Replicating Education Policy Transfer

A Côte d'Ivoire Case Study

Abstract

This replication study critically re-examines the dynamics of education policy transfer within the African context, focusing on Côte d'Ivoire. The original research posited that transnational policy models are often adopted with minimal adaptation, leading to implementation challenges. This study aims to verify these findings and explore the evolving policy landscape a decade later, specifically investigating the mechanisms and local reinterpretations of imported educational frameworks. Employing a qualitative case study methodology, the research analyzes policy documents and conducts semi-structured interviews with Ivorian policymakers and secondary school administrators. The findings corroborate the persistent tension between global education agendas and local realities, revealing that while external frameworks continue to influence national policy, Ivorian stakeholders are increasingly demonstrating agency through strategic appropriation and contextual adaptation. This process, however, remains constrained by persistent dependency on external funding and conditionalities. The study’s significance lies in affirming the original thesis while highlighting a nuanced shift towards more critical, though still limited, local engagement. It underscores the imperative for African-led policy dialogues that prioritize endogenous knowledge and contextual fit over the uncritical adoption of foreign models. The replication thus contributes to a more robust understanding of policy mobility, advocating for research and governance practices that genuinely center African perspectives in shaping educational development.