**14. Conclusion**

In conclusion, the discussions in this Chapter have revealed that global educational policies do have impacts on relationships with education reforms in local contexts. *Thus,* to answer the question *- 'How has global educational policies influenced reform in a local context?*' Findings and discussions revealed that global education policies like the UBE, UPE, and EFA played significant influences on reforms in local educational contexts. In the case of Papua New Guinea in her attempts to align with global affiliation saw her national education system adopting an OBE model and curriculum during the reform periods of the 1990s – 2000s. That action was consistent with the global education reform movement agenda. The experience in Papua New Guinea was challenging because practice observed had little alignment with policy expectations [2]. To adhere with global intentions, the National

#### *Education at the Intersection of Globalization and Technology*

Department of Education applied education reform as 'inputs' to improve education quality; but the 'processes' of having little subject specific professional development sessions, and little resources impacted classroom practices not to be aligned with policy intentions. Consequently, affecting teaching and learning practices that needed to be in tuned with the reformed curriculum within the national education system. That illustrated that the global policies had little alignment with local realities. Hence, as a way forward, the Kibung Framework offers the use of professional development as an intervention strategy to help sustain global education policies locally [1].
