ABSTRACT
Introduction and aims The contributions to this volume are connected in at least two ways. First, each of them deals with ‘openness’ and the application of distance methodologies to primary and secondary education, levels that have been only infrequently treated in the distance education literature. Second, the various open classrooms they describe all reflect in some significant way the impact that globalization and its associated neoliberal agenda are having on education, at all levels. This concluding chapter looks at this impact, by considering three questions:
• What do these contributions tell us about the impact globalization is having on primary and secondary education?
