1|Page
HED4806 Assignment 1 2026 (Answer Guide) - International and
Comparative Education
VERIFIED AND CERTIFIED ANSWERS. WRITTEN IN REQUIRED FORMAT AND WITHIN
GIVEN GUIDELINES. IT IS GOOD TO USE AS A GUIDE AND FOR REFERENCE, NEVER
PLAGARIZE. Thank you and success in your academics.
UNISA, 2026
Contents
Title .......................................................................................................................................................... 2
1. Introduction and Contextual Background ................................................................................ 2
2. Theoretical Framework: Policy Borrowing in Comparative and International
Education ............................................................................................................................................... 3
3. Exposition of the Borrowed Policy: Outcomes-Based Education (OBE) ......................... 5
4. Framing the Local Context for Policy Borrowing ................................................................... 6
5. Implementation Strategies and the Reactions of the ‘Local’ ............................................... 8
6. Successes and Failures of the Policy ...................................................................................... 10
7. Agenda for Further Research ..................................................................................................... 11
8. Conclusion ...................................................................................................................................... 12
References ........................................................................................................................................... 13
, 2|Page
Title
A Critical Analysis of Education Policy Borrowing: The Adoption and
Implementation of Outcomes-Based Education in Post-Apartheid South Africa
1. Introduction and Contextual Background
The phenomenon of education policy borrowing has become a defining feature of
contemporary global education systems, particularly within the Global South, where
nations often look to international models to reform and modernise their education
sectors. Education policy borrowing refers to the process by which a country adopts or
adapts educational ideas, systems or policies that originated in a different national or
cultural context, with the expectation of improving local educational outcomes. This
practice is deeply embedded within the field of comparative and international education,
which seeks to analyse and interpret educational developments across different
contexts.
In the case of South Africa, the transition from apartheid to democracy in 1994
necessitated sweeping reforms across all sectors, including education. The apartheid
education system had been characterised by inequality, racial segregation and systemic
underdevelopment for the majority of the population. In response, the new democratic
government sought to transform education into a system that promoted equity, redress
and economic participation. One of the most significant reforms undertaken during this
period was the adoption of Outcomes-Based Education (OBE), a model largely
influenced by educational practices in countries such as Australia, New Zealand and the
United States.
The adoption of OBE in South Africa was driven by the belief that it would
produce a more skilled, flexible and competent workforce capable of meeting the
demands of a globalised economy. The model emphasised learner-centred education,
clearly defined learning outcomes and continuous assessment, representing a shift
away from traditional content-based approaches. However, while OBE was seen as a
progressive and transformative policy, its implementation in the South African context
HED4806 Assignment 1 2026 (Answer Guide) - International and
Comparative Education
VERIFIED AND CERTIFIED ANSWERS. WRITTEN IN REQUIRED FORMAT AND WITHIN
GIVEN GUIDELINES. IT IS GOOD TO USE AS A GUIDE AND FOR REFERENCE, NEVER
PLAGARIZE. Thank you and success in your academics.
UNISA, 2026
Contents
Title .......................................................................................................................................................... 2
1. Introduction and Contextual Background ................................................................................ 2
2. Theoretical Framework: Policy Borrowing in Comparative and International
Education ............................................................................................................................................... 3
3. Exposition of the Borrowed Policy: Outcomes-Based Education (OBE) ......................... 5
4. Framing the Local Context for Policy Borrowing ................................................................... 6
5. Implementation Strategies and the Reactions of the ‘Local’ ............................................... 8
6. Successes and Failures of the Policy ...................................................................................... 10
7. Agenda for Further Research ..................................................................................................... 11
8. Conclusion ...................................................................................................................................... 12
References ........................................................................................................................................... 13
, 2|Page
Title
A Critical Analysis of Education Policy Borrowing: The Adoption and
Implementation of Outcomes-Based Education in Post-Apartheid South Africa
1. Introduction and Contextual Background
The phenomenon of education policy borrowing has become a defining feature of
contemporary global education systems, particularly within the Global South, where
nations often look to international models to reform and modernise their education
sectors. Education policy borrowing refers to the process by which a country adopts or
adapts educational ideas, systems or policies that originated in a different national or
cultural context, with the expectation of improving local educational outcomes. This
practice is deeply embedded within the field of comparative and international education,
which seeks to analyse and interpret educational developments across different
contexts.
In the case of South Africa, the transition from apartheid to democracy in 1994
necessitated sweeping reforms across all sectors, including education. The apartheid
education system had been characterised by inequality, racial segregation and systemic
underdevelopment for the majority of the population. In response, the new democratic
government sought to transform education into a system that promoted equity, redress
and economic participation. One of the most significant reforms undertaken during this
period was the adoption of Outcomes-Based Education (OBE), a model largely
influenced by educational practices in countries such as Australia, New Zealand and the
United States.
The adoption of OBE in South Africa was driven by the belief that it would
produce a more skilled, flexible and competent workforce capable of meeting the
demands of a globalised economy. The model emphasised learner-centred education,
clearly defined learning outcomes and continuous assessment, representing a shift
away from traditional content-based approaches. However, while OBE was seen as a
progressive and transformative policy, its implementation in the South African context
