Improving education through policy learning is an important notion for countries in need of educational reform. However, identifying a successful set of practices and transferring them from one national setting to another is a complex exercise. Drawing from their extensive experience, the authors explore a single case study of policy transfer in India, demonstrating how and under what conditions educational reforms can be put into practice successfully and sustainably.

Coverage includes:

� Policy Learning

� Inclusive Practices

� School Autonomy and School Leadership

� India and its system of education

This book offers a unique, international perspective on educational reform and is a useful resource for teachers, policy makers and postgraduate level students.

About the Authors

David Scott is a Professor of Curriculum, Pedagogy and Assessment at the Institute of Education, University of London. His most recent books are The European School System (coauthored with S. Leaton-Gray and P. Mehisto; Macmillan Palgrave, 2017); Equalities and Inequalities in the English Education System (coauthored with B. Scott; University College London Institute of Education Press, 2017); The Mexican Education System (coauthored with C. Posner, C. Martin, and E. Guzman; University College London Press, 2017); Education Systems and Learners: Knowledge and Knowers (Macmillan Palgrave, 2016); Policy Transfer and Educational Change (coauthored with C. Husbands, R. Slee, R. Wilkins, and M. Terano; SAGE, 2015); Roy Bhaskar: A Theory of Education (Springer International, 2015); New Perspectives on Curriculum, Pedagogy and Assessment (Springer International, 2015); and SAGE Handbook on Learning (coauthored with E. Hargreaves; SAGE, 2015).

Mayumi Terano is based at the Institute of Education, University of London.

Roger Slee is the Director of the Victoria Institute for Education, Diversity and Lifelong Learning.

Chris Husbands is Vice-Chancellor at Sheffield Hallam University.

Raphael Wilkins is Pro Director (International Consultancy and Knowledge Transfer) at the Institute of Education, University of London.

"About this title" may belong to another edition of this title.

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