Edited by Gerard A. Postiglione, Professor Emeritus, Honorary Professor, The University of Hong Kong, Christopher J. Johnstone, Associate Professor, University of Minnesota, US and Wesley R. Teter, Research Fellow, Center for Advanced School Education and Evidence-based Research (CASEER), University of Tokyo, Japan

• Contents:Foreword xviiList of abbreviations xix1 Handbook of education policy: international perspectives in a pandemic age 1Christopher Johnstone, Gerard A. Postiglione and Wesley Teter2 Conceptualizing global educational policy-making in a (post)COVID-19 world: the past as prologue? 14John C. Weidman3 Education policies during the COVID-19 pandemic: scope, efficiency and gaps 31Suguru Mizunoya, Garen Avanesian, Sakshi Mishra and Yixin Wang4 From the revolution of dignity to a revolution of academic excellence?Paths taken and not taken in Ukraine 51Anatoly Oleksiyenko5 A complexity theory lens for education policy and its implications 68Elizabeth Anne Eppel6 Public value governance 81Trygve Throntveit7 Investing in education for the common good 99Mona Khare8 Fostering knowledge democratization even against prevailing policies:blurring boundaries of responsibility 116Rodrigo Arocena9 Policy enactment and innovation: the role of local actors 129James H. Williams and Priyal Gala10 Where is the school going? International trends in educational innovation 147Francesc Pedró11 Accountability for policies: introducing twenty-first-century skills goalsinto education systems 165Esther Care12 Accountability elasticity in relation to US federal legislation at theintersection of race and disability 181Kathleen King Thorius and Alfredo J. Artiles13 Inter-sectoral challenges in higher education policy: incentivizingcooperation and fairness through co-production 196Nopraenue S. Dhirathiti14 The challenges of organizing a sustainable interdisciplinary universitycurriculum: a research report on the 2012 Hong Kong broadening reforms 208Florian Verbeek15 International cooperation in education through multifaceted partnerships 229Yuto Kitamura and Akemi Ashida16 Education for Sustainable Development (ESD) in the context oftransformative education 243Philip Vaughter and Shinobu Yume Yamaguchi17 Unpacking the impact of inclusion and equity policies in South Africaand Ghana 257Reitumetse Obakeng Mabokela18 Is gender equality a policy matter in Korean and Japanese universities?Challenges for academics in higher education institutions 273Yangson Kim19 Inclusive education: rhetoric or reality in Botswana, E-Swatini,Ethiopia, South Africa and Tanzania? 286Sigamoney Naicker20 Towards social justice and inclusion in education systems 301Yulia Nesterova21 Transnational policy-making on social and emotional learning incrisis-affected contexts 314Jisun Jeong22 Identity and invisibility in policy enterprises: cases of communitycolleges and global counterparts 334Rosalind Latiner Raby and Edward James Valeau23 Higher education policies and academic entrepreneurialism: conceptuallinkages and a contextual approach 354Hei-hang Hayes TangIndex

‘The new Handbook of Education Policy edited by Postiglione, Johnstone and Teter is a welcome addition to the academic literature on the transformation of education policy in the aftermath of the Covid-19 pandemic. The 23 chapters of this well-researched book give a comprehensive analysis of how education policy must adapt to a radically changed world. Through a skilful combination of thematic pieces and case studies from a large range of countries, the chapter authors challenge us to embrace new education policy concepts, such as public value governance and knowledge democratization, that can foster innovation and accountability in times of uncertainty. Gerard Postiglione, Christopher Johnstone, and Wesley Teter should be congratulated for this excellent scholarly contribution that has the potential of influencing policy makers all over the world to design and implement more sustainable and innovative education policies.’

Edited by Gerard A. Postiglione, Professor Emeritus, Honorary Professor, The University of Hong Kong, Christopher J. Johnstone, Associate Professor, University of Minnesota, US and Wesley R. Teter, Research Fellow, Center for Advanced School Education and Evidence-based Research (CASEER), University of Tokyo, Japan

• Contents:Foreword xviiList of abbreviations xix1 Handbook of education policy: international perspectives in a pandemic age 1Christopher Johnstone, Gerard A. Postiglione and Wesley Teter2 Conceptualizing global educational policy-making in a (post)COVID-19 world: the past as prologue? 14John C. Weidman3 Education policies during the COVID-19 pandemic: scope, efficiency and gaps 31Suguru Mizunoya, Garen Avanesian, Sakshi Mishra and Yixin Wang4 From the revolution of dignity to a revolution of academic excellence?Paths taken and not taken in Ukraine 51Anatoly Oleksiyenko5 A complexity theory lens for education policy and its implications 68Elizabeth Anne Eppel6 Public value governance 81Trygve Throntveit7 Investing in education for the common good 99Mona Khare8 Fostering knowledge democratization even against prevailing policies:blurring boundaries of responsibility 116Rodrigo Arocena9 Policy enactment and innovation: the role of local actors 129James H. Williams and Priyal Gala10 Where is the school going? International trends in educational innovation 147Francesc Pedró11 Accountability for policies: introducing twenty-first-century skills goalsinto education systems 165Esther Care12 Accountability elasticity in relation to US federal legislation at theintersection of race and disability 181Kathleen King Thorius and Alfredo J. Artiles13 Inter-sectoral challenges in higher education policy: incentivizingcooperation and fairness through co-production 196Nopraenue S. Dhirathiti14 The challenges of organizing a sustainable interdisciplinary universitycurriculum: a research report on the 2012 Hong Kong broadening reforms 208Florian Verbeek15 International cooperation in education through multifaceted partnerships 229Yuto Kitamura and Akemi Ashida16 Education for Sustainable Development (ESD) in the context oftransformative education 243Philip Vaughter and Shinobu Yume Yamaguchi17 Unpacking the impact of inclusion and equity policies in South Africaand Ghana 257Reitumetse Obakeng Mabokela18 Is gender equality a policy matter in Korean and Japanese universities?Challenges for academics in higher education institutions 273Yangson Kim19 Inclusive education: rhetoric or reality in Botswana, E-Swatini,Ethiopia, South Africa and Tanzania? 286Sigamoney Naicker20 Towards social justice and inclusion in education systems 301Yulia Nesterova21 Transnational policy-making on social and emotional learning incrisis-affected contexts 314Jisun Jeong22 Identity and invisibility in policy enterprises: cases of communitycolleges and global counterparts 334Rosalind Latiner Raby and Edward James Valeau23 Higher education policies and academic entrepreneurialism: conceptuallinkages and a contextual approach 354Hei-hang Hayes TangIndex

‘The new Handbook of Education Policy edited by Postiglione, Johnstone and Teter is a welcome addition to the academic literature on the transformation of education policy in the aftermath of the Covid-19 pandemic. The 23 chapters of this well-researched book give a comprehensive analysis of how education policy must adapt to a radically changed world. Through a skilful combination of thematic pieces and case studies from a large range of countries, the chapter authors challenge us to embrace new education policy concepts, such as public value governance and knowledge democratization, that can foster innovation and accountability in times of uncertainty. Gerard Postiglione, Christopher Johnstone, and Wesley Teter should be congratulated for this excellent scholarly contribution that has the potential of influencing policy makers all over the world to design and implement more sustainable and innovative education policies.’

Edited by Gerard A. Postiglione, Professor Emeritus, Honorary Professor, The University of Hong Kong, Christopher J. Johnstone, Associate Professor, University of Minnesota, US and Wesley R. Teter, Research Fellow, Center for Advanced School Education and Evidence-based Research (CASEER), University of Tokyo, Japan

• Contents:Foreword xviiList of abbreviations xix1 Handbook of education policy: international perspectives in a pandemic age 1Christopher Johnstone, Gerard A. Postiglione and Wesley Teter2 Conceptualizing global educational policy-making in a (post)COVID-19 world: the past as prologue? 14John C. Weidman3 Education policies during the COVID-19 pandemic: scope, efficiency and gaps 31Suguru Mizunoya, Garen Avanesian, Sakshi Mishra and Yixin Wang4 From the revolution of dignity to a revolution of academic excellence?Paths taken and not taken in Ukraine 51Anatoly Oleksiyenko5 A complexity theory lens for education policy and its implications 68Elizabeth Anne Eppel6 Public value governance 81Trygve Throntveit7 Investing in education for the common good 99Mona Khare8 Fostering knowledge democratization even against prevailing policies:blurring boundaries of responsibility 116Rodrigo Arocena9 Policy enactment and innovation: the role of local actors 129James H. Williams and Priyal Gala10 Where is the school going? International trends in educational innovation 147Francesc Pedró11 Accountability for policies: introducing twenty-first-century skills goalsinto education systems 165Esther Care12 Accountability elasticity in relation to US federal legislation at theintersection of race and disability 181Kathleen King Thorius and Alfredo J. Artiles13 Inter-sectoral challenges in higher education policy: incentivizingcooperation and fairness through co-production 196Nopraenue S. Dhirathiti14 The challenges of organizing a sustainable interdisciplinary universitycurriculum: a research report on the 2012 Hong Kong broadening reforms 208Florian Verbeek15 International cooperation in education through multifaceted partnerships 229Yuto Kitamura and Akemi Ashida16 Education for Sustainable Development (ESD) in the context oftransformative education 243Philip Vaughter and Shinobu Yume Yamaguchi17 Unpacking the impact of inclusion and equity policies in South Africaand Ghana 257Reitumetse Obakeng Mabokela18 Is gender equality a policy matter in Korean and Japanese universities?Challenges for academics in higher education institutions 273Yangson Kim19 Inclusive education: rhetoric or reality in Botswana, E-Swatini,Ethiopia, South Africa and Tanzania? 286Sigamoney Naicker20 Towards social justice and inclusion in education systems 301Yulia Nesterova21 Transnational policy-making on social and emotional learning incrisis-affected contexts 314Jisun Jeong22 Identity and invisibility in policy enterprises: cases of communitycolleges and global counterparts 334Rosalind Latiner Raby and Edward James Valeau23 Higher education policies and academic entrepreneurialism: conceptuallinkages and a contextual approach 354Hei-hang Hayes TangIndex

‘The new Handbook of Education Policy edited by Postiglione, Johnstone and Teter is a welcome addition to the academic literature on the transformation of education policy in the aftermath of the Covid-19 pandemic. The 23 chapters of this well-researched book give a comprehensive analysis of how education policy must adapt to a radically changed world. Through a skilful combination of thematic pieces and case studies from a large range of countries, the chapter authors challenge us to embrace new education policy concepts, such as public value governance and knowledge democratization, that can foster innovation and accountability in times of uncertainty. Gerard Postiglione, Christopher Johnstone, and Wesley Teter should be congratulated for this excellent scholarly contribution that has the potential of influencing policy makers all over the world to design and implement more sustainable and innovative education policies.’