Conclusions and recommendations

This part of the book allows us to go beyond description and analysis and into the development of what we consider should be done in key areas. In chapter 1, we referred to the need for proper consideration of the ways in which countries developed their national policies in the context of diverse populations and the obviously significant movements of people, goods, ideas and other resources around the world in part as a result — and expression — of globalization. Our individual case studies have given an indication of the particularity of what each country has and perhaps could and should do. We are now principally concerned with raising questions and making recommendations in four overlapping essential areas that frame what we should know, legislate for and do in globalizing education: policy (nationally framed and also in relation to international organizations, including NGOs, United Nations and others); research; teacher education; and education delivered to, with and by young people through schools as well as in informal and non-formal contexts. Our questions regarding policy are designed to allow us to avoid simplistic solutions to complex matters. By acknowledging explicitly that choices need to be made, our policy questions are then followed by more precisely framed recommendations (although not without recognition that choices need to be made in all matters that impact upon education, globalization and the nation). Copyright © 2016 King Man Chong, Ian Davies, Terrie Epstein, Carla L. Peck, Andrew Peterson, Alistair Ross, Maria Auxiliadora Schmidt, Alan Sears and Debbie Sonu.