The economics of policy borrowing and lending: a study of late adopters

Steiner‐Khamsi, Gita

doi:10.1080/03054980600976353

Cited by 163 publications

(85 citation statements)

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“…POJAVA I DJELOVANJE NOVIH AKTERA U KONTEKSTU GLOBALNE OBRAZOVNE POLITIKE I NEOLIBERALIZMA U svojim komentarima o načinu djelovanja neoliberalne globalne obrazovne reforme, mnogi autori nude niz detaljnijih uvida u odnos i ulogu novih aktera zainteresiranih za obrazovanje (Amaral, 2010;Anderson i Herr, 2015;Khamsi, 2006;Moutsios, 2009;Rutkowski, 2007;Small, 2009;Steiner-Verger, 2014;Verger i sur, 2012;Yang, 2010 itd). Osim države, kao najaktivniji akteri ističu se međunarodne zajednice, a u značajnoj je mjeri prisutan i privatni (profitni i neprofitni) sektor pa tako, osim korporacija i poduzeća, autori navode i industriju obrazovnih usluga koja uključuje obrazovne zaklade, specijalističke i konzultantske tvrtke, banke, lokalne konzultante, trustove mozgova, filantrope i sl.…”

Section: Neoliberalizam: Ključni Diskursiunclassified

“…Autori (primjerice, Ball, 2001;Steiner-Khamsi, 2006;Verger, 2014; Verger i sur, 2012 itd) paralelno prate i način na koji se razvijaju i modificiraju uloge nacionalnih vlada, imajući u vidu njihove dosadašnje pozicije glavnih kreatora obrazovnih politika. Budući da su povodi za prihvaćanje aktualnih trendova različiti u različitim nacionalnim sustavima, razvila se rasprava i oko pitanja zašto ih zemlje usvajaju i kako se ti trendovi manifestiraju u odnosu na kontekstualne uvjete različitih zemalja.…”

Section: Neoliberalizam: Ključni Diskursiunclassified

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Neoliberalizam I Obrazovanje U Kontekstu Globalne Obrazovne Politike

Kanić¹

2017

zop

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Apstrakt. Pojam globalne obrazovne politike javio se u posljednjih nekoliko desetljeća, a riječ je o fenomenu koji obuhvaća obilježja obrazovnih reformi prisutnih na globalnoj razini do kojih je došlo uslijed globalizacijskih mehanizama, odnosno opisuje ih, definira i nastoji ustanoviti tko stoji iza njihove diseminacije. Uslijed globalizacije, došlo je i do tvorbe transnacionalnog obrazovnog prostora gdje su se, uz vlade, pojavili i novi akteri, čiji su utjecaji na obrazovne politike postajali sve snažniji. Najistaknutijima se smatraju međunarodne organizacije koje različitim mehanizmima utječu na vlade mnogih zemalja, prilikom čega imaju mogućnost promicanja vlastitih agenda koje karakterizira jedna zajednička točka -neoliberalna doktrina. Pojava neoliberalizma uslijed svjetske ekonomske stagnacije sedamdesetih godina prošlog stoljeća rezultirala je prisutnošću tržišnih rješenja s naglaskom na učinkovitost, konkurenciju i slobodu izbora, što se, zahvaljujući globalizaciji, trajno ukorijenilo u obrazovne sustave gotovo svih zemalja. Pojave poput decentralizacije, privatizacije, novog javnog menadžmenta i novog profesionalizma postale su temelj za formiranje novih globalnih obrazovnih trendova, a uključenost privatnog sektora i redefinirana uloga vlade u pružanju i financiranju obrazovnih usluga smatra se svojevrsnim imperativom kada je riječ o neoliberalnim utjecajima na obrazovanje. Naposljetku, došlo je do prisutnosti javno-privatnih partnerstva, čija pojavnost uprizoruje prodor privatizacije i tržišnih mehanizama u obrazovanje.Ključne riječi: globalizacija, globalna obrazovna politika, neoliberalizam, neoliberalne obrazovne reforme, javno-privatno partnerstvo.* Sanela Kanić, sanela.kanic@gmail.com  Ovaj rad nastao je iz okvira diplomskoga rada istog naziva, koji je izradila Sanela Kanić 2017. godine. Vesna Kovač bila je mentorica u izradi diplomskoga rada.

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Section: Neoliberalizam: Ključni Diskursiunclassified

Neoliberalizam I Obrazovanje U Kontekstu Globalne Obrazovne Politike

Kanić¹

2017

zop

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“…Phillips and Ochs (2004, p. 774) describe education borrowing as a "conscious adoption in one context of policy observed in another", and Powell and Di Maggio (1991) note that education borrowing is attractive to policymakers because it can reduce the risk and uncertainty of creating a brand new policy. There are four major goals of education borrowing: solving internal problems (Rose, 1991), minimising the uncertainty of new policies (Nedergaard, 2006), delivering political actions (Dolowitz & Medearis, 2009), and seeking assistance (Steiner-Khamsi, 2006). The NSS borrowing in Hong Kong had all four goals.…”

Section: The New Senior Secondary School Curriculum In Hong Kongmentioning

confidence: 99%

Replanting the Flower in Different Soil? A Critical Analysis of Education Borrowing in Hong Kong

Chow¹

2014

IJE

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This paper critically analyses the impact the New Senior Secondary (NSS) has had on Hong Kong through Phillips and Ochs' four-stage model of policy borrowing in education. It argues that the Hong Kong government overlooked the fundamental contextual differences between the two curricula, and that this incompatibility has led to various challenges in integrating the NSS into the existing education system. This paper also contributes to the methodological literature on comparative education and theorisation of education borrowing by illustrating the importance of context. The monopolistic and generalisation assumptions in the positivist paradigm have misled many governments to reify statistics and uncritically transfer incompatible policies to their home countries; the case of the NSS in Hong Kong is an example of this. Although the interpretivist paradigm helps comparativists better understand local context, it is also important to be aware of the limitations of the analytical model used here. Phillips and Ochs' model was developed based on observations of education borrowing between England and Germany, and it might not truly represent the situation in non-English speaking Asian countries. Also, the model was not specifically built for a capitalist economy, and, therefore, comparativists also need to be aware of the economic structure of the country they are studying, as this can greatly affect the aim of public education. Further study should incorporate literatures and models from Asian countries in order to make the analysis more relevant.

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“…In turn, this creates 'a situation in which "voluntary policy transfer" is enmeshed with "coercive policy transfer"' (Dolowitz et al 2000, p. 6). Donor aid is often accompanied by the lending of reform ideas, and even with the wholesale transfer of a comprehensive reform package formulated by the lender (Steiner-Khamsi 2006). Indeed, in Uganda, USAID and the Aga Khan Foundation have been actively involved in disseminating and institutionalising CCP in primary schools.…”

Section: The Rationalementioning

confidence: 99%

“…The global diffusion of CCP Indeed, the time has come for a specific reform when international funding for implementing that particular reform is secured (Steiner-Khamsi 2006). The economics of policy lending and borrowing also helps to explain why education reforms in low-income countries increasingly bear a resemblance to those in developed countries.…”

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confidence: 99%

A Converging Pedagogy in the Developing World? Insights from Uganda and Turkey

Global Education Policy and International Development : New Agendas, Issues and Policies

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The economics of policy borrowing and lending: a study of late adopters

Cited by 163 publications

References 20 publications

Neoliberalizam I Obrazovanje U Kontekstu Globalne Obrazovne Politike

Neoliberalizam I Obrazovanje U Kontekstu Globalne Obrazovne Politike

Replanting the Flower in Different Soil? A Critical Analysis of Education Borrowing in Hong Kong

A Converging Pedagogy in the Developing World? Insights from Uganda and Turkey

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