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The global/local nexus in comparative policy studies: analysing the triple bonus system in Mongolia over time
Open accessAbstract
The article analyses a phenomenon that has accompanied teacher salary reform in Mongolia: the import of two global education policies that were nearly identical to the already existing local bonus system (olympiads). To make sense of an import that appears superfluous, the author analyses the reception and translation of the triple bonus system over time. The interpretive framework draws on system theory and pays attention to: (1) developments within a system or a context that explain the likelihood of policy borrowing; (2) change processes over time that result from interactions within a system as well as the system with its environment; and (3) periods of convergence and divergence that occur over the lifespan of a policy. The author finds that research on policy borrowing and lending has greatly contributed to better understanding the transnational flows of educational reforms. In contrast to spatial analyses, the time dimension of the global/local nexus is neither sufficiently studied nor convincingly interpreted. The author draws attention to the functional differentiation that occurred within the triple bonus system, and argues for a comparative policy studies perspective that acknowledges the salutary effects of policy borrowing for coalition building and change.
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“This has resulted in a turn from the examination of externalisation (Phillips & Ochs, 2003;Rappleye, 2007) to internalisation, and the role that the local contextparticularly culture and cultures of learning-play in reconstituting a borrowed policy (Steiner-Khamsi, 2012, 2014;Tan, 2013, in press).”
From ‘Complex teaching realities’ and ‘deep rooted cultural traditions’: Barriers to the implementation and internalisation of formative assessment in China (2016) · cites this paper as Steiner-Khamsi, 2012
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Research works printed but not linked: 26
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- Steiner-Khamsi G., 2006, 2006 World yearbook of education, 217
- Steiner-Khamsi G., 2006, Educational import in Mongolia: Local encounters with global forces, 10.1057/9781403982971 · DOI
- Steiner-Khamsi G., 2005, Bolovsrol Sudlal
- Steiner-Khamsi G., 2012, 2012 World yearbook of education. Policy borrowing and lending, 10.4324/9780203137628 · DOI
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Poole, A. (2016) · Cogent Education · doi:10.1080/2331186x.2016.1156242 · Cited by 46
“…has resulted in a turn from the examination of externalisation (Phillips & Ochs, 2003; Rappleye, 2007) to internalisation, and the role that the local context— particularly culture and cultures of learning—play in reconstituting a borrowed policy (Steiner-Khamsi, 2012, 2014; Tan, 2013, in press).”
Background
Metadata
- Authors
- Steiner-Khamsi, G.
- Venue
- Comparative Education
- Publisher
- Informa UK Limited
- Published
- 2012-11
- Volume
- 48
- Issue
- 4
- Pages
- 455-471
- ISSN
- 0305-0068 (ISSN-L)
- 1360-0486
- OpenAlex
- W2091841808
- Cited by
- 60
- References
- 0
- Citations by year
- 2026: 4 · 2025: 4 · 2024: 2 · 2023: 1 · 2022: 2 · 2021: 5 · 2020: 2 · 2019: 3 · 2018: 8 · 2017: 6 · 2016: 11 · 2015: 5 · 2014: 6 · 2012: 1
- FWCI
- 24.29
- Type
- journal article
- Language
- en
- Open access
- Licence
- cc-by-nc-nd
- Locations
- Comparative Education (publishedVersion)
- Graduate Institute Geneva Institutional Repository (Graduate Institute of International and Development Studies) (submittedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Political Science and International Relations › Global Educational Policies and Reforms
- Social Sciences › Political Science and International Relations › Policy Transfer and Learning
- Social Sciences › Education › Global Education Systems and Policies
- Keywords
- global-local nexus, policy borrowing, policy transfer, Olympiad, education policy, Mongolia, systems theory, policy convergence and divergence, coalition building, functional differentiation
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