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ERIC Number: EJ1072841
Record Type: Journal
Publication Date: 2015
Pages: 22
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-0305-7925
International Education Policy Transfer--Borrowing Both Ways: The Hong Kong and England Experience
Forestier, Katherine; Crossley, Michael
Compare: A Journal of Comparative and International Education, v45 n5 p664-685 2015
This paper analyses how the impact of international student achievement studies and the recent economic crisis in Europe are influencing the development of educational policy transfer and borrowing, from East to West. This is contrasted with education reform movements in East Asia, which have long legacies of borrowing from so-called "progressive" discourses in the West. England and Hong Kong are used as case studies. Since 2010, England's coalition government has prioritised its determination to look to jurisdictions like Hong Kong to inspire and justify reforms that emphasise traditional didactic approaches to teaching and learning. In contrast, Hong Kong's reforms have sought to implement practices related to less pressured, more student-centred lifelong learning, without losing sight of strengths derived from its Confucian heritage culture. Conclusions highlight factors that underpin English interest in Hong Kong education policy, values and practice and point to the need for further attention to be given to these multidirectional and often contradictory processes by researchers concerned with the study of policy transfer.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong; United Kingdom (England)
Identifiers - Assessments and Surveys: Program for International Student Assessment; Trends in International Mathematics and Science Study