The NAEYC DAP position statement and book are widely used as guides for implementing equitable early learning in settings serving children birth through age 8. Building on the spirit of Sankofa, which in translation from the Akan expresses, 'It is not taboo to go back and fetch what you forgot,' this article documents the revision process for the…

Doctoral education as a policy field is an important link between educational, research and innovation policies. It is gaining importance in European and national policy discussions. Doctoral education policies are increasingly formulated at the supranational level, even though the European Commission does not possess formal competence in terms of…

This article critically examines the Labour Party's policies for local school systems, focusing on its proposals for regional Directors of School Standards, for academies and free schools, and for local democracy, and offers an alternative approach.

This paper uses critical discourse analysis of English higher education institutions' policy statements about access to explore the changing ways that institutions have used language to shift their market positionality away from widening participation for all and the process of higher education to "fair access" (i.e. social mobility for…

Background: Scholars widely acknowledge that politics help explain why policies are adopted and how they play out in states, districts, and schools. To date, political analyses of education reform tend to isolate a particular policy and examine the politics of its adoption or implementation, but pay less attention to the effects of the politics of…

Examining legislative change between 1997 and 2013, and analyzing the governance of Manitoba's post-secondary system using military concepts of strategy, operations, and tactics, this article argues that there has been a trend since 2006 of a general loss of university autonomy in the province. The article finds that changes in public policy in…

Changes in school mathematics curricula, pedagogy and assessment, and as a consequence the pressure for changes in initial teacher preparation, are consequences both of government policy initiatives and pressure from unofficial agents such as the research community, teachers and others, though with great variation across the world. In the case of…

In this article, the author seeks to examine the effects of neoliberalism on curricula in Mozambique. Despite the fact that the introduction of neoliberal policies in Mozambique has affected the whole system of education, the focus in this article is only on curriculum reforms in secondary and technical/vocational education. The description and…

In an attempt to give a general but critical review of school-based curriculum development (SBCD) in China's new curriculum reform (NCR), this article discusses at length some issues remaining in SBCD, including misconceptions in Chinese discussions about SBCD, most significantly, the Chinese literal expression of the policy statement on…

The purpose of this article is to provide a more comprehensive picture of teacher preparation in Ethiopia on top of a closer scrutiny of current teacher education reforms. In particular, it presents teacher education within the context of policy implementation over the last six decades by highlighting key reforms and how these reforms impacted the…

This article reviews the education reform and development footprints in China by analyzing four key education policy documents in the past three decades. The conclusion is that the reform and development of China's educational establishment have provided excellent support for the operations of China's political and economic systems. The reality is…

California legislature made a policy change with Senate Bill (SB) 1644 (2000), shifting Cal Grant Programs to focus on entitlement; counter to the national trend of merit based grant programs. This article describes a study examining effectiveness and extent to which SB 1644 is meeting its legislative objectives: increase in higher education…

The learning ministries in Ontario have made a concerted effort to underscore Aboriginal learners' needs and preferences in publicly-funded and assisted schools and training services throughout the province. Through a trilogy of policy documents, the Ontario Ministry of Education (OME) and the Ministry of Training, Colleges and Universities (MTCU)…

This article argues that one of the central paradoxes of neo-liberalism is currently being played out in the UK Coalition Government's education policy. Rhetoric that talks of freedoms to be enjoyed by schools and teachers is at variance with a centrally imposed, reductive view of the curriculum, continuing high-stakes scrutiny and the forcing of…

Beginning with an analysis of the manifesto commitments of the two Coalition partners the author proceeds to set their subsequent policies as they are understood by June 2011 in the context of successive new "frameworks" for UK higher education since the Robbins Report of 1963. This analysis is developed in relation to: the relative…