Educational reforms around the countries are a crucial issue in international and comparative education. Almost every country in the Global South is in search of an education policy which is benchmarked against other global educational policies of international standard. This quest engages them into policy borrowing. There are several other reasons for this educational transfer as well. This paper has attempted to explore the issues relating to policy borrowing of two countries Bangladesh and China. The case is selected because of its significance in international comparative education and implication is there also for the policy formulators concerned in both the countries. The study draws upon secondary sources literature such as existing literature, policy documents, reports of international organisations etc. A descriptive analysis has been attempted in order to achieve a better view of the issues under investigation. The results affirmed a similar model of policy transfer in both Bangladesh and China. In both cases the educational policy transplantation has proved to be a failure.

Learner-centred Pedagogy, education policy borrowing, Bangladesh, China