This volume is an attempt to understand, from an empirically grounded perspective, the nature, scope and dimensions of the new global trend of managerial education reforms, and specifically the relationship between this type of reform and teachers. The different case studies included here analyse reforms aimed at introducing teacher evaluation (Peru) and teacher accountability measures (Indonesia and Jamaica), competency-based curriculum (Turkey), public private partnerships (Uganda), contract teachers (India) and decentralisation (Namibia).