The paper considers what counts as meaningful and worthwhile education policy analysis. We propose that qualitative analyses of the social historiographies of nation states’ educational policies are important because mapping the complex histories of each nation state addresses the questions of ‘how’ and ‘why’ these education policies developed as they did. This moves beyond the ‘what’ questions that quantitative analyses address. We suggest that using qualitative policy analyses reveals the extent to which education policy as text and discourse facilitates community engagement and participation, the management of economic transitions and economic growth within sustainable ethical frameworks, and tolerance for cultural diversity. Disseminating such policy learning is important so that nation states might learn from each other and develop global competences. Reading nation states’ education policy through Hodgson and Spours (2006) policy analysis framework may reveal particular political eras in education systems and processes, education states, policy processes and public spaces. Further such researches may illuminate commonalities and differences in nation states’ education policy as text and discourse. We argue such policy analyses are required to make a new contribution to knowledge with a sharp focus on policy learning to improve approaches to and engagement with education globalization, policy, and agency.