Abstract
Educational reforms around the countries are a crucial issue in international and comparative education. Almost every country in the Global South is in search of an education policy which is benchmarked against other global educational policies of international standard. This quest engages them into policy borrowing. There are several other reasons for this educational transfer as well. This paper has attempted to explore the issues relating to policy borrowing of two countries Bangladesh and China. The case is selected because of its significance in international comparative education and implication is there also for the policy formulators concerned in both the countries. The study draws upon secondary sources literature such as existing literature, policy documents, reports of international organisations etc. A descriptive analysis has been attempted in order to achieve a better view of the issues under investigation. The results affirmed a similar model of policy transfer in both Bangladesh and China. In both cases the educational policy transplantation has proved to be a failure.
Highlights
Educational change across the countries of the world is portrayed as a quest to generate world class schools through the transfer of features of high performing school systems
The learning process is a matter of ‘cognitive physiology’ [2], which is very complex in its general manifestations to the laypersons, its overriding influential pervasiveness has been a recurrent theme for the international and comparative education researchers for the last few decades
Phillips and Ochs [13] framework has been exploited for unpacking the complex layers of policy borrowing in Bangladesh and China with the underpinnings of historical, political and cultural aspects
Summary
Educational change across the countries of the world is portrayed as a quest to generate world class schools through the transfer of features of high performing school systems. The aspects of educational policy borrowing process, and the gap between policy and practice in Bangladesh and China have been compared and evaluated in the light of Learnercentred Education under a globalised worldview. According to World Economic Forum Human Capital Report 2015, Bangladesh and China have been indexed at a close distance with score of 57.62 and 67.47 respectively out of the total score 100 Both are considered as middle income countries overburdened with huge population. China’s recent exponential economic development along with high scores on international tests of achievement, have brought its education system, policy and practices to light This sort of comparative evaluation might help the policy makers to formulate effective policies for the development of pedagogy in particular and human capital in general. Some critical comments with pedagogic insight are provided
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