A plethora of scholars investigate how policies spread globally. This paper establishes an analytical framework to structure empirical macro-quantitative research on global education policy spread and enable this analysis to be more comprehensive. Different theories and concepts of drivers for education policy are structured into three distinct levels of origin: the domestic, and the horizontal and vertical interrelational level of policy drivers (LoPD). Analyzing education policy spread considering these levels, it will be argued, enriches analysis normally focusing only on one single level. An exemplary empirical application on the spread of Adult Basic Education policies suggests the merits of this framework. While not contradicting existing theories, it allows a more thorough analysis of mechanisms of policy spread. Hence, the LoPD framework can serve as a springboard to analyze policy spread in a more structured and holistic way. Thus, it can focus macro-quantitative research on education policy spread on optimizing measures.
AddeyCSellarSSteiner-KhamsiG, et al. (2017) The rise of international large-scale assessments and rationales for participation. Compare: A Journal of Comparative and International Education47(3): 434–452.
2.
African Union (2016) Continental Education Strategy for Africa (CESA), pp. 16–25.CESA
3.
AlesinaAlbertoDollarDavid (2000) Who Gives Foreign Aid to Whom and Why?Journal of Economic Growth5.
4.
Anderson-LevittKM (ed), (2003) Local meanings, global schooling: Anthropology and world culture theory. New York, NY: Palgrave Macmillan.
5.
AnsellBW (2008) University challenges: Explaining institutional change in higher education. World Politics60(2): 189–230.
6.
ArcherMS (2013 [1979]) Social origins of educational systems. London, New York: Routledge.
7.
ArnoveRobert F. (2009) World-Systems Analysis and Comparative Education in the Age of Globalization. In: CowenR.KazamiasA.M. (eds). International Handbook of Comparative Education. Dordrecht: Springer.
8.
BarroRJLeeJ-W (2015) Education matters: Global schooling gains from the 19th to the 21st century. New York: Oxford Univ. Press.
9.
BermeoSarah Blodgett (2017) Aid Allocation and Targeted Development in an Increasingly Connected World. International Organization71(4): 735–766. DOI: 10.1017/S0020818317000315.
10.
Besche-TrutheFSeitzerHWindzioM (2021) Global ‘cultural spheres’ and the introduction of compulsory schooling around the world. In: NullmeierFGonzález de ReufelsDObingerH (eds) Impacts on social policy: Short Histories in a global perspective. Cham: Palgrave Macmillan. forthcoming.
11.
BholaHS (1989) World trends and issues in adult education. London: Kingsley.
12.
BieberTMartensK (2011) The OECD PISA study as a soft power in education? Lessons from Switzerland and the US. European Journal of Education46(1): 101–116.
13.
BögerTSonKTonelliS (2021) Origins of family policy: Prerequisites or diffusion. In: WindzioMMossigIBesche-TrutheFSeitzerH (eds), Networks and Geographies of global social policy diffusion. Culture, economy and colonial Legacies. Cham: Palgrave Macmillan.
14.
BusemeyerMRTrampuschC (2011) Review article: Comparative political science and the study of education. British Journal of Political Science41(2): 413–443.
15.
DaleR (2000) Globalization and education: Demonstrating a “common world educational culture” or locating a “globally structured educational agenda”. Educational Theory50(4): 427–448.
16.
DobbinFSimmonsBGarrettG (2007) The global diffusion of public policies: Social construction, coercion, competition, or learning?Annual Review of Sociology33: 449–472.
17.
DolowitzDPMarshD (2000) Learning from abroad: The role of policy transfer in contemporary policy-making. Governance13(1): 5–23.
18.
ElkinsZSimmonsB (2005) On waves, clusters, and diffusion: A conceptual framework. The ANNALS of the American Academy of Political and Social Science598(1): 33–51.
19.
European Council (2011) Council Resolution on a renewed European agenda for adult learning.
20.
FinnemoreM (1993) International organizations as teachers of norms: the United Nations educational, scientific, and cutural Organization and science policy. International Organization47(4): 565–597.
21.
FranzeseRJHaysJC (2006) Strategic interaction among EU governments in active labor market policy-making. European Union Politics7(2): 167–189.
22.
GilardiF (2016) Four ways we can improve policy diffusion research. State Politics & Policy Quarterly16(1): 8–21.
23.
HallPASoskiceD (2001) Varieties of Capitalism. Oxford University Press.
24.
InklaarRJongH deBoltJ, et al. (2018) Rebasing ‘maddison’: new income comparisons and the shape of long-run economic developmen. In GDC research Memorandum GD-174.
25.
IversenTStephensJD (2008) Partisan politics, the welfare state, and three worlds of human capital formation. Comparative Political Studies41(4-5): 600–637.
26.
JahnD (2006) Globalization as ‘galton’s problem’: The missing link in the analysis of diffusion patterns in welfare state development. International Organization60(02): 401–431.
27.
KaaschAMartensK (eds), (2015) Actors and agency in global social governance. Oxford: Oxford Univ. Press.
28.
KijimaRie (2010) Why participate? Cross-national assessments and foreign aid to education. In: WisemanA. (ed). The Impact of International Achievement Studies on National Education Policymaking. Emerald Group Publishing Limited, 35–61.
29.
KnillC (2005) Introduction: Cross-national policy convergence: concepts, approaches and explanatory factors. Journal of European Public Policy12(5): 764–774.
30.
KnollJH (2008) Zur Geschichte der UNESCO-Weltkonferenzen für Erwachsenenbildung - von Helsingör (1949) bis Hamburg (1997). Bildung und Erziehung61(2): 129–150.
31.
KrogmannD. (2022) International Organizations and education in the islamic world. In: MartensK.WindzioM. (eds), Global Pathways to education. Global Dynamics of social policy. Cham: Palgrave Macmillan.
32.
LewisSHoganA (2019) Reform first and ask questions later? The implications of (fast) schooling policy and ‘silver bullet’ solutions. Critical Studies in Education60(1): 1–18.
33.
LindertPH (2004a) Growing public: Social spending and economic growth since the eighteenth century. Cambridge, UK, New York: Cambridge.
34.
LindertPH (2004b) Growing public: Social spending and economic growth since the eighteenth century: Volume 2: Further Evidence. Cambridge: Cambridge Univ. Press.
35.
LischkaMBesche-TrutheF (2022) Introducing RED – The Relational Export Dataset. SFB 1342 Technical Paper Series 14.
36.
LührmannATannenbergMLindbergSI (2018) Regimes of the world (RoW): Opening New avenues for the comparative study of political regimes. Politics and Governance6(1): 60–77.
37.
MartensKNiemannDKaaschA (eds), (2021) International organizations in global social governance. Cham: Palgrave Macmillan.
38.
MartensKWindzioM (eds), (2021) Global Pathways to education – cultural Spheres, networks, and international organizations. Cham: Palgrave Macmillan.
MeyerJWBoliJThomasGM, et al. (1997) World society and the Nation‐state. American Journal of Sociology103(1): 144–181.
41.
MeyerJWRamirezFOSoysalYN (1992) World expansion of mass education, 1870-1980. Sociology of Education65(2): 128–149.
42.
MossigIWindzioMBesche-TrutheF, et al. (2021) Networks of global social policy diffusion: The effects of culture, economy, colonial legacies, and geographic proximity. In: WindzioMMossigIBesche-TrutheFSeitzerH (eds), Networks and Geographies of global social policy diffusion. Culture, economy and colonial Legacies. Cham: Palgrave Macmillan.
43.
NiemannDMartensK (2021) Global discourses, regional framings and individual showcasing: Analyzing the world of education IOs. In: MartensKNiemannDKaaschA (eds), International organizations in global social governance. Cham: Palgrave Macmillan, pp. 163–186.
44.
OECD (2012) Lifelong learning and adultsEducation Today 2013: The OECD perspective. DOI: 10.1787/edu_today-2013-9-en.
45.
PeckJTheodoreN (2015) Fast policy: Experimental statecraft at the thresholds of neoliberalism. Minneapolis, Minn: Univ. of Minnesota Press.
46.
PevehouseJCWNordstromTMcManusRW, et al. (2020) Tracking organizations in the world: The correlates of war IGO version 3.0 datasets. Journal of Peace Research57(3): 492–503.
47.
RiegerELeibfriedS (2003) Limits to globalization: Welfare states and the world economy. Cambridge: Polity Press.
RobertsonSusan L.DaleRoger (2015) Towards a ‘critical cultural political economy’ account of the globalising of education. Globalisation, Societies and Education13(1). DOI: 10.1080/14767724.2014.967502.
50.
RodgersDT (1998) Atlantic crossings: Social politics in a progressive age. Cambridge, Mass: Belknap Press of Harvard Univ. Press.
51.
RogersEM (2003) Diffusion of innovations. New York, London, Toronto, Sydney: Free Press.
52.
SchoferEMeyerJW (2005) The worldwide expansion of higher education in the twentieth century. American Sociological Review70(6): 898–920.
53.
SeitzerHBaekCSteiner-KhamsiG (2023) Instruments of lesson-drawing: comparing the knowledge brokerage of the OECD and the World Bank. Policy Studies.
54.
SeitzerHBesche-TrutheFWindzioM (2021) Networks of global policy diffusion. The introduction of compulsory education. In: WindzioMMossigIBesche-TrutheFSeitzerH (eds), Networks and Geographies of global social policy diffusion. Culture, economy and colonial Legacies. Cham: Palgrave Macmillan.
55.
SpilkerN (2013) Lebenslanges Lernen als Dispositiv - bildung, Macht und Staat in der neoliberalen Gesellschaft. Münster: Westfälisches Dampfboot.
56.
Steiner-KhamsiGita (2016) New directions in policy borrowing research. Asia Pacific Education Review17: 381–390. DOI: 10.1007/s12564-016-9442-9.
57.
Steiner-KhamsiGita (2021) Externalisation and structural coupling: Applications in comparative policy studies in education. European Educational Research Journal20(6): 806–820. DOI: 10.1177/1474904120988394.
58.
StrangD (1991) Adding social structure to diffusion models. Sociological Methods & Research19(3): 324–353.
59.
StrangDMeyerJW (1993) Institutional conditions for diffusion. Theory and Society22(4): 487–511.
60.
TakayamaK (2010) Politics of externalization in reflexive times: Reinventing Japanese education reform discourses through “Finnish PISA success”. Comparative Education Review54(1): 51–75.
61.
TannenbergMBernhardMGerschewskiJLührmannAvon SoestC (2019) Regime legitimation strategies (RLS) 1900 to 2018. In: The Varieties of democracy Institute working paper Series SERIES 2019, p. 86.
62.
ThelenKA (2004) How institutions evolve: The political economy of skills in Germany, Britain, the United States, and Japan. Cambridge: Cambridge University Press.
63.
TierneyMJNielsonDLHawkinsDG, et al. (2011) More dollars than sense: Refining our Knowledge of development finance Using AidData. World Development39(11): 1891–1906.
64.
UNESCO (2017) Education for Sustainable Development Goals: Learning Objectives. Paris: UNESCO.
65.
UNESCO Institute for Statistics (2012) International standard classification of education: ISCED 2011. Montreal, Quebec: UNESCO Institute for Statistics.
66.
ValenteTW (1995) Network models of the diffusion of innovations. Cresskill, NJ: Hampton Press.
67.
ValenteTW (2005) Network models and methods for studying the diffusion of innovations. In: CarringtonPJScottJWassermanS (eds), Models and methods in social network analysis. Cambridge: Cambridge University Press, pp. 98–116.
68.
VergerAFontdevilaCZancajoA (2016) The Privatization of Education: A Political Economy of Global Education Reform. New York, NY: Teachers College Press.
69.
WeymannA (2016) Bildungsstaat: Aufstieg, Herausforderungen, Perspektiven. Wiesbaden: Springer VS.
70.
WimmerAGlick SchillerN (2003) Methodological Nationalism, the social sciences, and the study of migration: An essay in historical epistemolog. The International Migration Review37(3): 576–610.
71.
WindzioM (2013) Regressionsmodelle für Zustände und Ereignisse: Eine Einführung. Wiesbaden: Springer Fachmedien Wiesbaden.
72.
WindzioMMossigIBesche-TrutheF, et al. (eds), (2021) Networks and Geographies of global social policy diffusion. Culture, economy and colonial Legacies. Cham: Palgrave Macmillan.
73.
World Bank (2003) Lifelong learning in the global knowledge economy: Challenges for developing countries a World Bank report. Washington, D.C.: World Bank.
74.
World Conference on Education for All (1990) Meeting Basic Learning Needs: A Vision for the 1990s: World Conference on Education for All Background Document. Inter-Agency Commission(UNDO, UNESCO, UNICEF, WORLD BANK) for the World Conference on Education for All.
75.
YamasakiY (2010) The impact of western progressive educational ideas in Japan: 1868–1940. History of Education39(5): 575–588.
76.
ZeileisAKleiberCJackmanS (2008) Regression models for count data in R. Journal of Statistical Software27(8): 1–25.
