ABSTRACT
The notion of policy ‘borrowing’ in education has been a consistent theme in comparative inquiry in education from the early decades of the 19th century. Comparativists from the time of Marc-Antoine Jullien (1775-1848) onwards have been concerned with the transferability of ideas from one country to another, while attitudes to the feasibility of educational policy borrowing have ranged from scornful dismissal to enthusiastic advocacy.
