Cross‐national policy borrowing and educational innovation: improving achievement in the London Borough of Barking and Dagenham

Ochs, Kimberly

doi:10.1080/03054980600976304

Cited by 38 publications

(22 citation statements)

References 12 publications

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“…In our analysis, we do not adhere strictly to the order of the stages. There might, for example, be a contrary direction, where the implementation can influence the cross-national attraction (Ochs, 2006). Thus, we instead regard Phillips and Ochs' stages as processes that may overlap and interact throughout the borrowing trajectory (see also Table I).…”

Section: Framework For the Analysismentioning

confidence: 99%

Educational Methods as Commodities within European Education: A Norwegian-Danish Case

Ottesen

Lund

Grams

et al. 2013

European Educational Research Journal

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A number of studies in the past few decades address how the governing of educational systems are changing as a result of intensified measurement and use of statistics. This article suggests that another consequence may be the construction of solutions, tools, and methods which target the problems constructed through comparable indicators and benchmarks. An increased proliferation and accessibility of models, methods, and outcomes has inspired both governments and practitioners to look beyond their national borders for solutions to specific problems or challenges. As a consequence, ideas, methods, and approaches increasingly resemble commodities in the global marketplace. The article investigates the diffusion of a method for school development, namely the model for learning environment and pedagogical analysis (the LP-model). The model was developed in Norway in 2005 and later spread to a number of schools and municipalities across the country, and subsequently to Denmark. We analyse the cross-national borrowing process by applying the framework of policy borrowing. The framework serves as a heuristic in our analysis of information from the LP-model's websites, evaluation reports and booklets. The analysis shows that similar descriptions of problems and high policy expectations for addressing the problems constitute central preconditions for the borrowing process. We also find that claims that the model works play an important part in marketing the model. Moreover, the model was warranted by high-profile researchers in Norway and Denmark constituting powerful personal and professional networks.

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Section: Framework For the Analysismentioning

confidence: 99%

Educational Methods as Commodities within European Education: A Norwegian-Danish Case

Ottesen

Lund

Grams

et al. 2013

European Educational Research Journal

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“…Therefore, some reform, designed to adapt the system to the new country's needs and conditions, is required. For instance, if it is true that a negative external review, such as poor results in international assessments, can be a powerful rationale for educational borrowing, which earlier studies have demonstrated (see, for example, Ochs, 2006;Berényi & Neumann, 2009;Grek et al, 2009), then it may be interesting to look at the way in which Germany and Sweden conducted themselves after the PISA results were announced.…”

Section: Policy Borrowing With a View On The Education Sectormentioning

confidence: 99%

Is the Grass Always Greener? The Effect of the PISA Results on Education Debates in Sweden and Germany

Ringarp

Rothland

2010

European Educational Research Journal

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What does a country do when its schools and educational system in general do not produce the results the country believes they are capable of? This article describes the political debates that comparative international studies such as the Programme for International Student Assessment have given rise to in Germany and Sweden. As a result of the assessments, both countries have gone outside their borders in order to find new models and policy norms.

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“…Policy text is also employed as an inspiration for policy reform, including the termination of current policies as well as to converge education reform with global aid initiatives such as Education for All (Ochs, 2006). Finally it may be borrowed to improve the country's international standing (Ochs, 2006). The face of 'education borrowing' is indeed political.…”

Section: Reasons and Motivesmentioning

confidence: 99%

“…Yet Ochs (2006: 602, italics It is suggested that examples of foreign policy are used as "an exemplar for innovation of new practices at home" (Schriewer, 1990;Turbin, 2001;Ochs andPhilips, 2002a, b cited in Ochs, 2006, italics hers). Policy text is also employed as an inspiration for policy reform, including the termination of current policies as well as to converge education reform with global aid initiatives such as Education for All (Ochs, 2006). Finally it may be borrowed to improve the country's international standing (Ochs, 2006).…”

Section: Reasons and Motivesmentioning

confidence: 99%

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An investigation of possibilities and limitations of ‘education borrowing’ in Barbados and Trinidad and Tobago

Lam

2010

Compare: A Journal of Comparative and International Education

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Cross‐national policy borrowing and educational innovation: improving achievement in the London Borough of Barking and Dagenham

Cited by 38 publications

References 12 publications

Educational Methods as Commodities within European Education: A Norwegian-Danish Case

Educational Methods as Commodities within European Education: A Norwegian-Danish Case

Is the Grass Always Greener? The Effect of the PISA Results on Education Debates in Sweden and Germany

An investigation of possibilities and limitations of ‘education borrowing’ in Barbados and Trinidad and Tobago

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