, PLEASE USE THIS DOCUMENT AS A GUIDE TO ANSWER YOUR ASSIGNMENT
HED4806 ASSIGNMENT 1 2026
MEMO
DUE DATE: MAY 2026
Borrowed Educational Reform in Higher Education: Evaluating the Implementation and
Outcomes of Outcomes-Based Education (OBE)
Introduction and Contextual Background
In the field of comparative and international education, policy borrowing has become a prominent
strategy through which governments attempt to reform and modernise their education systems by
adopting ideas perceived as successful in other contexts. This process is often driven by
globalisation, international benchmarking, and the influence of transnational policy networks that
promote particular models of education reform. One such reform is Outcomes-Based Education
(OBE), which emerged in countries such as the United States and Australia before being adopted in
several developing contexts, including South Africa. In the South African higher education sector,
the adoption of OBE must be understood within the broader socio-political transformation that
followed the end of apartheid in 1994. During this period, education was identified as a key
mechanism for addressing historical inequalities, promoting social justice, and aligning the country
with global economic demands. As a result, OBE was introduced as part of a wider restructuring
effort aimed at improving quality, accountability, and relevance in education (Jansen, 1998).
However, while the policy was grounded in progressive ideals, its implementation in higher
education institutions revealed significant challenges, particularly in relation to contextual
differences, institutional capacity, and the translation of policy into practice.
Theoretical Framework: Policy Borrowing in Comparative and International Education
The concept of policy borrowing provides a useful theoretical lens for analysing the adoption and
implementation of OBE in higher education. According to Phillips and Ochs (2004), policy
borrowing is a multi-stage process that involves attraction, decision, implementation, and
HED4806 ASSIGNMENT 1 2026
MEMO
DUE DATE: MAY 2026
Borrowed Educational Reform in Higher Education: Evaluating the Implementation and
Outcomes of Outcomes-Based Education (OBE)
Introduction and Contextual Background
In the field of comparative and international education, policy borrowing has become a prominent
strategy through which governments attempt to reform and modernise their education systems by
adopting ideas perceived as successful in other contexts. This process is often driven by
globalisation, international benchmarking, and the influence of transnational policy networks that
promote particular models of education reform. One such reform is Outcomes-Based Education
(OBE), which emerged in countries such as the United States and Australia before being adopted in
several developing contexts, including South Africa. In the South African higher education sector,
the adoption of OBE must be understood within the broader socio-political transformation that
followed the end of apartheid in 1994. During this period, education was identified as a key
mechanism for addressing historical inequalities, promoting social justice, and aligning the country
with global economic demands. As a result, OBE was introduced as part of a wider restructuring
effort aimed at improving quality, accountability, and relevance in education (Jansen, 1998).
However, while the policy was grounded in progressive ideals, its implementation in higher
education institutions revealed significant challenges, particularly in relation to contextual
differences, institutional capacity, and the translation of policy into practice.
Theoretical Framework: Policy Borrowing in Comparative and International Education
The concept of policy borrowing provides a useful theoretical lens for analysing the adoption and
implementation of OBE in higher education. According to Phillips and Ochs (2004), policy
borrowing is a multi-stage process that involves attraction, decision, implementation, and
