Perspectives
of Policy Borrowers on Policy Borrowing
Policy
borrowing, the practice of adopting educational policies from other regions or
countries, can significantly influence local education systems, offering both
opportunities for improvement and challenges in adoption locally. Globalization
and a knowledge-based global economy have allowed countries to change their educational
setup (Zangmo, 2018). These changes have been seen in the form of teacher
training, elementary education, specialized courses, and policy borrowing (Ali,
2012). The transfer of ideas mitigates current issues, it also challenges the
core ideologies of the borrowed state. It helps in internalizing the best
global practices but it also lets others’ ideas to submerged into other ways of
thinking. This paper aims to discuss the general overview of policy borrowing at
the national and international levels and will help you to understand the
challenges and benefits of policy borrowing.
Global Reactions to EPB
In
1999, Malaysia adopted the National Professional Qualification for Headship
(NPQH) from England, a move that has had a positive impact. Over the past 16
years, the NPQH and its successor, the National Professional Qualification for
Educational Leadership (NPQEL), have significantly improved the training and
effectiveness of school principals in Malaysia (Haris et al., 2016). This
successful implementation demonstrates how well-adapted educational policies
can enhance leadership and improve educational outcomes.
In
Bhutan, educational policy borrowing (EPB) has shown good result also. A study
by Zangma (2018) revealed that EPB not only positively impacted Bhutan's
education system but also fostered the development and implementation of
educational policy learning (EPL). This suggests that borrowing policies when
adapted thoughtfully, can lead to substantial improvements and learning
opportunities within the education sector.
However,
the example of East Asia highlights the potential pitfalls of careless policy
borrowing. In this region, adopting foreign policies without adequate
consideration of local contexts, cultural values, and existing systems has
sometimes led to significant tensions and conflicts. For instance, policies
that work well in Western contexts might not be suitable in Eastern societies
due to differing educational philosophies, societal structures, and resource
availability. This situation can result in resistance from educators, students,
and the community, as well as practical challenges in implementation.
Successful
policy borrowing involves not just adopting a policy but also making it fit the
local context, considering the cultural, social, and economic conditions of the
borrowing country. Without such careful consideration, even well-known policies
can fail to achieve their desired outcomes and may even create new problems.
Pakistani Context of EPB
It
is very hard to pinpoint where the policy borrowing takes place (Ali, 2012).
But we can identify how much aid has been given or has been taken by a country.
In the case of Pakistan, different aid agencies have been helping it for the
last three decades. The Special
Talent Exchange Program (STEP) actively
worked in Pakistan towards advancing persons with disabilities with the help of
the United Nations Economic and Social Council. It promotes disability
movements in Pakistan to influence laws, policies, and practices at local,
national, regional, and international levels. Asian Development Bank plays a
key role in maintaining Pakistan's socio-economic balance. In 2023 Asian Development Bank (ADB)
totaled $658.8 million to help Pakistan achieve its goal of more inclusive and
sustainable growth and development (ADB, 2023). But it could not be said specifically how much it is linked
with policy borrowing. Moreover, Word Bank also helps Pakistan. It allocates US$ 301.60m to Pakistan
for finance and growth development in 2017 (Word Bank, 2017).
Benefits and Challenges
of Borrowing EPB
Most
of the time a single state is unable to cope with the demand to meet the
standard requirement and thus has to move for aid to another state. It is a
matter of fact that these projects bring change but they also alter the
ideological functions of a state. In common sense when we think about why a
state needs to borrow a policy the answer comes that because it has failed to
formulate its own or it has found someone’s very good and tried to replicate
it. Currently, there are approximately 97 education development projects funded
by external agencies across various regions of Pakistan, with a significant
number of these projects (13) focused on improving governance (Mujahid-Mukhtar,
2011 cited in Ali, 2012). This dependency causes a state to be hollow and
compels it to compromise with the basic tenets. Wei (2017) When countries or
organizations adopt general rules and ideas from others to create their own
policies, it serves two purposes. First, it simplifies the development of new
policies by using already established concepts. Second, it helps them gain
international recognition by using commonly accepted language and standards. On
the contrary, Ali (2012) suggests public-private partnerships, governments
collaborate with private companies to achieve common goals. By using policy
borrowing in public-private partnerships, they can develop more effective
policies and gain international recognition by aligning with widely accepted
practices and standards.
Sajid
Ali (2017) explains that several factors influence a country's borrowing and
implementation of policies. These include the role of various media outlets,
the involvement of stakeholders like NGOs and international organizations, and
limited resources. Due to these resource constraints, the national government
often struggles to prioritize educational needs. Additionally, in the global
South, the media has been very active in spreading terms like 'radicalism' and
'fundamentalism' without strong evidence or scholarly support. When these
labels are adopted in official policy documents, they gain legitimacy and can
create tension.
Contextual
differences between the lender and borrower can create significant conflicts
during policy implementation. Rules that work well in one region, such as the
East, may not be suitable or effective in another, like the West. In the
context of Pakistan, for instance, the country's educational policies are
deeply rooted in its Islamic democratic values, as reflected in its
foundational documents. Borrowing policies from other regions that do not align
with these core principles can challenge and potentially undermine Pakistan's
fundamental values and social fabric. This highlights the importance of
considering local context and values when adopting foreign policies. The West
has played in a leading role in this process, it is beautifully quoted by Tan
(2016) with a local Chinese proverb ‘The West wind has overpowered the East
wind’ when China borrowed educational policy from the West. The situation
has also been seen in Pakistan.
A
self-sufficient country does not need to rely on policy borrowing from other
nations. However, resource constraints often force a country to seek external
policies. Limited resources compel a country to extend its reach in the process
of policy borrowing. For instance, if the United Nations wants to initiate the
Special Talent Exchange Program (STEP) in Pakistan, the country must also
utilize its resources to ensure the program's success. This includes financial
investments, human resources, and capital. Additionally, Pakistan might have to
accept certain conditions imposed by the lending entity, even if they are not
fully aligned with its preferences. This dependence on external resources and
conditions can challenge the country's autonomy and strain its internal
capacities.
Every nation has its
unique ideologies and doctrines, making it challenging to accept foreign
policies that may seem like alien interventions. Pakistan, as an Islamic
democratic republic, places a strong emphasis on safeguarding women, often
viewing them as fragile and restricting them to specific boundaries. In this
context, if a borrowed policy demands co-education, it can create significant
tensions. Such a policy might clash with deeply ingrained cultural and
religious values, leading to resistance and conflict within the society. This
example highlights the importance of considering local beliefs and practices
when implementing policies from other regions, as failure to do so can result
in substantial societal friction. I, myself have faced challenges while
interacting with such sort of issues. This is mostly found in religious schools
where particular emphasis is given to formals in the name of so-called
safeguarding.
Implementing borrowed
policies in a country with diverse educational institutions, such as Pakistan,
is highly challenging. The country has a range of schools, including
government-run schools, private schools serving low, middle, and high-income
families, and religious schools known as Madrassas. Each type of institution
operates under different frameworks, resources, and expectations. Introducing a
new policy uniformly across all these varied institutions can lead to serious
problems. Government schools may lack the resources to effectively implement
new policies, while private schools may have differing capacities and
priorities. Madrassas, which often follow a distinct religious curriculum, may
resist changes that conflict with their traditional teachings. This diversity
in the educational landscape makes it difficult to ensure consistent and
effective implementation of borrowed policies, potentially leading to
significant disparities and resistance within the education system.
Conclusion
Globalization and the
influence of both government and non-government organizations have
significantly shaped the formulation of a country's rules, regulations, and
policies. This external influence often pressures countries to adapt their
ideologies and established rules to align with global standards. In the context
of Pakistan, this trend is particularly evident, with policy decisions heavily
influenced by the global market, media, and various stakeholders such as NGOs
and international organizations. Pakistan has adopted several policies from
Western countries, especially the United States, including the Special Talent
Exchange Program. By engaging in policy borrowing, especially in public-private
partnerships, Pakistan can develop more effective policies and gain
international recognition by aligning with globally accepted practices and
standards. The contextual differences between the lender and borrower countries
can create significant challenges during the implementation of these borrowed
policies. Policies that are successful in one region, like those in the West,
may not be suitable or effective in another region, such as the East, due to
cultural, economic, and social differences. Therefore it is important to understand the notion while borrowing the educational policy.
Recommendations
Policy borrowing is a
complex process that requires careful consideration. Each country aims to
establish guiding principles for governance, and certain factors must be taken
into account during this process. Firstly, it is essential to ensure the inclusive
participation of both government and non-government organizations. This
collaboration helps address unforeseen circumstances effectively and
necessitates a strong understanding between these entities.
Secondly, public-private partnerships play a
crucial role in successful policy borrowing. Maintaining a positive
relationship between public authorities and private sector representatives is
key to smooth implementation. Thirdly, borrowed policies can sometimes
challenge the existing ideologies of the borrowing country. Therefore, the
borrowing country needs to have the flexibility to modify or exclude aspects of
the policy that do not fit their context. Budget considerations are also
critical, as having sufficient financial resources allows for necessary
adjustments to deal with the policy to local needs.
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