This book explores the dynamics of curriculum policy processes involved
in the adoption, production and enactment of the International
Baccalaureate Primary Years Programme (IBPYP), accredited by the
International Baccalaureate Organization (IBO). It addresses deficits in
current literature and provides insight into and the complexities
involved within a framework that takes cognisance of the relationships
between global, regional, national and local levels of education policy
processes. In doing so, it contributes to the current body of research
on international education, remote education and policy processes. The
IBPYP is one of the three programmes that go to make up the increasingly
popular suite of programmes offered by the IBO. Given the exponential
growth of international schools caused by an ever changing globalized
world and a mobile workforce, international curriculum policy is
becoming more complex. This has lead to a recognition of the need for a
range of policy analysis studies in the field. The study presented in
this book was conceptualised in the light of such recognition. This
relatively uncharted field has been explored by focusing on one of the
most 'unusual' settings. Accordingly, the adoption, production and
enactment of the IBPYO at three remote international schools has been
examined. The study also addresses how the phenomena of 'international
schools' and 'remote schools' complement or compete with, each other.
This results in a better understanding of the educational policies
informing both 'international schools' and 'remote schools' and the
interconnectivity that might exist between them.
