Hitting, missing, and in between: a typology of the impact of western education on the non‐western world

In this article I describe a number of ways in which non‐western cultures have adopted and used western educational approaches, forming an illustrative typology of these adaptations. I provide an illustration(s) of each category in the typology, briefly presenting the history of the category, detailing its modern state, and discussing selected aspects of the effectiveness of a particular educational system. Efficacy is discussed along the following indicators for the country(ies) exemplified in a given category: (1) literacy rates in the general population, (2) standing of the country's students as exemplified by results of international comparison studies, and (3) perceived standing of higher‐education graduates of a given educational system as judged by the international labour market or commented on by the international community.