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Cover
Title Page
Notes on Contributors
Acknowledgements
List of Acronyms
Introduction: The Globalization of Education Policy – Key Approaches and Debates
1. Antecedents to Today’s Global Education Policy
2. Globalization and the Take-Off of Global Education Policy After 1975
3. New Approaches to the Study of Education Policy
4. Convergence, Divergence, Coercion – Borrowing or Learning?
5. Key Actors and Debated Issues in Global Education Policy
6. Overview of the Volume
7. References
Part I: Education and a Global Polity
1. Part I: Introduction
2. Chapter 1: Educational Policies in the Face of Globalization
  1. The National State, Globalization, and the Expansion of Education
  2. Ideological Convergence
  3. Ideological Convergence or Changes in Reproducing State Legitimacy?
  4. National States, Global Convergence, and the Shape of Educational Change
  5. References
3. Chapter 2: World Society and the Globalization of Educational Policy
  1. Talk and Action at the National Level
  2. Global Structure and Discourse
  3. Impact: Global Educational Policies
  4. The Global Educational Model
  5. Conclusion
  6. References
4. Chapter 3: The Global Diffusion of Education Privatization
  1. Introduction
  2. The Multiple Faces of Privatization
  3. Main Approaches to Policy Diffusion
  4. The Politics and Semiotics of Policy Adoption
  5. Conclusion: The Politics and Semiotics of Policy Adoption
  6. References
5. Chapter 4: Economic Growth in Developing Countries
  1. The Measurement of Human Capital in Economic Growth
  2. Improvement in School Attainment of Developing Countries
  3. Better Measures of the Human Capital Deficit in Developing Countries
  4. Varying Human Capital Approaches for Developing Countries
  5. Issues of Causation
  6. Some Conclusions
  7. Acknowledgements
  8. References
6. Chapter 5: Education, Poverty, and the “Missing Link”
  1. Introduction
  2. A Brief Critical History of Human Capital Theory as a Paradigm of Educational Development
  3. The Hegemony of the Microeconomic Version of Human Capital
  4. Failing to Explain the Poor’s Educational Demand
  5. Fighting Poverty by Ignoring Inequality?
  6. Conclusions
  7. References
7. Chapter 6: Gender and Education in the Global Polity
  1. Defining Gender Equity in Education
  2. A History of Consensus Building
  3. Conclusion
  4. References
8. Chapter 7: The Global Educational Reform Movement and Its Impact on Schooling
  1. Globalization and School Reforms
  2. The Origin Of Global Educational Reform Agenda
  3. The Global Educational Reform Movement
  4. Impacts of GERM on Education Systems
  5. What Does the Evidence Suggest?
  6. References
9. Chapter 8: Global Convergence or Path Dependency? Skill Formation Regimes in the Globalized Economy
  1. Introduction
  2. Institutional Path Dependencies and the Limits of Global Convergence
  3. The Variety of Skill Formation Regimes in Post-Industrial Democracies
  4. Two Case Studies: Germany and the UK
  5. Conclusions: Stability and Change in Skill Formation Regimes
  6. References
Part II: Educational Issues and Challenges
1. Part II: Introduction
2. Chapter 9: Education and Social Cohesion
  1. Introduction
  2. Education and Social Trust – Multiple Effects
  3. Conclusions
  4. References
3. Chapter 10: Policies for Education in Conflict and Post-Conflict Reconstruction
  1. Introduction
  2. Defining Conflict
  3. The Nature and Causes of Conflict
  4. Phases of Conflict
  5. The Rise of a Field of Policy
  6. Current Policy Approaches to Education in Conflict and Post-Conflict Reconstruction
  7. Ways Forward: Resolving Tensions
  8. References
4. Chapter 11: Human Rights and Education Policy in South Asia
  1. Introduction
  2. The Rise of Rights Talk in Global Education Policy
  3. Educational Development in South Asia
  4. Transnational Advocacy Networks in Education
  5. Educational Rights Amidst Social and Political Conflict
  6. Localizing Educational Discourses in Small South Asian nations
  7. Horizontal Dimensions of Rights-Based Educational Policies in South Asia
  8. Concluding Thoughts
  9. References
5. Chapter 12: Early Childhood Education and Care in Global Discourses
  1. ECEC as a Traveling Idea
  2. From Structural Adjustment to Investing in Children: The World Bank
  3. ECEC for OECD Countries: Gender Equality … and Children’s Rights
  4. UNESCO: ECEC as a Critical Component of “Education for All”
  5. Conclusions
  6. References
6. Chapter 13: Education for All 2000–2015
  1. The Education for All Agenda and its Implementation
  2. Taking Stock of Progress Toward EFA
  3. International Aid for EFA
  4. Conclusion
  5. References
7. Chapter 14: The Politics of Language in Education in a Global Polity
  1. Introduction
  2. “Political” in the Politics of Language
  3. Discourses of Language
  4. Languages in a Global Polity
  5. Discussion: Neo-liberal and Discursive Politics
  6. Conclusions
  7. References
8. Chapter 15: The Global Governance of Teachers’ Work
  1. Introduction
  2. Governing
  3. Global Governance
  4. The “Thin” Global Governance of Teachers’ Work
  5. Teachers and the Race to the Top
  6. Thickening Global Governance of Teachers’ Work
  7. The Education GPS
  8. From Thin to Thickening Global Governance of Teachers’ Work
  9. References
9. Chapter 16: The Global Construction of Higher Education Reform
  1. Introduction
  2. Common Trends in Worldwide Higher Education
  3. Tendency to High Participation Systems (HPSs)
  4. The Expanding One-World Science System
  5. National/Regional Diversity
  6. Conclusion
  7. References
Part III: Global Policy Actors in Education
1. Part III: Introduction
2. Chapter 17: The Historical Evolution and Current Challenges of the United Nations and Global Education Policy-Making
  1. A Historical and Sociological Institutional Framework for the Analysis of Legitimacy
  2. UNESCO as a Global Education Policy Actor and the Struggles of Legitimacy
  3. UNICEF as a Global Education Policy Actor and the Formation of Legitimacy
  4. Discussion
  5. Conclusion
  6. References
3. Chapter 18: The World Bank and the Global Governance of Education in a Changing World Order
  1. Introduction
  2. Conceptual Framework
  3. The World Bank and Education: Origins of a Mandate
  4. Structural Adjustment and Basic Education: Surprising Bedfellows and a New Economic Argument
  5. The Bank and the Global Development Consensus (1996–2008)
  6. After Wolfensohn and the Global Financial Crisis: Bank Hegemony Challenged?
  7. Conclusions
  8. References
4. Chapter 19: The Changing Organizational and Global Significance of the OECD’s Education Work
  1. Introduction
  2. A Brief History and Overview of the OECD
  3. The Changing Place of Education at the OECD: PISA and the Directorate for Education
  4. PISA: Expanding the Scope, Scale and Explanatory Power
  5. The OECD’s Education Work and Global Educational Governance
  6. Conclusion
  7. References
5. Chapter 20: The Policies that Shaped PISA, and the Policies that PISA Shaped
  1. In the Dark, All Schools and Education Systems Look the Same
  2. The Design and Impact of PISA
  3. Seeing what is Possible in Education
  4. Putting National Targets into a Broader Perspective
  5. Assessing the Pace of Change in Educational Improvement
  6. A Tool for the Political Economy of Reform
  7. Conclusions
  8. References
6. Chapter 21: Dragon and the Tiger Cubs
  1. Introduction
  2. East and South East Asian Regionalism under Substantial Chinese Influence
  3. Higher Education Integration in East and South East Asia
  4. China–ASEAN Relations in Higher Education
  5. The Case of Guizhou
  6. Concluding Discussion
  7. References
7. Chapter 22: An Analysis of Power in Transnational Advocacy Networks in Education
  1. Introduction
  2. Orienting Theoretical Frameworks
  3. Civil Society and Education
  4. Two Transnational Advocacy Networks
  5. Conclusion
  6. References
8. Chapter 23: The Business Case for Transnational Corporate Participation, Profits, and Policy-Making in Education
  1. “Market Multilateralism,” Forums, and Coalitions Facilitating Corporate Social Engagement in Education
  2. Reports, Frameworks, and Business Coalitions
  3. Global Corporate Social Engagement
  4. Private Foundations
  5. Corporate Social Responsibility (CSR)
  6. Discussion: Corporate Global Governors and Education Policy-Making
  7. References
9. Chapter 24: New Global Philanthropy and Philanthropic Governance in Education in a Post-2015 World
  1. Introduction
  2. Philanthropic Engagement in the New Moment of the Politics of Education
  3. New Global Philanthropy in Education and Philanthropic Governance in Education
  4. References
Part IV: Critical Directions in the Study of Global Education Policy
1. Part IV: Introduction
2. Chapter 25: Rational Intentions and Unintended Consequences
  1. Theoretical Considerations
  2. The OECD as a Shaper of Secondary Education Policies
  3. The Bologna Process and Reforms in Higher Education
  4. Conclusion
  5. References
3. Chapter 26: Policy and Administration as Culture
  1. The Neo-institutional Approach
  2. Understanding Trends in Global Education Policy and Administration
  3. Discussion and Conclusion
  4. References
4. Chapter 27: Ethnography and the Localization of Global Education Policy
  1. Ethnography: From Case-in-Point to Contexts and Connections
  2. Ethnographic Accounts
  3. Analysis
  4. Ethnography as Argument and Artifact
  5. References
5. Chapter 28: Global Education Policy and the Postmodern Challenge
  1. Introduction
  2. A Postmodern Sensibility
  3. Realizing the Post-Modern Challenge
  4. Conclusion: Embracing Disappointment
  5. References
6. Chapter 29: Policy Reponses to the Rise of Asian Higher Education
  1. Introduction
  2. The Rise of Asian Higher Education
  3. Accounting for the Rise
  4. Anxieties and Ambivalence
  5. Asia Literacy
  6. Student Mobility
  7. Research Collaboration
  8. Discussion and Conclusion
  9. References
7. Chapter 30: Joined-up Policy
  1. Introduction
  2. Neo-liberal Policy Networks and Global Policy Communities
  3. Researching Global Policy Networks
  4. Money and Meaning
  5. Discursive Connections
  6. Policy and Profit
  7. McBridge – the School in a Box
  8. “Causal Stories,” Silver Bullets and a “Moral Economy of Hope”
  9. Conclusion
  10. References
8. Chapter 31: A Vertical Case Study of Global Policy-Making
  1. Vertical Case Study Approaches and CDA
  2. Global Policy-Making: Major Shifts
  3. Language And Literacy Policies and Practices in Zambia
  4. Discussion
  5. Conclusions
  6. References
9. Chapter 32: Global Indicators and Local Problem Recognition
  1. Introduction
  2. The Use of Global Indicators for Local Problem Recognition
  3. Measuring Teacher Shortage Globally: Wrong Assumptions and Even Worse Solutions
  4. Measuring Teacher Shortage Globally, Regionally, Nationally, and at School Level: The 10+1 Indicators of Teacher Shortage
  5. Comparing Many Countries, Few Countries, and Single Case Studies
  6. The “Data Revolution”: Problems of Transition?
  7. References
Name Index
Place Index
Subject Index
End User License Agreement

List of Tables

Chapter 02
1. Table 2.1 Associations in various educational fields
2. Table 2.2 International instruments recognizing the right to education
3. Table 2.3 Global university rankings
4. Table 2.4 Selected national excellence initiatives related to world class higher education
Chapter 04
1. Table 4.1 Alternative estimates of long-run growth models
2. Table 4.2 Expansion of primary education
3. Table 4.3 Performance at or below Level 1 on the PISA Mathematics Assessment, 2009: selected countries (%)
4. Table 4.4 Extensions of basic models for developing countries
Chapter 07
1. Table 7.1 Five common features of GERM and their impacts on schooling
Chapter 08
1. Table 8.1 The variety of skill formation systems in advanced industrial democracies
Chapter 09
1. Table 9.1 Correlations of inequality and GDP per capita with social trust
2. Table 9.2 The determinants of social trust (coefficients of multiple regression)
Chapter 10
1. Table 10.1 2012 countries with active conflict
Chapter 11
1. Table 11.1 Education in South Asia
Chapter 16
1. Table 16.1 The advance of educational participation: Gross Tertiary Enrolment Ratio by world region, 1995 and 2011
2. Table 16.2 Fast growing science systems: journal papers 1995 and 2011
3. 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
1. Table 17.1 UNESCO and UNICEF organizational comparison
Chapter 18
1. Table 18.1 Top ten borrowers in education projects (million $)
Chapter 20
1. Table 20.1 Overview of PISA-referenced performance targets and indicators
Chapter 23
1. Table 23.1 Taxonomy of Global Corporate Social Engagement activities, interests, and governance structure
Chapter 24
1. Table 24.1 Robertson and Dale’s questions guiding analysis of the moment of the politics of education
2. Table 24.2 Logics of intervention and potential framing of post-2015 architecture for philanthropic engagement in education
Chapter 32
1. Table 32.1 10+1 Indicators of teacher shortage: the case study of Kyrgyzstan

List of Illustrations

Chapter 02
1. Figure 2.1 Growth in international non-governmental organizations.
2. Figure 2.2 Growth in inter-governmental organizations.
3. 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.
4. Figure 2.4 Growth in comparative and international education journals.
5. Figure 2.5 Publication trends of education documents. Note: Counts represent five-year averages of publications containing the word “education” in the title.
6. Figure 2.6 Expansion of international testing.
Chapter 04
1. Figure 4.1 Combined completion and achievement outcomes, selected countries.
Chapter 07
1. Figure 7.1 Prevalence of GERM in 2015.
2. Figure 7.2 National averages of 15-year-old students’ mathematics achievement measured by PISA between 2000 and 2012.
Chapter 09
1. Figure 9.1 Few people can be trusted completely (percentage disagreeing plus strongly disagreeing).
2. Figure 9.2 Other people take advantage of you (percentage disagreeing plus strongly disagreeing).
3. Figure 9.3 Social trust (mean levels on combined measure).
4. Figure 9.4 Numeracy skills inequality and social trust (22 countries).
5. Figure 9.5 Numeracy skills inequality and social trust in Western countries.
Chapter 10
1. Figure 10.1 Phases of conflict (idealized).
Chapter 13
1. Figure 13.1 Logical framework for the expected effects of the global EFA architecture.
Chapter 14
1. Figure 14.1 Language planning orientations.
Chapter 15
1. Figure 15.1 OECD’s Education GPS by choice of country and theme.
2. Figure 15.2 OECD’s Education GPS by TALIS dataset and indicators.
3. Figure 15.3 OECD’s Education GPS policy advice – the lexicon for good governance.
Chapter 16
1. Figure 16.1 High Participation Systems: Gross Tertiary Enrolment Ratio in selected OECD and European nations, 1995 and 2011.
2. 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.
3. 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.
4. 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
1. Figure 18.1 Education as percent of World Bank total lending.
2. Figure 18.2 Education New Commitments (2011 constant dollars).
3. Figure 18.3 World Bank (IBRD+IDA) new education commitments per level (as percentage of total education commitments).
4. Figure 18.4 Percentage of education projects with privatization components.
Chapter 20
1. 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
1. Figure 25.1 Internationalization of education as a boomerang in the domestic arena.
Chapter 26
1. Figure 26.1 Civil society full-time equivalent workforce by field across 36 countries, 1995–2000.
2. Figure 26.2 Management scores across countries and sectors.
3. Figure 26.3 Size of education lobbying in the USA, 1998–2012.
Chapter 30
1. Figure 30.1 Network of organizations and actors connected around Bridge International Academies.
Chapter 31
1. Figure 31.1 Example of a multi-sited vertical case study design.
Chapter 32
1. Figure 32.1 Methods of comparison.

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This edition first published 2016
© 2016 John Wiley & Sons, Ltd
Except chapters 4 and 18, © Elsevier

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Library of Congress Cataloging-in-Publication Data

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–dc23
LC record available at http://lccn.loc.gov/2015046807

A catalogue record for this book is available from the British Library.

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