Minor Io

Front 1

List to use

Back 1

Zajda in Globalization, Education and Policy: Changing Paradigms
Steiner-Khamsi in Policy Borrowing & Lending in Education
Steiner-Khamsi in Global Politics of Educational Borrowing & Lending
Phillips & Schweisfurth in Comparative and International Education
Bray, Crossley & Watson in Comparative and International Research in Education
Rolland Paulston in Mapping Comparative Education after Postmodernity
David Phillips in Policy Borrowing in Education: Frameworks for Analysis
David Phillips in Aspects of Educational Transfer

Front 2

Zajda in Globalization, Education and Policy: Changing Paradigms

Back 2

Shift in edu planning from linear/more is better/human capital of 60s and 70s to holistic/global security/integrative. Key policy issue: equality and quality of opportunity. Compulsory edu, equity, school choice. Barber’s five strategic challenges (reconceptualising teaching creating high autonomy/high performance building capacity and managing knowledge establishing new partnerships reinventing the role of government) and deliverable goals (achieving universally high standards narrowing the achievement gap unlocking individualisation promoting education with character). Could be global master narrative. Changing discourse of economics of education from human capital to microeconomic analysis of labor demand side.

Front 3

Steiner-Khamsi in Policy Borrowing & Lending in Education
Hall's orders

Back 3

Reforms are adopted for reasons other than best practices. Hall’s policy changes, “orders”. First (most common), policy preserved and pursued; second, policy altered goals same; third replacement.

Front 4

Steiner-Khamsi in Policy Borrowing & Lending in Education
Major scholars

Back 4

Brian Holmes (policy borrowing & lending), Schriewer (externalization), Phillips (cross-national policy attraction).

Front 5

Steiner-Khamsi in Policy Borrowing & Lending in Education
Rappleye

Back 5

most prominent themes on attraction: actor-centrism (actors (individual, collective, coalitional) that play central roles in shaping policy processes - realists (self-interest) and info flows; system theory and world culture (consensus around rationalized myths of societal organization and potential of science, progress). Loose coupling

Front 6

Steiner-Khamsi in Policy Borrowing & Lending in Education
Silova

Back 6

policy makers attracted to borrowing, see pragmatically, rooted in progress, rationality, scientific expertise, part of modernity project of West.

Front 7

Steiner-Khamsi in Policy Borrowing & Lending in Education
IOs

Back 7

IOs are central nodes for policy diffusion. Policy cycle: adoption, implementation, learning, borrowing, lending, transfer, diffusion, convergence. Two central concepts in borrowing research: standardization and legitimacy.

Front 8

Steiner-Khamsi in Global Politics of Educational Borrowing & Lending
Schriewer & Martinez

Back 8

Studied to see if convergence occurring, more using reference societies (exemplary, worthy of borrowing). Not seeing convergence. “Institutionalized legitimating myths” part of modernity project. Individual, equality, economic progress, political order by state.

Front 9

Steiner-Khamsi in Global Politics of Educational Borrowing & Lending
David Phillips

Back 9

pioneer in borrowing. Cross-national policy attraction. Can be attractive for different reasons – “foci of attraction”. See steps below. Catalyst sparks – political change, collapse, internal dissatisfaction, negative external evalution, new configuration, knowledge, skills innovation, upheaval. Externalizing potential – elements of foreign system that are borrowable. Internalizing potential – contextual receptability of borrower.

Front 10

Steiner-Khamsi in Global Politics of Educational Borrowing & Lending
Silova

Back 10

“phony policy borrowing”. Rhetoric only, no plans to implement. Culturalist approach challenges idea that globalization leads to homogenization resulting in convergence. Local agency – borrowing as self-regulated reflection on reform. Policy makers make case using reference society to avoid contestation. Signaling to external, too. Transfer can involve practice and discourse. Adopting language of allies to signal new loyalties.

Front 11

Steiner-Khamsi in Global Politics of Educational Borrowing & Lending
Spreen

Back 11

stages of policy borrowing (post-apartheid S Africa). OBE. Stages: 1. External transactions (dissatisfied engage external references with govt), 2. Political manipulation (groups gaining power push through), 3. Internal initiative/ownership (see deficiencies, indigenize reforms).

Front 12

Steiner-Khamsi in Global Politics of Educational Borrowing & Lending
Typology of Cross National Attraction

Back 12

see graphic

Front 13

Steiner-Khamsi in Global Politics of Educational Borrowing & Lending

Back 13

Policy borrowing in education graphic

Front 14

Phillips & Schweisfurth in Comparative and International Education
Holmes, aims

Back 14

aims of comped, understanding of processes of edu, promote interest in national systems and their functioning, faciliate reform/development, promote desirable intl attitudes.

Front 15

Phillips & Schweisfurth in Comparative and International Education
Schneider, aims

Back 15

aims, better understanding of countries compared, strengths/weaknesses, extraction of paradigms, models, methods, break down prejudice.

Front 16

Phillips & Schweisfurth in Comparative and International Education
Halls, aims

Back 16

aims, provide edu morphology or global description/classification of forms of edu as UNESCO and OECD do, determine relationships between edu and society, conditions of edu change, larger laws.

Front 17

Phillips & Schweisfurth in Comparative and International Education
Phillips, aims

Back 17

shows possible, yardstick, consequences, body of data, practices in context, theoretical framework, supportive for reform, cooperation. Assumption of positive relationship between edu pop and national dev. Public good.

Front 18

Phillips & Schweisfurth in Comparative and International Education
Bray and Thomas

Back 18

Framework cube p 23

Front 19

Bray, Crossley & Watson in Comparative and International Research in Education
Sadler's quote on purpose of comp ed

Back 19

Sadler’s 1903 quote on purpose of comped. 1. Collect edu experience to see what is true, 2. Inform nation how it stands in efficiency with other nations, 3. Consensus on best practices. Quote: In studying foreign systems of Education we should not forget that the things outside the schools matter even more than the things inside the schools, and govern and interpret the things inside. We cannot wander at pleasure among the educational systems of the world, like a child strolling through a garden, and pick off a flower from one bush and some leaves from another, and then expect that if we stick what we have gathered into the soil at home, we shall have a living plant. A national system of Education is a living thing, the outcome of forgotten struggles and difficulties and ‘of battles long ago’. It has in it some of the secret workings of national life

Front 20

Rolland Paulston in Mapping Comparative Education after Postmodernity
List

Back 20

graphic

Front 21

David Phillips in Policy Borrowing in Education: Frameworks for Analysis
Process

Back 21

Apparently simple 3 stage process: 1. Id successful practice, 2. Intro at home, 3. Assimilation. Complex. Terms used: borrowing, copying, appropriation, assimilation, transfer, importation. Borrowing is fixed in lit. Phillips adds “conscious”. Politicians may believe can transplant policy easily.

Front 22

David Phillips in Policy Borrowing in Education: Frameworks for Analysis
Context of Attraction, 6 stages

Back 22

1. Guiding Philosophy or Ideology of the Policy: The core of any policy, and the underlying belief about the role of education – formal, non-formal, and informal.
2. Ambitions / Goals of the Policy: The anticipated outcomes of the system, in terms of its social function, improved standards, a qualified and trained workforce, etc.
3. Strategies for Policy Implementation: The politics of education, or the investigation of the political leads to be considered in the forms of governance of education and the creation of educational policy.
4. Enabling Structures: There are two types: those supporting education, and those supporting the education system. Here, we examine the structures of schooling, such as funding, administration, and human resources.
5. Educational Processes: The style of teaching (formal, informal, and non-formal education, generally speaking), and the regulatory processes required within the education system. This includes such matters as assessment, curricular guidelines and grade repetition.
6. Educational Techniques: The ways in which instruction takes place. This includes aspects of pedagogy, teacher techniques and teaching methods (see Ochs & Phillips, 2002a).

Front 23

David Phillips in Policy Borrowing in Education: Frameworks for Analysis
Typology of transfer

Back 23

Typology: 1. Serious scientific investigation of foreign situation, 2. Popular ideas of superiority, 3. Politically modivated reform, 4. Distortion to highlight deficiencies at home. The foreign example can be used to glorify and scandalize home (Steiner-Khamsi).

Front 24

David Phillips in Policy Borrowing in Education: Frameworks for Analysis
Cross-national attraction, pre-conditions for change

Back 24

This more complex model starts with the impulses that spark off the types of cross-national attraction described in the typology. These impulses might originate in various phenomena: 1. Internal dissatisfaction: On the part of parents, teachers, students, inspectors and others; 2. Systemic collapse: Inadequacy or failure of some aspect of educational provision; the need for educational reconstruction following war or natural disaster; 3. Negative external evaluation: For example, in international studies of pupil attainment such as TIMSS or PISA, or through widely reported and influential research by academics; 4. Economic change/competition: Sudden changes in the economy (as in South-East Asian countries); new forms of competition creating additional needs in training – Political and other imperatives: The need to ‘turn around’ policy as voters become dissatisfied; responsibilities through aid donation or occupation following conflict; 5. Novel configurations: Globalising tendencies, effects of EU education and training policy, various international alliances, for example; 6. Knowledge/skills innovation: Failure to exploit new technologies; 7. Political change: New directions as a result of change of government,
particularly after a long period of office of a previous administration.

Front 25

David Phillips in Policy Borrowing in Education: Frameworks for Analysis
Cross-national attraction, decision making

Back 25

We see the types of decision falling into various categories: 1. Theoretical: Governments might decide on policies as broad as ‘choice and diversity’, for example, and they might retain general ambitions not easily susceptible to demonstrably effective implementation; 2. Realistic/practical: Here we can isolate measures which have clearly proved
successful in a particular location without their being the essential product of a variety of contextual factors which would make them not susceptible to introduction elsewhere; an assessment will have been made as to their immediate implementational feasibility; 3. ‘Quick fix’: This is a dangerous form of decision-making in terms of the use of foreign models, and it is one that politicians will turn to at times of immediate political necessity. Examples might be various measures introduced in the countries of Eastern Europe – often as the result of advice from outside advisers - following the political changes of 1989; 4. ‘Phoney’: This category incorporates the kind of enthusiasms shown by politicians for aspects of education in other countries for immediate political effect, without the possibility of serious follow-through.

Front 26

David Phillips in Policy Borrowing in Education: Frameworks for Analysis
Cross-national attraction, implementation

Back 26

Implementation will depend on the contextual conditions of the ‘borrower’ country. Speed of change will in turn depend on the attitudes of what can be termed ‘significant actors’ – these are people (or institutions) with the power to support or resist change and development, and they can be particularly effective in decentralised systems, where there is less direct control. Resistance might take the form of delayed decision, or simply of non-decision.

Front 27

David Phillips in Policy Borrowing in Education: Frameworks for Analysis
Cross-national attraction, internalization

Back 27

Finally, there is a stage of ‘internalisation’, or – as it has been called – ‘indigenisation’ of policy. The policy ‘becomes’ part of the system of education of the borrower country, and it is possible to assess its effects on the pre-existing arrangements in education and their modus operandi. There are four steps in this segment of the model: 1. Impact on the existing system / modus operandi: Here, we examine the motives and objectives of the policy makers, in conjunction with the existing system. 2. The absorption of external features: Close examination of context is essential to understand how, and the extent to which features from another system have been
adopted. 3. Synthesis: Here, we describe the process through which educational policy and practice become part of the overall strategy of the ‘borrower’ country. Carnoy & Rhoten (2002) discuss the process of ‘re contextualisation’ in acknowledging that context affects the interpretation and implementation of such ‘borrowed’ policies. 4. Evaluation: Finally, internalisation requires reflection and evaluation to discern whether the expectations of borrowing have been realistic or not. The results of evaluation might then start the whole process again, with further investigation of foreign models to put right perceived deficiencies. This brings the model full-circle. In a Hegelian sense, we see a process of thesis, antithesis, and synthesis, with a ‘synthesised’ system ripe for further development as the developmental process begins again.

Front 28

David Phillips in Aspects of Educational Transfer
Spectrum of educational transfer

Back 28

Imposed, Required under constraint, negotiated under constraint, borrowed purposefully, introduced through influence