. Bob’s research interests are educational policy framed by a sociological approach and focus on globalization and education policy, the Organisation for Economic Co-operation and Development (OECD), international testing, and social justice and schooling. His most recent book is Politics, Policies and Pedagogies in Education (Routledge, 2014). He is an editor of the journal, Discourse: Studies in the Cultural Politics of Education, and the book series, Key Ideas and Education (Routledge, New York). Bob is a Fellow of the Academy of Social Science in Australia.
Ian Macpherson is currently an Education Specialist with the Global Partnership for Education, however during the writing of this volume, he worked with the Open Society Foundations. He has conducted and managed research in education in over 25 countries and managed education programs in Africa, South Asia, and Latin America for over 12 years. In addition to a core concern with social justice and human rights issues in education, he is particularly interested in the international and transnational dynamics of advocacy in and around education and the role of civil society organizations in education policy reform. He holds several postgraduate degrees and gained his doctorate in education studies from Oxford University (UK).
Rianne Mahon holds a Centre for International Governance Innovation (CIGI) chair at the Balsillie School of International Affairs and is a Professor in the Department of Political Science, Wilfrid Laurier University. She is co-editor of The OECD and Transnational Governance (with S. McBride), Leviathan Undone? (with R. Keil), and Feminist Ethics and Social Politics (with F. Robinson), and has written numerous articles on the politics of childcare policy as part of a broader, gendered process of redesigning welfare regimes. Her current work focuses on the role of international organizations in disseminating ideas and the (contested) translation of such traveling ideas.
Caroline Manion is an Adjunct Professor in the Department of Leadership, Higher and Adult Education, teaching in the collaborative program in comparative, international and development education at the Ontario Institute for Studies in Education, University of Toronto. Her research focuses on global education policy, international organizations, educational governance, and gender in education.
Simon Marginson is Professor of international higher education at the UCL Institute of Education, University College London, and joint Editor-in-Chief of the journal Higher Education. He is a member of Academia Europaea, a fellow of the Academy of Social Sciences Australia and the Society for Research into Higher Education in the UK, and the 2014 Clark Kerr Lecturer in Higher Education at the University of California. Recent scholarly works include sole and jointly authored books and papers on higher education and globalization, international education and cross-border students, intercultural learning, university ranking, science, technology, engineering, and mathematics (STEM) policies and programs, and higher education in Vietnam.
Kerstin Martens is an Associate Professor of international relations at the University of Bremen, Germany. Her research interests include education policy, international organizations, in particular the OECD and the United Nations (UN), and non-governmental organizations (NGOs). She heads the research project on “Internationalization of Education Policy,” a 12-year project financed by the German Research Foundation as part of the Collaborative Research Centre 597 “Transformations of the State.” Kerstin holds a PhD in social and political science from the European University Institute in Florence.
Francine Menashy is an Assistant Professor in the Department of Leadership in Education at the University of Massachusetts, Boston. Her research focuses on aid to education, private sector engagement, and the policy-making processes of international organizations.
John W. Meyer is Professor of sociology (and, by courtesy, education), emeritus, at Stanford. He has contributed to organizational theory, comparative education, and the sociology of education, developing sociological institutional theory. Since the 1970s, he has studied global impacts on national societies (some papers are in G. Kruecken and G. Drori (eds) World Society: The Writings of John W. Meyer, Oxford University Press, 2009). A recent collaborative project is on global impacts on organizational structures (Drori et al. (eds) Globalization and Organization, Oxford University Press, 2006). He now studies the world human rights regime, and world curricula in mass and higher education.
Karen Mundy is a Professor of international and comparative education at the University of Toronto (on leave) and the Chief Technical Officer and Director of Strategy, Policy and Performance for the Global Partnership for Education (2014–2017), a multi-stakeholder partnership whose mission is to ensure good quality education for children in the developing world. Her published research has focused on the global politics of “Education for All” programs and policies, educational policy and reform in sub-Saharan Africa, and the role of civil society organizations in educational change. She has published five books and more than 50 articles and chapters.
Francisco O. Ramirez is Professor of education and (by courtesy) sociology at Stanford University. His current research interests focus on the rise and institutionalization of human rights and human rights education, on the worldwide rationalization of university structures and processes, and on terms of inclusion issues as regards gender and education. His most recent publications may be found in the American Sociological Review, Higher Education, Comparative Education Review, Comparative Education, and Sociology of Education.
Fazal Rizvi is a Professor of global studies in education at the University of Melbourne, and Emeritus Professor at the University of Illinois in Urbana-Champaign. Born in India and educated in India, Australia, and the UK, he has worked in a number of countries, and has written extensively on issues of identity, culture, and difference in transnational settings, theories of globalization and educational policy studies, and internationalization of education. His most recent books include: Globalizing Education Policy (Routledge, 2010) and Encountering Education in the Global (Routledge, 2014). His current research deals with issues relating to the pedagogic possibilities of cosmopolitanism, processes of elite formation in the globalizing contexts, and academic and research collaborations across national systems of higher education.
Susan L. Robertson is Professor of sociology of education, Graduate School of Education, University of Bristol, UK. Susan has a long-standing research interest in the transformation of the state, global, and regional processes that materialize and mediate education projects, and teachers’ work. She is founding co-editor of the journal, Globalisation, Societies and Education. She is also the Director of the Centre for Globalisation, Education and Societies, which she established in 2003. Susan has published widely on the political sociology of education.
Pasi Sahlberg is a Finnish educator and scholar. He has worked as a school teacher, teacher educator, and policy advisor in various positions in Finland, and has studied education systems and advised policy-makers globally with the World Bank, the European Commission, and the OECD. His book Finnish Lessons: What Can the World Learn from Educational Change in Finland won the 2013 Grawemeyer Award. He is a former Director General of the Centre for International Mobility and Cooperation (CIMO) at the Finnish Ministry of Education and Culture and currently a Visiting Professor at Harvard University’s Graduate School of Education in Cambridge, MA, USA. Twitter: @pasi_sahlberg.
Diego Santori is a Lecturer in sociology of education and education policy analysis, at the UCL Institute of Education. His interests include the relationships between education policy, economics, and subjectivity, and the ways in which their interpenetration produce new cultural forms and practices. His recent publications include: Santori, D., S. Ball, and C. Junemann. 2015. “Education as a Site of Network Governance,” in Mapping Corporate Education Reform: Power and Policy Networks in the Neoliberal State, edited by W. Au and J. Ferrare. Abingdon: Routledge.
Andreas Schleicher is Director for Education and Skills at the OECD. The Directorate supports countries in their efforts to improve quality, equity, and efficiency in their education systems, to enhance the relevance of skills, and to transform better skills into better jobs and better lives. Major programs include the Programme for International Student Assessment (PISA), the OECD Survey of Adult Skills (PIAAC), the OECD Teaching and Learning International Survey (TALIS), and the development and analysis of benchmarks on the performance of education systems (INES). He studied physics in Germany and received a degree in mathematics and statistics in Australia. He holds an honorary professorship at the University of Heidelberg.
Sam Sellar is a Postdoctoral Research Fellow in the School of Education at the University of Queensland. Sam’s research focuses on education policy and social theory. He is currently working on projects investigating the measurement of non-cognitive skills in large-scale assessments, new modes of accountability in schooling, and the changing aspirations of young people. Sam is Associate Editor of Critical Studies in Education and Discourse: Studies in the Cultural Politics of Education.
Prachi Srivastava is Associate Professor, School of International Development and Global Studies, University of Ottawa, and Visiting Research Fellow, Institute of South Asian Studies, National University of Singapore. She holds a doctorate from the University of Oxford. She has published extensively in the areas of the privatization of education and global education policy. She had provided expertise on global education policy and private schooling for a number of agencies and international NGOs, including the former Canadian International Development Agency, the UK’s DFID, and UNESCO. Her latest book is Low-Fee Private Schooling: Aggravating Equity or Mitigating Disadvantage? (Symposium Books, 2013).
Amy Stambach is Vilas Distinguished Professor of educational policy studies and anthropology at the University of Wisconsin and Research Affiliate at the Centre for Comparative and International Education Research, University of Oxford. She is the author of Confucius and Crisis in American Universities (2014), Faith in Schools: Religion, Education, and American Evangelicals in East Africa (2010), and Lessons from Mount Kilimanjaro: Schooling, Community, and Gender in East Africa (2000).
Gita Steiner-Khamsi is Professor of comparative and international education of the Department of International and Transcultural Studies at Teachers College, Columbia University, New York. She has published widely on globalization, policy borrowing and lending, and comparative policy studies. Her most recent book is entitled The Global Education Industry, co-edited with Antoni Verger and Christopher Lubienski published by Routledge in 2016.
Elaine Unterhalter is a Professor of education and international development at the University College London, Institute of Education. She has published widely on global policy regarding gender, education, and girls’ schooling, and participated in a number of research teams investigating policy and practice in these areas in South Asia and Africa.
Frances Vavrus is Professor in comparative and international development education at the University of Minnesota and Co-Director of the University’s Interdisciplinary Center for the Study of Global Change. She teaches courses in comparative education, international development, and theoretical foundations in the social sciences. Her current research explores critical geographies of education, teacher education in postcolonial Africa, and transnational knowledge production in international education. Her publications include Teaching in Tension: International Pedagogies, National Policies, and Teachers’ Practices in Tanzania (2013), Critical Approaches to Comparative Education: Vertical Case Studies from Africa, Europe, the Middle East, and the Americas (2009), and Desire and Decline: Schooling amid Crisis in Tanzania (2003).
Antoni Verger is an Associate Professor, “Ramon y Cajal” researcher and “Marie Curie” Fellow in the Department of Sociology of the Universitat Autònoma de Barcelona. He has specialized in the study of the relationship between global governance institutions and education policy. His current research looks at the global spread of market education reforms and their re-contextualization and enactment in multiple settings. His most recent publications may be found in Comparative Education Review, Journal of Education Policy, Current Sociology, Review of International Political Economy, Globalisation, Societies and Education, and Comparative Education.
Janis Vossiek holds a diploma in political science from the University of Bremen and is currently a doctoral researcher at the University of Konstanz, where he is writing his dissertation on vocational training reforms in liberal market economies. His main research interests are comparative political economy and welfare state research, and especially the intersection between education and labor market policies.
Rui Yang is Professor of education at the University of Hong Kong and a former Director of the Comparative Education Research Center at that University. He has also taught at the University of Western Australia, Monash University (Australia), and Shantou University (China). He has undertaken many projects in the field of comparative education and is the Editor of the journal Frontiers of Education in China.
Jingyun Yao works on research projects based at the Faculty of Education in the University of Hong Kong. She holds a BA in journalism and communication from Hong Kong Baptist University and is completing her MEd studies at the University of Hong Kong with an emphasis on higher education.
Pablo Zoido works at the OECD Directorate for Education and Skills as an analyst. His work focuses on providing advice to countries on how to use international evaluations to improve the quality, equity, and efficiency of education. Prior to joining PISA, he worked at the World Bank and Stanford University. He holds advanced degrees from Johns Hopkins and Stanford universities in international relations and economics.
Acknowledgements
The completion of this volume owes much to Caroline Manion and Robyn Read at the Ontario Institute for Studies in Education, who provided expert editorial support. Each of the Handbook editors conveys their gratitude to family, friends, and colleagues who supported their work on this book. Karen dedicates the book to her family of boys – Niko, Leo, and Konstantin. Andy to his late father, Michael, and to Ye, who has experienced both the best and worst of “global policy.” Bob thanks his colleagues Sam Sellar and Aspa Baroutsis, and Carolynn Lingard for her support and forbearance. Toni thanks the Globalization, Education and Social Policies research center colleagues for the inspiring discussions on the themes covered by the Handbook, and for the motivating and collaborative work environment they have created. He dedicates the Handbook to Mar and Clara.
The Handbook of Global Education Policy was developed with the support of a research grant from the Social Science and Humanities Research Council of Canada.
List of Acronyms
5DE
five dimensions of exclusion
ADB
Asian Development Bank
AFDB
African Development Bank
ANCEFA
African Network Campaign on Education for All
APEC
Asia-Pacific Economic Cooperation
ASEAN
Association of Southeast Asian Nations
ASER
Annual Status of Education Research
ASPBAE
Asia South Pacific Association for Basic and Adult Education
AUT
Austria
BIBB
Bundesinstitut für Berufsbildung
BIA
Bridge International Academies
BOG
Board of Governors
BRAC
Bangladesh Rural Advancement Committee
BRICS
Brazil, Russia, India, China, and South Africa
BtL
Breakthrough to Literacy
CAN
Canada
CAP
consolidated appeal process
CDA
Critical Discourse Analysis
CDC
CDC Group plc., formerly Commonwealth Development Corporation
CEDAW
Convention on the Elimination of All Forms of Discrimination against Women
CEECIS
Central and Eastern Europe and the Commonwealth of Independent States
CEF
Commonwealth Education Fund
CEI
Center for Education Innovations
CERF
Central Emergency Response Fund
CERI
Centre for Educational Research and Innovation
CH
Switzerland
CIDA
Canadian International Development Agency
CHF
Common Humanitarian Fund
CLADE
Coalition for the Right to Education in Latin America
CME
coordinated market economy
CNN
Cable News Network
COPOME
Cordinatoria Popular de Madres Educadoras
CPE
Cultural Political Economy
CRC
Convention on the Rights of Children
CREATE
Campus for Research Excellence and Technological Enterprise
CSEF
Civil Society Education Fund
DEELSA
Directorate for Education, Employment, Labour and Social Affairs
DFATD
Department of Foreign Affairs, Trade and Development (Canada)
DFID
Department for International Development (UK)
DIBELS
Dynamic Indicators of Basic Early Literacy Skills
EAHEP
EU-Asia Higher Education Platform
ECD
Early Child Development
ECEC
Early Childhood Education and Care
ECTS
European Transfer and Accumulation System
EEPCT
Education and Emergencies and Post-Crisis Transition
EFA
Education for All
EFA-FTI
Education for All Fast Track Initiative
EFTS
Equivalent full-time study
EGRA
Early Grade Reading Assessment
EMI
English as a Medium of Instruction
EPDC
Education Policy and Data Center
EQUIP
Education Quality Improvement Program
ERA
Education Reform Act
ERF
Emergency Response Fund
ESSU
Education Sector Strategy Update
EU
European Union
FAWE
Forum of African Women Educationists
FIFA
Fédération Internationale de Football Association
FIMS
First International Math Study
FR
France
G8
Group of Eight
G20
Group of Twenty
GATS
General Agreement on Trade in Services
GAW
Global Action Week
GBCE
Global Business Coalition for Education
GCE
Global Campaign for Education
GEC
Girls’ Education Challenge
GEFI
Global Education First Initiative
GER
Germany
GERM
Global Educational Reform Movement
GIIN
Global Impact Investing Network
GNH
Gross National Happiness Index, Bhutan
GPE
Global Partnership for Education
GPS
Global Positioning System
GTER
Gross Tertiary Enrolment Ratio
HCT
Human Capital Theory
HEI
Higher Education Institution
HPS
High Participation System
IAD
Indicators and Analysis Division
IBRD
International Bank for Reconstruction and Development
ICT
information and communications technology
IDA
International Development Agency
IDP
Internally Displaced Person
IEA
International Association for the Evaluation of Educational Achievement
IEG
Independent Evaluation Group (World Bank)
IELTS
International English Language Testing System
IFC
International Finance Corporation
IGO
Intergovernmental Organization
IMF
International Monetary Fund
INEE
Inter-Agency Network for Education in Emergencies
INES
Indicators of Education Systems
INGO
international non-governmental organization
IT
Information Technology
ITA
Idara-e-Taaleem-o-Aagahi
ITB
Industrial Training Board
JAP
Japan
KIPP
Knowledge is Power Program
LCPS
Low Cost Private School
LEG
Local Education Group
LME
liberal market economy
LPIP
Learner Performance Improvement Plans
LPP
Language Policy and Planning
MA
Modern Apprenticeship
MAI
Multilateral Agreement on Investment
MDG
Millennium Development Goal
MERCOSUR
Southern Common Market
MET
Measures of Effective Teaching
MOOC
Massive Open Online Course
MPF
Manpower Planning Forecast
MSC
Manpower Services Commission
NAFTA
North-American Free Trade Agreement
NAPLaN
National Assessment Program Literacy and Numeracy
NBTL
New Breakthrough to Literacy
NCF
National Curriculum Framework
NCFTE
National Curriculum Framework for Teacher Education
NCLB
No Child Left Behind
NCP
New Colombo Plan
NGO
non-governmental organization
NPM
New Public Management
NRP
National Reading Panel
NUEPA
National University of Education Planning and Administration, New Delhi
OECD
Organisation for Economic Co-operation and Development
OECD-DAC
Organisation for Economic Co-operation and Development-Development Assistance Committee
OOSC
Out of School Children
PALF
Pearson Affordable Learning Fund
PEAS
Promoting Equality in African Schools
PIAAC
Programme for International Assessment of Adult Competencies
PIRLS
Progress in International Reading Literacy Study
PISA
Programme for International Student Assessment
PPP
public–private partnership
PRES
Pôles de recherche et d’enseignement supérieur
PRSP
Poverty Reduction Strategy Paper
PTA
Parent Teacher Association
RoR
rate of return analysis
ROWITE
OECD working party on the role of women in the economy
RTE
Right to Education Act, India
RTI
Research Triangle Institute International
RTS
Read to Succeed
RWS
Real World Strategies
R&D
Research and Development
SABER
Systems Approach for Better Educational Results
SAGE
Strategies for Advancing Girls’ Education
SAP
Structural Adjustment Policy
SAS
Survey of Adult Skills (OECD)
SITAN
UNICEF Situational Analysis
SOCAP
Social Capital Markets
SRGBV
School Related Gender Based Violence
SSA
Sarva Shiksha Abhiyan
STEM
science, technology, engineering, and mathematics
SUK
Schweizerische Universitätskonferenz
SVP
Swiss People’s Party
SWAp
sector-wide approaches
SWE
Sweden
TALIS
Teaching and Learning International Survey
TAN(s)
Transnational Advocacy Network(s)
TEC
Training and Enterprise Council
TFA
Teach for America
TIMSS
Trends in International Mathematics and Science Survey
TNC
transnational corporation
TOEFL
Test of English as a Foreign Language
UCDP
Uppsala Conflict Data Program
UDHR
Universal Declaration of Human Rights
UIS
