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This paper presents a moderated discussion on popular misconceptions, benefits and limitations of International Large-Scale Assessment (ILSA) programs, clarifying how ILSA results could be more appropriately interpreted and used in public policy contexts in the USA and elsewhere in the world.

To bring key issues, points-of-view and recommendations on the theme to light, the method used is a “moderated policy discussion”. Nine commentaries were invited to represent voices of leading ILSA scholars/researchers and measurement experts, juxtaposed against views of prominent leaders of education systems in the USA that participate in ILSA programs. The discussion is excerpted from a recent blog published by Education Week. It is moderated with introductory remarks from the guest editor and concluding recommendations from an ILSA researcher who did not participate in the original blog. References and author biographies are presented at the end of the article.

Together, the commentaries address historical, methodological, socio-political and policy issues surrounding ILSA programs vis-à-vis the major goals of education and larger societal concerns. Authors offer recommendations for improving the international studies themselves and for making reports more transparent for educators and the public to facilitate greater understanding of their purposes, meanings and policy implications.

When assessment policies are implemented from the top down, as is often the case with ILSA program participation, educators and leaders in school systems tend to be left out of the conversation. This article is intended to foster a productive two-way dialogue among key ILSA actors that can serve as a stepping-stone to more concerted policy actions within and across national education systems.

Against a broader global and regional shift toward “quality education for all,” the chapter explores education policy developments and trends related to teacher education and professional development in Latin America and the Caribbean. We examine how multilateral education policy circulation and regional horizontal cooperation has guided these education policy developments. The chapter is organized into three parts. It first provides a discussion of educational multilateralism and new forms of horizontal cooperation, as it relates to educational development efforts. We argue that these new forms of multilateralism and horizontal cooperation guide the development of policies that seek to enhance both educational equity and quality education, particularly through advancing teacher education and professional development. The second section explores several recent education policy trends that relate to teacher education and professional development in Latin America and the Caribbean, and the challenges that Ministries of Education face when designing and implementing programs of teacher education and professional development. Lastly, the chapter examines the role of regional organizations in promoting new forms of regional horizontal cooperation specific to teacher education and professional development, focusing on the example of Organization of American States’ (OAS) Inter-American Teacher Education Network (ITEN).

In recent years, there have been major changes in educational governance and the organization and management of primary and secondary education. This is particularly the case as indicated by debates and deliberations over notions of “good governance” and “public management,” accountability, transparency, effectiveness of public services, performance, and the generation of benchmarks and cross-national comparative data. Among these trends is the debate over educational decentralization, which in the past several decades has become a mode of governance strongly advocated by international policy organizations, such as the Organization for Economic Co-operation and Development (OECD), International Monetary Fund (IMF), World Bank, and United Nations Educational, Scientific and Cultural (UNESCO).

The primary objective in this paper is to examine the role of small‐ to medium‐sized enterprises (SMEs) in promoting and/or hindering educational opportunities to adult employees in the UK.

The paper draws on 12 case studies of SMEs in England and Scotland, which form part of a larger European Sixth Framework Programme research project. Interviews were conducted with employers, line managers and employees participating in formal educational programmes, and were contextualized with policy documents and literature on lifelong learning and workplace education.

This paper highlights and explores findings related to human resource management (HRM) and the participation of employees in formal education, and the experiences of companies in providing educational opportunities to employees in England and Scotland. The paper argues that employers have a key role to play in driving and investing in employee training and development. However, the current focus of employers on formal educational opportunities appears narrowly focused on job‐specific, in‐house training.

The paper's value lies in its illustration of the restricted focus of the lifelong learning policy agenda on the development of human capital, which not only limits the development of portable skills and qualifications for employees, but also undermines the broader aims of lifelong learning.

This paper aims to explore the nature of effective schools serving socially disadvantaged communities, and to point to an overlooked feature in the literature on school effectiveness in relation to social inclusion.

As part of a trans‐European project, three English schools are investigated. A qualitative case study approach is utilised. The schools selected have high proportions of ethnic minority students with low socio‐economic status backgrounds, yet demonstrate successful results.

The data show the importance of high expectations, and the development of classroom and school‐wide systems to translate these into practice. This reflects areas highlighted by earlier research on schools in disadvantaged communities. The data also point to important conclusions about school ethos.

The findings are based on a sample of three schools. Though purposively selected (as successful in challenging circumstances), further research is needed into the role of an inclusive ethos in school effectiveness.

As Scheerens and Bosker argue, schools are most important for underprivileged and/or initially low‐achieving students. Improving the effectiveness of schools in disadvantaged communities is therefore vital, and an ethos of inclusion is an essential dimension in this.

The conclusions mirror in many respects the findings of earlier research on effective schools in socio‐economically deprived communities. However, the paper also draws attention to the importance of developing and sustaining an ethos of inclusion in schools serving disadvantaged communities.

The purpose and significance of Power, Voice, and the Public Good: Schooling and Education in Global Societies aim to highlight the defining nature and impact of globalization in contemporary educational policy and praxis with particular attention to changing relations in local, state, national, and international contexts, from pre-school to postsecondary education. While globalization impacts major issues such as poverty, social justice, terrorism, citizenship, immigration, language, and human rights, the nature and appropriation of education and schooling remain at the center of these issues (Suárez-Orozco & Qin-Hilliard, 2004). That is, educational systems, policies, practices, and praxis in Mexico, Thailand, India, Korea, the United States, the West Indies, and other nation states addressed in this edited volume require responding to and engaging with the new challenges, conflicts, opportunities, and costs of globalization.