Education researchers have only recently begun to assess the implications of globalization theory for their work. This article examines the claims that globalization will lead to increasing convergence in education and training systems through an analysis of key areas of reform in a range of European and Asian states. The analysis highlights the common contextual factors that are shaping policy-making and suggests that whilst there is considerable convergence at the level of policy rhetoric and general policy objectives, there is less evidence of any systematic convergence at the level of structures and processes in different countries. National education systems, though more international, are far from disappearing.
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