A Comparative Analysis of the K-12 International Education Policies of Ontario and Manitoba

Oct 15, 2026

Through critical policy analysis, the paper examines the context of K-12 international education in Ontario and Manitoba, two Canadian provinces experiencing rapid growth in international student enrollment. It analyzes how international education is approached as policy at the K-12 level in each province. Empirical evidence is drawn from document analysis and stakeholder interviews using Ball’s three-policy-context framework. Findings show policy as a complex, contradictory process shaped by multiple stakeholders, raising concerns about equity and public funding foundations.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Introduction

Review of Literature: International Education and the K-12 Sector

A Comparative Analysis of the K-12 International Education Policies of Ontario and Manitoba Roopa Desai Trilokekara & Merli TamtikbaYork University, bUniversity of Manitoba Abstract Through the lens of critical policy analysis, this paper examines the context of K-12 international education in two Canadian provinces. Both Ontario and Manitoba have seen the fastest growth in Canada when it comes to international students, yet those provinces represent distinctly different contexts. In this paper, we examine how international education has been approached as policy at the K-12 level in both provinces. Empirical data was collected through document analysis and stakeholder interviews. By using Ball’s (1994) framework of three policy contexts—(a) the context of influence,(b) the context of policy text production, and (c) the context of practice—this paper reveals that policy is not simply a government directive but rather a complex and contradictory process involving practitioners from schools, school boards, and non-government organizations involving educational administrators. Therefore, to effect change, policy needs to be understood through the perspective of multiple stakeholders. The paper cautions all stakeholders to be more critical of international education as policy, given that in its present form it privileges values that undermine the very foundations ofa free equity based publicly funded K-12 educational system in Canada. Keywords: international education, K-12 international education, K-12 international students, international student recruitment Introduction Several provincial governments in Canada have announced international education policies, including Ontario in 2015 (see Government of Ontario, 2015) and Manitoba in 2008, 2015, and 2016 (see Government of Manitoba, 2008, 2015, 2016). With this policy focus, special attention has been given to K-12 public schools and their internationalization efforts. Scholars have observed an increased tendency in Canada towards the marketization and commodification of public education through internationalization (Fallon & Poole, 2014; Johnstone & Lee, 2017). Government policies play a foundational role in setting the direction for international education activities across local contexts. However, are policies simply government directives, as suggested by scholars of the rational tradition in policy studies? Do policy directives of the government get accepted and implemented as intended? In this paper, we take a more critical approach to the concept of policy, viewing policy as more than simple texts. We see policy as a process that includes values, interests, discourses, power dynamics, influences, outcomes, and effects (Ball, 1993, 1994, 2015; Ozga, 2000) that all interact in complex ways to change intent, effect, and outcomes of policy. Implementing Ball’s (1994) framework of three policy contexts—(a) the context of influence, (b) the context of policy text production, and (c) the context of practice—this paper provides a comparative analysis of the international education policies of Ontario and Manitoba. Our research objective is to examine the relationship between policy and practice in K-12 international education through this comparison. In particular, our research asks the following questions: How is international education approached as policy at the K-12 educational level? What contextual factors have led to its impetus? How has international education policy been constructed and practiced by different stakeholders? What has been or is likely to be the impact of international education policy on public school systems in Canada? By critically approaching policy as process, this paper adds important empirical evidence to the study of the powerful emergence of international education in the K-12 sector in Canada. The paper is significant in illustrating how the uptake of neoliberalism has propelled policy actors such as schools and school boards to chall

FAQs

What framework does the paper use to analyze K-12 international education policy?

The paper uses Ball’s (1994) framework of three policy contexts: the context of influence, the context of policy text production, and the context of practice.

How does the paper describe the relationship between policy and practice?

It treats policy as more than government texts, emphasizing a process shaped by values, interests, discourses, power dynamics, and outcomes involving practitioners and stakeholders.

What does the paper suggest about equity and the impact of current international education policy?

It cautions stakeholders that the present policy approach privileges values that can undermine the foundations of a free equity-based publicly funded K-12 system in Canada, producing winners and losers as policies evolve.

Oct 15, 2026

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