Globalization affects education policy and politics in multiple ways. Among other effects, it introduces new problems in education policy agendas and, at the same time, alters the capacity of the state to respond to these problems by itself. It also transforms the way education policy is formulated and education systems regulated and financed, at what scale and by whom.

Globalization is a conflicting pluri-scalar terrain for educational policy-making. This terrain, which is strongly interweaved by political and economic power relations, is especially conducive to certain policy ideas, such as finance-driven and competitive-driven education reforms, and to political actors that have the capacity to organize themselves and operate transnationally. Nevertheless, globalization has not only altered the content and nature of education politics, but also the way we think and do research about education.

This research line addresses the following sets of questions:

1. What is the nature of the relationship between globalisation and processes of educational change? What are the direct, indirect an co-lateral effects of globalization in education? What are the theoretical, epistemological and methodological implications of globalization for education policy analysis?

2. How are global education agendas formulated and constituted, and by whom? What is the role of international players, including the World Bank, UNESCO, the OECD, the World Trade Organization, transnational civil society networks and international donors in this domain?

3. To what extent are global education policies and global education agreements being disseminated effectively? Why are they adopted by nation-states? What are the mediating elements and institutions affecting the translation and re-contextualisation of global policies and agreements to particular education contexts?