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This paper aims to discuss why there is often a gulf of difference between policy rhetoric and reality. In particular, the paper seeks to explore issues with the policy rhetoric, implementation process and the lens through which reality is perceived, explaining why these issues can open up a policy rhetoric‐reality gap. This article also suggests a simple matrix framework to analyse a rhetoric‐reality gap.

This paper is a reflection on, and analysis of, the issue of the difference between policy rhetoric and reality. The framework of analysis involves: issues with policy rhetoric; issues with the implementation process; issues with examining reality.

Although policy rhetoric always has laudable aims, the underlying dynamics of change and interaction among the various actors at different levels of the system often means that the rhetoric may be compromised in reality. However, it is also possible that even when implementation reality may not correspond closely to policy rhetoric, the adaptation of the policy allows for a better fit with the local context while allowing the policy rhetoric to retain its evocative values for an ideal state of affairs.

Policy rhetoric‐reality is not always “evil” and this gap can be systematically investigated.

This paper provides an explanation of the policy rhetoric‐reality gap and suggests a simple matrix framework to analyse such a gap.

This paper aims to examine and compare the school excellence model (SEM) approach adopted by Singapore and the school‐based management (SBM) approach adopted by Hong Kong. It discusses the implications of such a strategy and the challenges that both Singapore and Hong Kong schools face in navigating a new paradigm of managerialism while satisfying the requirements of quality assurance.

This paper utilises a comparative approach to analyse the development of educational quality assurance and the movement to decentralise power to the schools in Singapore and Hong Kong. The framework of analysis involves: approach to decentralisation; effects of education marketisation; school leaders, teachers and the profitable use of quality models.

Both Singapore and Hong Kong utilise a centralised decentralisation approach though with different intent. Education marketisation accentuates the underlying dynamics of fierce competition and accountability through performance indicators. To use the quality models profitably, the main challenge will be for schools to satisfy the spirit of the law rather than the letter of the law.

The comparative study of Singapore and Hong Kong serves as a mirror to other developing countries in understanding how a quality framework coupled with self‐assessment and external inspections can lead to changes in the school system, both positive ones and undesirable side‐effects.

The first comparative study between Singapore's school excellence model with Hong Kong's school‐based management.

The purpose of this paper is to examine the practice of mentoring and coaching in the Singapore education system, to show the difference in philosophy in which these two concepts have been applied and to discuss the issues and challenges involved in their implementation.

This paper reviews the mentoring and coaching systems in Singapore through literature review and a critical analysis of the mentoring and coaching philosophies and schemes for the different levels of educators.

This paper shows that mentoring and coaching are implemented in many areas of the professional development of educators in Singapore. These include mentoring for trainee teachers, beginning teachers, training school leaders and beginning school leaders; and coaching in the performance management system of all teachers and school leaders. However, there are inherent tensions in having an appraisal connotation in some mentoring and coaching platforms in Singapore and in encouraging critical reflective learning and innovation in mentoring and coaching.

As this paper is based on literature review and analysis, it recommends empirical research around mentoring and coaching in Singapore. In particular, it recommends research in examining the impact of particular mentoring and coaching schemes within different contexts and the experiences of the participants in such schemes. It also recommends research to address the questions of whether there will be enough coaches and mentors to meet the emerging demand for mentoring and coaching in schools, as they struggle with their multiple roles in school; and whether the mentoring and coaching system in Singapore is too formalized to encourage innovation.

This paper encourages practitioners to reflect on the inherent tensions in having an appraisal connotation in some mentoring and coaching platforms in Singapore and to embrace critical reflective learning and innovation in mentoring and coaching.

This paper is one of the few papers (and the most current) that review the mentoring and coaching systems in Singapore. It forms a basis for future empirical research in this area.

The purpose of this paper is to highlight three important insights into educational quality assurance, using Singapore as a case study. It is useful to policy makers and practitioners to understand the phases and paradoxes in their educational quality assurance journey so that they may recognise and manage better the complex dynamics of quality assurance in education.

This paper utilises a phase model to analyse the development of quality assurance and the challenges and paradoxes involved. This phase model is a framework of analysis of the quality assurance dynamics of primary and secondary education in Singapore with the following phases: standardisation; local accountability; and diversity and innovation

The paper finds that: quality assurance develops in phases, each with its own characteristics and challenges; quality assurance changes the nature of education; quality assurance is a paradoxical journey.

The Singapore case study serves as a mirror to other developing countries in recognising and managing the delicate dynamics of quality assurance.

The paper illustrates the phase model of educational quality assurance in Singapore and the analysis of the delicate balancing act between conformity and diversity, and between standards and innovation.

The article aims to offer an introduction to the special issue on changing education governance in Asia.

A brief overview of the issue is provided.

The article notes that one of the prominent issues running through the issue is the dilemma between the assertion of academic freedom and the deepening governance/management reforms in schools and universities.

The article highlights that the issue offers a distinct comparative perspective in analyzing recent changes in education governance and management in selected Asian societies.

This paper seeks to analyse the Singapore government's recent attempt to make Singapore a “Global Schoolhouse” by transforming its tertiary education sector. It aims to examine the government's attempt to promote greater diversity and autonomy in the tertiary education landscape; it also aims to examine the government's systems of state funding and accountability for the tertiary education sector.

The paper utilises a policy analysis approach to examine the development of the “Global Schoolhouse” in Singapore. In particular, it examines a case study of the setting up and subsequent sudden pull‐out of the University of New South Wales Asia (UNSW Asia) to highlight the increasing challenge faced by the government in this undertaking.

Despite the government's promotion of greater diversity and autonomy in the tertiary education landscape, the government maintains centralised control through systems of accountability to, and funding from, the state. The case study of UNSW Asia shows that it is a paradoxical challenge for the government to engineer a tertiary education “market economy” with private foreign players while maintaining centralised control over the achievement of its strategic agenda within its stipulated time frame.

The analysis of the Singapore “Global Schoolhouse” effort is limited to a general review of the higher education scene in Singapore and a case study.

The study of Singapore serves as a mirror to other developing countries in understanding the challenges in developing a “Global Schoolhouse” while trying to maintain centralised control.

This paper provides an analysis of the recent developments in the Singapore “Global Schoolhouse” effort.

To report on a case study that examines how the Learning Organisation (LO) concept can be applied in a Singapore school and the challenges that the school faces in the process.

A qualitative research inquiry was adopted using ethnographic methods. Data includes in‐depth face‐to‐face interviews, observation of meetings, informal conversations with students and parents. The study adopted an interpretive paradigm based on post‐positivist theories.

While the LO concept can be applied in the school context to its benefit, there can be potential cultural conflicts, ambiguities and paradoxes, as highlighted in the paper. The wider societal culture has a profound influence on how the structures, authority and relationship between subordinates and superiors in a school.

Empirical data is limited to only one school in Singapore. A longitudinal study involving more schools in Singapore will generate a better sense of the benefits and challenges of LO in schools.

Singapore schools need to address the cultural norms of hierarchy and conformity in order to fully embrace the LO concept.

There is a lack of empirical research on how the LO model can be applied in an Asian school context. This paper represents a first attempt to fill this gap and also offers some practical recommendations to schools that are aspiring to be learning schools.

The purpose of this paper is to examine the development of teacher professionalism in Cambodia and the issues and challenges in this area.

This paper uses Hargreaves’ four ages of teacher professionalism and professional learning to frame the discussion of the development of teacher professionalism in Cambodia.

This paper argues that the Cambodian government aims to develop the teachers to become autonomous professionals in terms of curriculum and pedagogical improvements. However the reality is that the Cambodian teachers manifest characteristics of both the pre‐professionals and autonomous professionals. This paper also examines the issues and challenges faced in the development of teacher professionalism, which are entwined in the complexities of educational reform, societal and economic development. By identifying some structural, economic and socio‐cultural challenges faced by Cambodian teachers, this paper suggests that Cambodian teachers need greater teacher collaboration within a culture of trust and accountability to become collegial professionals.

The Cambodian case study adds to the literature on the development of teacher professionalism in Cambodia and illustrates the potential of comparative and international research on teacher professionalism between Anglophonic and non‐Anglophonic cultures.

In recent years, the new science has become popular in management literature. This involves the use of metaphors from the field of science (e.g. mathematics, chemistry, physics and biology) in the field of management. This paper aims to examine the use of new science metaphors in learning organisation (LO) discourse and research.

This paper is a theoretical analysis of the use of new science metaphors in LO discourse and research. In particular, the paper illustrates the potential value of such metaphors through four examples and explores the issue of appropriate application and interpretation.

This paper shows that using new science metaphors in the field of the LO can enrich the understanding and practice of LOs. However, one has to adopt a reflexive approach so that one is more critically aware of the assumptions behind their usage. This will lead to a more appropriate application and interpretation of such metaphors in context.

Subject to careful application and interpretation, new science metaphors can be useful in helping one appreciate the intricate dynamics of change; that a lack of one's control does not imply that the situation is out of control; that the measurement of outcomes in itself affects the development of an LO; and that paradoxes are “normal” in the dynamics of LO development.

This paper provides an analysis of the use of four new science metaphors in LO, namely complexity and chaos, living systems, uncertainty principle and wave‐particle duality. It discusses how these metaphors may enrich the understanding and practice of the LO. This paper also discusses a reflexive approach towards new science metaphor usage that encompasses four issues of separation, representation, enunciation and routinisation.

Yi Jing is one of the most archaic works among the Chinese classics. Various schools of thought developed their philosophies from the philosophical perspectives in this book and its influence is wide ranging and far reaching. This paper attempts to show how leaders can approach the Yi Jing beneficially by identifying the principles, values and virtues in each of the 64 scenarios, deriving insights about change and leadership. It also aims to show how the Yi Jing compares with Western management literature.

This paper provides an analysis of Qian Gua of Yi Jing as an example of how leaders can draw insights from Yi Jing about change and leadership.

Qian Gua, which is the first scenario in the Yi Jing, offers us powerful insights about change and leadership by offering: a framework of understanding change and human enterprises, considering the aspects of beginning, process, benefit and sustainability; a framework to understand the leadership development process; and leadership principles of conscientious self‐cultivation, transformational leadership through virtues and riding the tides of change.

A change and leadership model inspired by the Yi Jing should interest business leaders both in the east and the west, and help Westerners gain success in doing business in China or collaborating with the Chinese on a joint venture.

This is the first paper to draw insights about change and leadership through an analysis of Qian Gua of Yi Jing.