The article draws on interpretive frameworks from diffusion research and social network analysis to explore one particular "travelling reform"--outcomes-based education--that went global. The argument is made that by virtue of studying late adopters of a travelling reform one is examining globalisation. The cases in point for late adoption are Central Asian education systems (in particular Mongolia and Kyrgyz Republic) that borrowed outcomes-based education reforms at a time when the popularity of similar reforms were already in decline in other countries, notably in New Zealand, Australia and South Africa. The emphasis of this study is on the timing of policy borrowing, and it is suggested that more attention is given to the economics of policy borrowing. (Contains 3 notes.)