This paper explores how a group of Cambodian teachers implemented the Ministry of Education's Child Friendly Schools Policy. It uses the concept of translation to enable a more nuanced understanding of those factors that shaped and influenced how they interacted with and enacted the policy. Using a multi-site case study in three primary schools,…

"Education 2030", the new global agenda for educational development, emphasises inclusion and learning outcomes. The top-down programme-based approach, a mainstay of international aid, has up to now failed in helping developing countries to meet these objectives because it tends to overlook where the link is broken between policy…

Educational policy borrowing has become rather common in our globalised world. However, the literature lacks contextual criteria that may be employed by researchers and policy makers to assess the correspondence of a particular policy to the local context of a borrowing system. Based on a secondary analysis of documents and research reports, this…

In this article the history of global education goal- and target-setting is traced from 1990 to 2015. After the highly inclusive process of developing the Sustainable Development Goals (SDGs) and their targets, a much more technical process has produced the global indicators. The challenge of securing the ambitious targets for education in SDG 4…

This article outlines policies from multilateral organisations that advocate sharing best practices between developing nations. The article discusses the degree to which these best practices are implemented by small states as indicated by teachers, academics and policymakers in Barbados and Trinidad and Tobago. For the purpose of this article, a…

This paper explores understandings of gender equality and education and the nature of global goal and target setting, drawing on empirical data collected in central and local government departments in Kenya and South Africa reflecting on their implementation of Millennium Development Goal (MDG) 1, concerned with poverty, MDG 2, concerned with…

Since 1999, European education ministers have discussed and further implemented the "Bologna process", a wide-ranging framework for the reform of higher education. Lifelong learning was added as a goal of the process in 2001. This article evaluates the extent to which the development of lifelong learning has progressed and examines…