Globalisation as the most powerful phenomenon of the present time is widely contested for its positive and negative outcomes. This article distinguishes between political, economic and cultural globalisation and argues that globalisation as a process is mostly led and appreciated by the developed countries to meet their desired objectives, whereby underdeveloped countries are hurled into this process. Less equipped and less informed, these underdeveloped countries often stand in q disadvantaged position. The article maintains that several supra national economic, cultural and political organisations are the manifestation of the process of globalisation, which has made the policy making, process a complex phenomenon. The nation states have to deal with the pressures exerted by both other influential states and these international organisations, which seriously curtails the capacity of states to formulate its policies independent of any foreign influence and in favour of its citizens. Given this complex context, educational policies, like every other policy formed in underdeveloped countries,' respond more to the globalisation process rather than national needs. This article tries to understand the globalisation phenomenon with respect to educational policy in underdeveloped countries and then explores the ways through which globalisation influences national educational policies.