Abstract
This brief chapter about external influences on education systems is both a necessary and an important part of the argument being made in this book. This chapter is about knowledge-development and how knowledge of educational systems and their practices are formed in relation to external influences. Education systems and their curriculum arrangements round the world are in a constant state of reform and change. The impetus for reform emanates from many sources, such as governments developing political agendas to win elections or responses to unforeseen events in the world. Reforms may reflect the growing importance of global education policies, where national governments seek to improve their rankings on international comparative assessments such as the OECD’s Programme for International Student Assessment (PISA). National concerns reflecting local economic and cultural priorities may also be influential.
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