We have already learnt a little about the impact of PISA on Australian education policy in module 1 while discussing policy as assemblage. In this module, we will further explore PISA as an international comparative test to assess its pros and cons. The Program for International Student Assessment (PISA) is a standardized test administered every three years by the OECD to assess 15-year-old students' knowledge and skills in reading, mathematics, and science. It aims to evaluate how well education systems are preparing students for real-life challenges. PISA focuses on competency-based assessments, measuring students' ability to apply their knowledge in practical situations.

In this module we will delve deep into discussing how education policies are being assembled in the contemporary context of globalization. Though in the context of the colonised global south, “congeries of global and local” influences have historically shaped all policies, including education policies, public policies in the context of the global north have been mostly framed within the sovereign boundaries of the nation-state. But we will read some key texts that argue with evidence that it is no longer possible to interpret and analyze educational policies within the national contexts, even in the global north countries. This is because the forces of globalization are shaping educational policies around the world in the 21st century because of educational policy borrowing and lending, which is happening at a much faster pace. We will also read about the role of transnational corporations, intergovernmental organizations, NGOs, and the media in promoting a particular 'neo-liberal' view of education in response to the demands of the global economy and a globally interconnected world. We will deliberate upon what it means for individuals, schools, and communities and if it is possible to “reimagine” education policy in another way.

In this module, we will specifically discuss the complexities of global education policy transfer to diverse local contexts by studying some case studies of policy transfer in China, Japan, India, Germany, Sweden, Mexico, and Uganda. I will particularly discuss the dynamics of global education policy adoption, emphasizing the role of ideas and contextual factors in education reform processes influenced by globalization. I will discuss methodological issues in educational policy transfer, focusing on the interplay between structure and agency. I will discuss pros and cons of the translation, recontextualization, and implementation of global education policies, specifically Education for All, the Millennium Development Goals and more recent Sustainable Development Goals (SDGs) within local contexts.

In this module, we will discuss the Right to Education as a case study of a non-human policy actor that has also driven education policy reforms in many countries around the world and examine its implementation in different country contexts. We will trace the historical development of the universal right to school education, which is deeply intertwined with broader social, political, and philosophical transformations across centuries. Then we will discuss the right to education in Australia, Canada, UK, New Zealand, Indonesia, and India—outlining its significance, obligations, and implications for marginalized groups, as well as protections and case studies related to educational access.

In this module, we will look at a new imaginary of globalization as envisioned by progressive contemporary global thinkers and educators, such as Rizvi, Lingard & Rinne. ​But before that, I will discuss the evolution of anti-globalization sentiments, highlighting critiques from the political left and the recent appropriation of these sentiments by the political right, while examining the social, economic, and political consequences of globalization, drawing on critical literature from global scholars, such as Nobel Laureate economist Joseph Stiglitz, Saskia Sassen, Walden Bello, Jan Scholte & Fazal Rizvi. Thereafter, I will discuss sustainable development, its significance, challenges, and the interplay between economic, social, and environmental systems. I will discuss the historical development, significance, and interconnections of Education for Sustainable Development (ESD) within the framework of the 2030 Agenda for Sustainable Development and the Sustainable Development Goals (SDGs). I will examine the interplay between education, successful globalization, and sustainable development, focusing on case studies from East Asia, China, India, Kenya, and Sri Lanka. I will critically evaluate the effectiveness and implications of Education for Sustainable Development Goals (ESDG) in addressing sustainability challenges, questioning the compatibility of economic growth with true environmental sustainability.

In this module, we will discuss another alternative global imaginary of education—i.e., global citizenship education—also framed in the context of the UN Sustainable Development Goals. We will first discuss the meaning of global citizenship education and then criticisms offered against this framework. Finally, we will conclude the lectures for this module by offering alternative ways of conceptualizing global citizenship education, drawing on indigenous perspectives, as it has been highlighted by many critical scholars of global citizenship education.