Comparative Analysis of Educational Policy Formulation and Implementation Strategies in Developed and Developing Countries

Educational policy formulation and implementation are critical components for improving educational systems worldwide, yet significant disparities exist between developed and developing countries. This paper explores these disparities and presents a comparative analysis of the strategies employed in both contexts. Drawing on key theories like the Policy Cycle and Actor-Network Theory, the comparative analysis examined how these frameworks inform the processes of policy formulation and implementation. Data were drawn from 53 peer reviewed articles gotten through a systematic search in online databases including Google Scholar, Sematic Scholars, Paperity and Ethos. The analysis reveals that both developed and developing countries emphasize evidence-based policy making, stakeholder engagement, capacity building, and the integration of technology in education. Developed countries have a more robust financial resources, advanced technology, and stable political environments, enabling robust funding systems and continuous policy adaptation. In contrast, developing countries face challenges such as inadequate funding, political instability, and bureaucratic inefficiencies, focusing more on community engagement and infrastructure development. Despite these challenges, developing countries like Nigeria, Ghana, and Kenya have made significant strides in improving educational outcomes through strategic partnerships and targeted policy interventions. The study concludes with implications for practice and recommendations for policymakers in developing countries, emphasizing the need for diversified funding models, technological integration, strengthened governance, stakeholder engagement, and continuous evaluation to enhance educational policy effectiveness and sustainability. The findings highlight the importance of context-specific approaches and the potential for developing countries to learn from the experiences of developed nations in creating robust educational systems.