, HED4806 ASSIGNMENT 1 ANSWERS - DUE DATE MAY 2026
(TWO ESSAYS PROVIDED)
Policy Borrowing in Comparative Education: The Case of Outcomes-Based Education (OBE)
and Its Local Adaptation in Higher Education
Introduction and Contextual Background
Policy borrowing in education refers to the practice whereby education systems adopt or
adapt policies, frameworks, or reforms from other countries in an attempt to improve their
own educational performance, efficiency, or equity. In comparative education, this
phenomenon is increasingly common due to globalisation and the influence of international
organisations that promote “successful” education models across borders. One such widely
borrowed reform is Outcomes-Based Education (OBE), which was initially developed and
implemented in countries such as the United States and Australia before being introduced
into various developing contexts, including South Africa. In the South African higher
education sector, OBE became part of a broader transformation agenda following the end of
apartheid in 1994, where education was seen as a key instrument for redressing historical
inequalities, expanding access, and aligning education with democratic and economic
development goals (Jansen, 1998). However, while OBE was introduced with progressive
intentions, its implementation in higher education institutions has been widely debated due to
mismatches between policy ideals and institutional realities. These tensions make OBE a
significant case study for understanding how borrowed policies function in practice within
complex educational systems.
Theoretical Framework: Policy Borrowing in Comparative and International Education
The theoretical foundation of this discussion is rooted in comparative and international
education scholarship, particularly the concept of policy borrowing and lending. According
to Phillips and Ochs (2004), policy borrowing is not a direct or mechanical transfer of ideas
but rather a complex process of interpretation, adaptation, and localisation. Policies are
(TWO ESSAYS PROVIDED)
Policy Borrowing in Comparative Education: The Case of Outcomes-Based Education (OBE)
and Its Local Adaptation in Higher Education
Introduction and Contextual Background
Policy borrowing in education refers to the practice whereby education systems adopt or
adapt policies, frameworks, or reforms from other countries in an attempt to improve their
own educational performance, efficiency, or equity. In comparative education, this
phenomenon is increasingly common due to globalisation and the influence of international
organisations that promote “successful” education models across borders. One such widely
borrowed reform is Outcomes-Based Education (OBE), which was initially developed and
implemented in countries such as the United States and Australia before being introduced
into various developing contexts, including South Africa. In the South African higher
education sector, OBE became part of a broader transformation agenda following the end of
apartheid in 1994, where education was seen as a key instrument for redressing historical
inequalities, expanding access, and aligning education with democratic and economic
development goals (Jansen, 1998). However, while OBE was introduced with progressive
intentions, its implementation in higher education institutions has been widely debated due to
mismatches between policy ideals and institutional realities. These tensions make OBE a
significant case study for understanding how borrowed policies function in practice within
complex educational systems.
Theoretical Framework: Policy Borrowing in Comparative and International Education
The theoretical foundation of this discussion is rooted in comparative and international
education scholarship, particularly the concept of policy borrowing and lending. According
to Phillips and Ochs (2004), policy borrowing is not a direct or mechanical transfer of ideas
but rather a complex process of interpretation, adaptation, and localisation. Policies are
