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As China's educational policy and reforms continue to evolve and adjust to shifting social, economic, and political conditions, this chapter provides a template for conceptually framing education research on and in China. To do so this chapter first identifies focus areas in comparative education research related to China, which reflect researcher perspective, perceived advantage, and demonstrated resistance to these educational policy reforms. The authors develop a conceptual framework for comparatively understanding education research on and in China, which focuses on the intersection of comparative education themes, institutional change agents or methods, and Chinese educational reform topics. This conceptual framework specifically accounts for overlap, complexity, and the evolving nature of educational policy reform in China. This chapter concludes by emphasizing the importance of comparative education researchers, national policymakers, and consumers of the research using new data and methods as they become available to continue to revise understandings of Chinese educational policy and reform.

The purpose of this paper is to examine the policy process that led to the passage of the No Child Left Behind (NCLB) Act in the United States and the Bush Administration's role in this process.

The research design is historical and archival. A description of the NCLB Act is given and the major provisions and implementation are focused upon. How the Bush Administration helped create the opportunity to pass the NCLB Act by building coalitions, and how public opinion affected the evolution of the policy process is focused upon. Finally, a description is given on how policy ideas like the concept of “accountability” shaped the policy process, and both inspired and constrained the Bush Administration.

The paper argues that the Bush Administration helped create the opportunity to pass the NCLB Act by building coalitions, and public opinion affected the evolution of the policy process. Policy ideas like the concept of “accountability” shaped the policy process, and both inspired and constrained the Bush Administration.

The case is limited to the United States and NCLB, although those cases are particularly important in North America and in evaluation‐based research.

The paper shows how a policy designer can be limited both by political initiatives and his or her own conceptual grounding.

This paper is one of the first to connect the policy process that guided President Bush's design of the NCLB legislation with the concept of “accountability”. Accountability is a foundational concept in the design of quality assurance systems.

Attempts to propose a simplified framework from an economic perspective for analyzing education policy. The framework takes into account the demand for and supply of education, the education system structure, the economic effects and consequences, and their interrelations. Maps out some key economic areas, issues and concerns in analysis and discussions of education policy. The framework will serve to facilitate economic considerations and analyses in current education policy debate in different parts of the world.

After the handing over of Hong Kong sovereignty from 1997 and under the “one country two systems” model, the Special Administrative Region's Government initiated new policies of civic education and amended or ignored the old ones. However, it was not until May 2011 that the complete new policy paper was introduced for consultation and then it was passed and issued as national education in April 2012. This article aims to analyze the civic education policy of Hong Kong in the transfer of power after the handing over in the following 15 years.

This policy analysis describes the preparations for Hong Kong’s future citizens and masters. Theories of citizenship education are adopted for this analysis. Moreover, theories of the state are also applied for more in‐depth understanding. These concepts are helpful to operationalize the contents of the study. It was a historical and comparative method to help to understand and explain the civic education policy of the HKSAR's governance.

Basically, it can be seen that the policies are anticipatory and responsive. The historical context of Hong Kong helped to make the correspondence with how the government expected to mold its future citizens in order to facilitate and implement their administration and governance.

This paper explores the role of the Hong Kong Government in the initiation and implementation of civic education.

The overarching purpose of this paper is to explore the transformation of intercultural education in Cyprus in the context of European integration. More specifically, it indicates the ways in which intercultural policy has been formed by complex and often counteractive influences. The analysis draws upon policy documents collected from the Ministry of Education and Culture (MEC) and interviews carried out with Cypriot policy-makers. Europe has come to play an important role in the development of Cypriot intercultural policy by becoming a mechanism of pressure for educational change. Through monitoring processes, Europe has indicated problems deriving from the culturally pluralistic character of the Cypriot society that should be addressed by national policies. In this context, Cyprus has initiated an educational reform, including a reform of the national curriculum towards a more intercultural orientation. Nonetheless, the findings of this research assert that there is a gap between policy rhetoric and practice.

This study reports on an analysis of the policy dynamics influencing intercultural education in the Greek–Cypriot context. The authors aim to examine the context and content of educational policies and directives which have been initiated and/or developed at the Greek–Cypriot level. To this end, the authors drew upon policy documentary and data derived from interviews conducted with Greek–Cypriot policy-makers and education officers.

It appears that intercultural education became an important part of the state’s rhetoric. Cyprus has initiated an educational reform, including a reform of the national curriculum towards a more intercultural orientation. Therefore, since 2008, the state and particularly the MEC have replaced the previously used term of multicultural education with the rhetoric of intercultural education and inclusion as the preferable educational responses to immigration.

The findings of this study suggest that the development of intercultural education requires the re-conceptualisation and re-structuring of the Cypriot educational system and schooling. The state should adopt a balanced governance model between school autonomy and centralised management.

This paper can help schools and teachers to improve their intercultural education approach.

The findings could be helpful for improving the intercultural education policy in Cyprus.

These research finding are the first that deal with intercultural education policy in Cyprus.

There have been regular policy enactment and dynamism to ensure progress and sustainability in the development of higher education (HE) in China after the Cultural Revolution. This study was purposed to reveal the processes of the Chinese higher education (CHE) development through series of policy implementations from the epoch of economic reformation and opening-up policy.

The authors employed document analysis, and selected and critically analyzed documents that include published articles and books, the official website of the Chinese Ministry of Education, and historical documentaries of the Chinese Cultural Revolution and their HE aftermath. Again, a semi-structured interview was utilized with a sample size of 20 academics vested in the CHE history. Five academics from four universities in China were interviewed to analyze the historical events of the CHE transformation and current policies about the CHE development.

The authors established that enrollment in the CHE has increased since the economic reformation; there has been the enhancement of the CHE internationalization in recent decades and the emergence of world-class universities and programs in the CHE as a result of the world class policies and projects. For consistency of the innovative programs toward HE development, the authors have posited some challenges, future goals and the global impacts of the CHE development and its sustainability.

The utilization of document analysis cements the claims by the interviewees, which enriches the value of the results. This study would provide literature guidance to international researchers to critically concoct theoretical assumptions from the findings to critically investigate the developmental policy pattern of HE institutions.

This chapter outlines key areas of literature and policy that have influenced or affected our research on the comparative study of adult education. Policy influences include the growth of lifelong learning within a neoliberal framing since the 1990s and the rise of ‘evidence-based’ approaches with a narrow reliance on quantitative data. Much of our work has been inspired by the need to critique these trends, adopt broader approaches to lifelong learning and defend the more democratic traditions of adult education. Important areas of theoretical inspiration, many of which interrogate these policy developments, are also outlined. The critical reinterpretation of historical adult education practices is another important area of work and inspiration. In relation to sustainability, we have been influenced particularly by the capabilities approach.

This chapter uses two recent Canadian policies to frame and discuss emerging topics in Canadian comparative and international education. The first policy is the Accord on the Internationalization of Education (AIE) (ACDE, 2014) prepared by the Association of Canadian Deans of Education. The second policy is the Canadian government policy on higher education: Canada’s International Education Strategy: Harnessing our knowledge advantage to drive innovation and prosperity (CIES) (Government of Canada, 2014). Given Canada’s traditionally decentralized education system with universities working autonomously, a joint Deans’ Association policy, a federal government policy on education, and the substantially enhanced role of the corporate sector in setting education goals provide a very different and contested context for conducting comparative and international education research. This chapter provides some insight into how Canadian comparative and international education researchers are approaching this context.

Canada is a country with ten provinces and three territories, each of which boasts its own set of unique characteristics. Education is constitutionally defined as a provincial responsibility. Although several federal government departments have some responsibilities in the area of education, there is no federal department of education. Thus, it is difficult to examine educational policy at a national level.