Perspectives of Policy Borrowers on Policy Borrowing

 

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.

 

 

References

 

403 forbidden. (n.d.). https://republicpolicy.com/addressing-pakistans-education-gap-strategies-to-combat-out-of-school-children/

ADB approves $659 million in financing to support Pakistan’s sustainable development. (2023, December 6). https://www.adb.org/news/adb-approves-659-million-financing-support-pakistan-s-sustainable-development

Ali, S. (2012). Education policy borrowing in Pakistan: Public-private partnerships. In G. Donn & Y. A. Manthri (Eds.), Education in the broader Middle East: Borrowing a baroque arsenal (pp. 23-40). Oxford: Symposium Books.

Cantley, I. (2019). PISA and policy-borrowing: A philosophical perspective on their interplay in mathematics education. Educational Philosophy and Theory, 51(12), 1200-1215. https://doi.org/10.1080/00131857.2018.1523005

Harris, A., Jones, M., & Adams, D. (2016). Qualified to lead? A comparative, contextual, and cultural view of educational policy borrowing. Educational Research, 58(2), 166-178. https://doi.org/10.1080/00131881.2016.1165412

https://documents1.worldbank.org/curated/en/319371578327758166/text/Pakistan-Finance-for-Growth-Development-Policy-Credit-Project.txt

Sajid Ali (2017) The sphere of authority: governing education policy in Pakistan amidst global pressures, Globalisation, Societies and Education, 15:2, 217-237, DOI: 10.1080/14767724.2015.1127575

Tan, Charlene. (2016). Educational Policy Borrowing in China: Looking West or Looking East?. 10.4324/9781315813790.

Wei, W. (2017). Education policy borrowing: Professional standards for school leaders in China. Chinese Education & Society, 50(3), 181-202. https://doi.org/10.1080/10611932.2017.1331012

Zangmo, Z. (n.d.). Educational policy borrowing in the Bhutanese education system. https://doi.org/10.5204/thesis.eprints.122873

 

What Students Should Know in the future

 

What Students Should Know in the future 

Preparing for the future has been the core focus of education. Adapting to the changing world, integrating modern devices in schools, coping with climate change, and providing students a chance to think out of the box are changing demands of future-ready curricula. Future-ready curricula are designed to equip students with the essential skills and knowledge required to adapt to evolving rapid change (Schwab, 2016). Awareness about climate change (Nadeem and Nawaz, 2022), integration of technology in education (Vennatta at all, 2014), and major space for critical thinking (Ro.j, 2023) in the curriculum can improve their quality of life. A curriculum is required that helps a child to use the advanced gauge as using another part of the word, cope with climate changes, and think out of the box. Our current curriculum has failed to integrate certain needs in education which resulted in 26 million students out of school, a supportless school system during the disaster, and a hollow mindset. One of the prime aims of a future-ready curriculum is to help the students cooperate and compete with the changing world and ensure their best survival in contemporary times. The aim of this is to emphasize the importance of curricula in preparing students for future success by providing them with the necessary knowledge, skills, and competencies.

The current curriculum failed to meet the criteria of a 21st-century curriculum. The curriculum could not provide what the students and the teacher needed. During covid-19 we could not offer such an environment for students so that they could carry their activities indoors. We failed to give gadgets and internet to the teachers. Our higher education failed to run the courses smoothly during the COVID-19 pandemic. Our schools were unprepared for floods in 2022 and earthquakes in 2018 which dilapidated the situation even more. Unfortunately, our educational institution teaches blind acquisition of knowledge, we have failed to teach the students to think independently and free from the pressure of society. The future of our new generation will be based on critical thinking, and research, and integrated with fast technology. To cater to these needs we need to formulate such curriculum that helps the students in their best survival. Now, the main question arises how much we have been able to prepare our students for the future?

Managing Natural Disaster

Rapid climate change has attracted all the decision-makers in education unequivocally. They need to pay close attention to deal with the devastating impact of climate change on our lives. According to Dawn News, the Khyber Pakhtunkhwa Elementary and Secondary Education Department has reduced school hours in the province’s summer zone due to a heat wave (1). The future-ready curriculum should provide a comprehensive understanding of the science behind its global impact on human lives. It should engage students in sustainable development practices. Enroll students in projects i.e. recycling initiatives, science fairs, and capstone projects. Unfortunately, there has been a lack of practicality in the curriculum. Books are only taught just for the grades and positions not to bring societal change.

Leveraging Technology

The future of students will be encompassed with electronic gadgets. A few years back I was just known to the word of ‘internet” but now I cannot bread without it. Therefore, the curriculum for the students should involve play-based learning with simple robotics and coding. Fostering an initial understanding of technology is very important. Students need to discuss the societal implications of Artificial intelligence. The curriculum should prepare high school students for careers in AI-related fields.  Students need to interact with new digital devices in the class. But the absurdity of our educational system is that the only computer is usually raped in plastic to make it free from dust. We must prepare our students for the future when electronic devices are completely integrated into education.

Students have become sharper with the introduction of Artificial Intelligence in their studies. Each day a new gadget is being introduced in the market and the same market demands such an individual who can upgrade the gadget to the limitless. One live example of this idea is ChatGPT. 2.0, which was best in 2022 and was only limited to writing. Then ChatGPT 3.5 was introduced which was more advanced and involved reading and writing. Now students use ChatGPT 4.0, which helps in reading and writing, picture framing, designing, and chart explanation. This development does not stop here, it grows day by day. Having such facilities in our education is not alarming, but it is disconcerting if we are not prepared for it. Therefore, a curriculum is demanded that fulfills the needs of the next generation.

Developing Critical thinking

No one can ignore the importance of critical thinking as an integral part of human development. The creation of new ideas, innovations in science, and remedies in health all are the creations of the human intellect. In this regard or fostering critical thinking in students, the curriculum should be research-oriented in schools as well as in colleges along with higher education. Socratic seminar needs to be arranged so that students find out new ways to secure human existence on the earth. Research projects help in identifying key social and moral issues and make an individual candid toward their role in society. I remember one of the quotes of Socrates who says that he had taught people nothing but compelled them to think. If we can integrate such a plan to make the students think and learn by themselves, we can say that we have done a valuable thing.

On one hand, we are making our students competent learners but on the other hand, we also snatch their reasoning and critical thinking ability. We are trying to make our learning easy but at the same time, we kill a student’s love for arts. The curriculum needs to make a student think out of the box, teach empathy, love for nature, and above all love for humanity. Human intellect is the best creation of God and this creation needs to be protected and safeguarded. This could be done with Socratic seminars, research projects, and internships. Students should be given a chance to explore nature, meet people of other beliefs and creeds, and should be taught to create an opportunity not only for themselves but for those who live around them.

In light of the above-discussed literature and the help of ChatGPT, a curriculum framework for future ready-curriculum has been made.

Table 1 Components of a Future Ready Curriculum

                 Component                                                           Percentage

        Climate Change Awareness                                               20%

        Technology Integration                                                     25%

        Critical Thinking                                                               20%

        Research and Innovation                                                  15%

        Empathy and Social Skills                                                10%

        Practical Skills Development                                            10%

Table 2 Consequences of Current Curriculum Failures

        Consequence                                                                  Magnitude

Students Out of School                                                           26 million

Inadequate Disaster Preparedness                                          High

Lack of Technological Integration                                          Severe

Deficiency in Critical Thinking                                              High     

Unprepared for Remote Learning                                           Critical 

 

Table 3 Integration of AI in education over time

 Year                                                   AI Integration Level

2010                                                                 Low       

 2015                                                               Moderate

2020                                                                High

2024                                                                Very High

2030                                                                Ubiquitous          

The prime aim of the future-ready curriculum is to create a sound soul in a sound body. The problem we are facing now will not be faced by the students in the future. The next generation should have the best option to have the best career. Future-ready curriculum focuses on the main fields that need to be addressed which will influence the next generation more than now. Living in the generative AI age demands a vibrant and vigilant user which run along with the trends of the age, who would have the skills and competencies to deal with different challenges and issues like climate change. This could be done by formulating policies and curricula that address the needs and the upcoming challenges. By doing so we can create a safe, prosperous, and healthy student. The student has more opportunities, more liberty, and above all a good living condition.

References

1.       https://www.dawn.com/news/1835661

The fourth Industrial Revolution: What it means and how to respond. (2016, January 14). World Economic Forum. https://www.weforum.org/agenda/2016/01/the-fourth-industrial-revolution-what-it-means-and-how-to-respond/

Nadeem, O., & Nawaz, M. (2022). Climate change and sustainable development perceptions of university students in Lahore, Pakistan. International Research in Geographical and Environmental Education, 32(3), 181–196. https://doi.org/10.1080/10382046.2022.2154973

Vannatta, R. A., & O’Bannon, B. (2002). Beginning to Put the Pieces Together: A Technology Infusion Model for Teacher Education. Journal of Computing in Teacher Education, 18(4), 112–123. https://doi.org/10.1080/10402454.2002.10784447

Ro, J. (2023). Critical thinking in the national curriculum and teacher education in South Korea: a missing link. Teachers and Teaching, 29(6), 553–570. https://doi.org/10.1080/13540602.2023.2172393

Integration of Artificial Intelligence in Education And What Students need to know

 

Integration of Artificial Intelligence in Education

And What Students need to know

Education about integrating Technology in education has been the need of the hour. The Internet enables students to access vast amounts of data stored on computers worldwide, eliminating the need to visit the high-volume books in the library. This can easily be understood by the example that on the first day of the examination, you find that students are attempting to write on iPad instead of pen and paper, the examination hall has nothing to monitor the students but a few digital devices that invigilate the whole exam and you observe that every child in busy with the digital device on his hand. At this junction, you will encounter a lot of questions. You will have thought about how they use the devices.

Importance of Writing Skill

 

Importance of Writing Skill

Writing has always earned the best reputation in every sphere of civilization. It has always been the nature of good writing to compel you to think. Writing is a prophetic profession that provides a good chance of communication and provides you the best chance of academic success in your studies. It not only helps in decision-making but also enhances problem-solving skills. In this piece of writing, I am going to write down some importance of writing in our daily life.

The best idea loses its essence without proper communication. Communication is made in different ways, one of them throw writing. With the best selection of words, a writer not only persuades others but also expresses his or her thoughts more prudently. The writer better addresses an issue or agenda and can change negative points to positive ones, and obviously, it increases his or her chance of being differentiated from the rest of the people. For example, you have the best idea about out-of-school children, but you are unable to write a proposal to persuade the authorities. In this case, you may lose the chance of service.  You need a conversation with your foreign friends if you do not have writing skills you might lose your friends. Therefore good writing skills help you everywhere.

            Your position is always in jeopardy when you do not have the best test of a selection of words for your academic writing. In academics, students' performance is evaluated and assigned grades. Essay and reflection writing are writing are used by the students. If a person has the skills to put his thoughts on the paper he or she gets attention and ranks his position. In our context outcomes are mostly assessed by pen or paper method. At every level, whether secondary or higher, the exams are being conducted on paper. Thus it becomes unavoidable for a student to pass the exam without writing. Therefore, a good writer leads in this matter and ensures success.

             You might have experienced that the best writing generates thinking in you. Writing fosters critical thinking, problem-solving skills, and decision-making skills. A good writer presents one idea in more than one way. He or she presents the ideas in a more organized, logical, and sequential way.  I would say, the powerful thing for a human is the power of thinking. The more a person thinks the higher he or she can take his position. Writing improves a person’s imagination, opens new dimensions, and gives wings to his thoughts. A good writer always thinks out of the box.

            In the bottom line, writing is a prophetic profession that helps in the overall grooming of an individual. We cannot deny the importance of the writing skill. One way or another, we feel the importance of writing in our lives. Therefore the more a person learns the higher he earns reputation.

The Philosophical Thoughts of Dr Meher Rizvi; curriculum

The Philosophical Thoughts of Dr Meher Rizvi

It is the personal interest of a writer to write down what he thinks is the best. The following four ideas, attributed to Dr Meher Rizvi, have been heard with her in a face-to-face conversation. I found these words more effective and hit me deep down.

Simplicity has more philosophy

The phrase "Simplicity has more philosophy" suggests that simplicity often embodies deeper wisdom and profound understanding. In this line, Dr Meher Rizvi says that complex truths and insights can be distilled into simple, clear ideas. Simple ideas keep deep and heavy thoughts. If you have a strong grip on a topic, you can make others easily understand.  

Too many prescriptions kill creativity

When there are too many predefined ways of doing things, it limits the freedom and flexibility. If the fences protect a young plant, it can also cause to hinder its growth. Therefore, never limit someone by telling him or her about the aftermath. Let him or he explore the field.

If you take risks you may fail, if you do not take a risk, you have already failed

It suggests that while taking risks involves the possibility of failure, not taking any risks guarantees a lack of progress or achievement. Dr Meher says that there is no bad in trying but it is bad when you do not try. You may have half a chance of winning if you try but if you do not try you are a hundred percent failed.  

I do not like indifference, every person should have some stance

If you have no stance, you are either cowered or hypocritical

In these lines, Dr Meher Rizvi says that a person should have some position. Why won't be? He or she has thoughts, feelings, likes and dislikes. If she or he has no stance or position it means that either he is fearful or he or she has no guts to speak.

The Soldier’s Mothe

 

My son, I become desperate when the last bus comes without you. I look for you when people return from the city. I lose my senses when I see your friends. My heart fell from my chest. I hear them and ask them whether they tell me something about you. I become disappointed when I hear nothing from them. But it is soothing enough for my burning heart that at least I saw your friends and can leave happily for the next day. 

My son, I remember your black hair, I used to comb it. I remember you left us unwillingly. I still remember that you wanted to become an artist but you chose this for us. My son, I have nothing to help you but some tears that I shed each night under the tree in our backyard. Do you know I put your jacket under my pillow? When your sister asked to wash it, I did not give that to her. I smell it, I smell your fragrance in that.

My son, I am old. A son like you should be with his mother. I am looking for you and understand you cannot come to me. It is my wish to see you before going into the valley of death. I want to see you once more. My heart wishes to feel you. My soul crave for your company. My son, I want you back to me. I am still looking for you. My little son, my innocent son..

The Wine

I am looking for you when the dusk approaches. You have been my only source to get into the dawn. I do not bother to pay attention but when it comes to you my whole body responds. Your single drop is as worthy as the painkiller to the wounded body. I am approaching you like an infant to his or her mother. I am crawling towards you like a bee to a flower.  It is no longer to say that my whole body reflects your characteristics. Most of my brethren dare to touch you but I the drunk find you even at the late age of his life. Whoever finds shall not long for any other drink and shall not move to other inns. He or she will prefer the tavern to all the wholly places. Oh, my wine now I am no longer fearful of the long dark nights I have found you, you will be under my pillow during the long dark knight.