23 SES 10 C, Policy Transfer, Translation and Transferability: A Kazakhstani Case, a Global Phenomenon
The current literature on policy reform and innovation, despite being written from a variety of perspectives – be it the ‘developmental paradigm’ (e.g. OECD and World Bank), ‘neo-liberal imaginary’ (e.g. Ball 2012) or ‘policy borrowing’ model (e.g. Silova 2005 and Steiner-Khamsi 2004) – lacks a clear, articulated strategy of transferring policy into practice. By reviewing the cases of successful policy transfer, the authors identify six transfer strategies: ‘transfer by mimicry’; ‘epistemological transfer’; ‘market transfer’; ‘authoritarian transfer’; ‘unguided transfer’ and ‘collegial transfer’. The authors argue that a public investment of the size and significance of the Nazarbayev Intellectual Schools can be justified if the benefits are widely accessible and if good practices are shared and replicated. The success of USA and UK reform programs in taking change “to scale” is mixed. After reviewing that evidence they argue that the collegial approach to transfer of innovation, reform and practical knowledge is apposite for the Nazarbayev Intellectual Schools and Kazakhstan. It is an approach grounded in international experience. It also sits well with the realities of the nation where the challenges of distance and a relatively weak infrastructure are balanced by the presence of a well-educated, highly motivated teaching force.
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