This chapter reviews the changing contours of education governance in today’s global environment in which governments participate in different educational agreements across various levels (supranational and global) or what is identified as the rise of “educational multistakeholderism.” Methodologically it draws up discursive evidence from previous studies in the form of a content analysis to show how the expansion of international regimes (institutions) into new issue areas, such as education, creates an overlap between the elemental (core) regime and other regimes. In exploring how regime theory has been applied to comparative and international education, this chapter draws attention to how new regimes and institutions arise and coexist alongside two or more classes (civil society, nongovernmental, intergovernmental, businesses, and state) of actors and its consequences for education governance. It suggests that regime complex(es) in education, which aims to facilitate educational cooperation and are composed of assemblages from several other regimes, are responsible for governing, steering, and coordinating education governance activities through the use of agreements, treaties, global benchmarks, targets, and indicators. It concludes by suggesting that regimes and regime complex(es) in education are constituted by different types of multistakeholder governance.
Jules, T.D. (2018), "Educational Regime Complexity: Nested Governance and Multistakeholderism in the Fourth Industrial Revolution", Wiseman, A.W. (Ed.) Annual Review of Comparative and International Education 2017 (International Perspectives on Education and Society, Vol. 34), Emerald Publishing Limited, Bingley, pp. 139-158. https://doi.org/10.1108/S1479-367920180000034014
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