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1.
Lakshman Punchi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,47(3-4):361-378
This paper relates the contemporary educational reforms in Sri Lanka to the processes of globalisation. The international monetary organisations such as the IMF and the World Bank and the regional organisations like the Asian Development Bank (ADB) play a dominant role in influencing the debt-receiving countries when it comes to their educational practice. The intensity of the influence of these organisations can vary depending on the existing educational policy of the aid receiving countries. This paper, after a brief introduction on globalisation, examines its effects on the education policy in Sri Lanka with a special emphasis on the current language policy. Equity in education is usually advocated at primary level based on the universal primary education concept so highly upheld by the World Bank. However, the present high human development indicators are undoubtedly due to Sri Lanka's free education policy in native languages. The paper concludes stressing the importance to retain the national education policy as a means of empowerment and liberation of its masses and creating stronger ethnic harmony. 相似文献
2.
Tebeje Molla Trevor Gale 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):383-397
The revitalization of Ethiopian higher education (HE) has been underway since the early 2000s. As well as the economic optimism evident in the ‘knowledge-driven poverty reduction’ discourse, social equity goals underscore the reform and expansion of the system. Notwithstanding the widening participation and the equity policy provisions put in place, the problem of inequality has persisted along the lines of ethnicity, gender, rurality and socio-economic background. This paper reviews major equity policy instruments and highlights the enduring inequalities in Ethiopian HE. It argues that this persistence is related in part to the ways in which the problem is represented in policy, and that redressing the problem necessitates framing inequality as capability deprivation rather than as issues of access and disparities in enrolment. 相似文献
3.
The International Finance Corporation (IFC), the private sector financing arm of the World Bank Group, is currently the largest multilateral investor in private education in developing countries. Drawing from staff interviews and programmatic data, this paper provides a brief overview of the IFC and its mandate; examines the stated purposes of the IFC's work in education; reviews the IFC's portfolio of investments in education; and looks at the linkages between the IFC and the World Bank's lending arms. The paper concludes by questioning the IFC's contribution to the World Bank Group's poverty alleviation mandate. 相似文献
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5.
Sajitha Bashir 《Prospects》2009,39(2):147-161
This article examines the contribution of the Education for All-Fast Track Initiative (EFA-FTI) global partnership in strengthening
aid effectiveness in the education sector, and specifically how the implementation modalities of the EFA-FTI Catalytic Fund
(CF) have contributed to this strengthening. The empirical findings are based on a review covering the period 2005–2007, when
the CF grant was first established. The review includes an assessment of the quality of the education sector plans for 25
countries in the partnership, the implementation modalities of the CF grant in 18 countries, and feedback from countries’
participants. The qualitative assessment of the CF implementation modalities is based on three areas—alignment, harmonization,
and managing for results—and uses a good practice checklist based on the Paris Declaration partnership commitments. Progress
on the good practice checklist in the education sector is compared to progress at the country level as a whole; the latter
is derived from the Aid Effectiveness Profiles prepared by the World Bank. The review of the sample countries finds that in
the education sector, alignment was stronger than at the country level, progress toward harmonization was somewhat stronger,
and managing for results was the same as at the country level. The article concludes that while the FTI has contributed to
improving aid effectiveness, moving forward requires different actions at the two levels—global and country level—on which
the partnership operates. 相似文献
6.
《International Journal of Educational Development》1996,16(3):215-220
This paper reviews the reasons for the 1995 World Bank sector review Priorities and Strategies for Education, and describes the consultative process followed in its preparation. Despite enormous progress, developing and transitional economies face major challenges of enrollments, equity, quality and in delaying reform. They can meet these challenges by giving a higher priority to education, paying more attention to learning and labor market outcomes, focusing public investment on basic education, attending to equity, involving households and encouraging autonomous educational iinstitutions. 相似文献
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8.
Riyad A. Shahjahan 《教育政策杂志》2013,28(6):694-710
AbstractWhile other scholars have analyzed the way that international organizations (IOs) in higher education policy may contribute to neocolonial domination, this paper illuminates not only on how IOs’ epistemic activities promulgate one-size fit all solutions, but centers the colonial structures of knowledge/power that inform the why (or logic) of these IOs’ epistemic activities and their effects. A decolonial analysis of discursive artifacts and tools such as policy reports, performance indicators, and technical assistance, of the OECD and World Bank, suggests that standardized IO policy processes and practices reproduce global inequities. In collusion with other policy actors, these IOs constitute and perpetuate coloniality in global higher education, through enacting a god-eye point of view, colonial difference, and the geopolitics of knowledge. This article proposes a set of questions that may open the possibility of ‘delinking’ from modern/colonial world systems and pushes us to decolonize our imaginaries of the landscape of global HE. 相似文献
9.
JAMIL SALMI 《Higher Education in Europe》2003,28(1):65-69
The principal set of challenges facing tertiary education today is that set which links it to the construction of knowledge societies. Governments, the private sector, and the World Bank have specific tasks to perform in meeting these challenges. Countries--depending upon whether or not they are transition economies, low-income countries, or small states--will select varying strategic options. 相似文献
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This paper explores the nature and quality of the participation that characterises the Bank's consultations with external actors and examines the extent to which the Bank is responsive to such feedback when it comes to defining its policy preferences and strategies in the education domain. It draws on a case study of the participatory process that was organised around the definition of the last World Bank Education Strategy (WBES2020) and focuses on the participation of three European aid agencies, the Ministry of Foreign Affairs of the Netherlands, Germany's Federal Ministry for Economic Cooperation and Development and the Department for International Development of the UK. This paper acknowledges that a significant effort was made to promote the inclusiveness and transparency of the participatory process, yet it concludes that the conditions for promoting quality participation and substantive policy change were not provided. Furthermore, the way international aid agencies produce and use knowledge limits their role and influence in the context of the Bank's consultations. Hence, by not contesting the Bank's policy ideas substantially, the agencies contribute inadvertently to reproducing the Bank's predominance in the education for development field. 相似文献
12.
《International Journal of Educational Development》1998,18(4):319-335
The article analyses the context and content of current national education sector policy documents from four African countries (Ethiopia, 1994; Mozambique, 1995; Namibia, 1993; Zambia, 1996). These documents are examined in relation to the educational policy agenda presented in World Bank publications and in the documents of the Jomtien Education for All conference. In all four cases a considerable degree of agreement is found between the national documents and the donor agenda, particularly in the countries undergoing structural adjustment programmes. The analysis also suggests that this influence is moderated by multi-party politics, and by remnants of previous socialist ideology. 相似文献
13.
Hiroyuki Hattori 《Prospects》2009,39(2):185-199
Since 2001 the government of Cambodia has striven to advance policy-led education reform based on a sector-wide approach.
This paper critically reviews the status and progress of Cambodia’s education reform from the perspective of the aid’s effectiveness.
The paper looks at the performance of the sector reform in the three priority areas highlighted in the Accra Agenda of Action
on Aid Effectiveness: (a) strengthening country ownership; (b) building more effective and inclusive partnership; and (c)
delivering and accounting for development results. The study finds that while substantial progress was made in the development
of essential components of an effective sector programme, further consolidation and refinements are necessary in several priority
areas in order to bring about tangible improvements in education outcomes. The study provides concrete policy recommendations
to further enhance the effectiveness of aid to Cambodia’s education sector. 相似文献
14.
Christopher Colclough Keith Lewin John Oxenham 《International Journal of Educational Development》1985,5(4):295-306
In recent years a number of donor agencies have increased their lending to primary education in developing countries. However, some characteristics of primary schooling make it unsatisfactory for capital aid support, and arguments to increase recurrent funding are always controversial in aid policy circles. Nevertheless, this paper argues that this support should be further strengthened. It briefly reviews the economic case for such an emphasis. It analyses the typical problems faced in primary education, and the policy choices facing national governments. The final section outlines the main opportunities and priorities for increased donor agency support to the primary sector. 相似文献
15.
The article presents findings of a research project which analysed statements pertaining to education's contribution to development as justifications for external assistance to education in developing countries, both at a general level and for particular priorities within the education sector. Material used in the study includes (i) publications of UNESCO and the World Bank from the late 1960s to the mid‐1990s, representing international thinking about education and development, and (ii) diverse materials produced during this period for discussing and planning Finnish development cooperation (both bilateral and non‐governmental). The focus is on the parallels and differences found between the international discourse and the Finnish materials. 相似文献
16.
Re‐imagining and rescripting the future of education: global knowledge economy discourses and the challenge to education systems 总被引：2，自引：0，他引：2
Susan L. Robertson 《比较教育学》2005,41(2):151-170
Using critical discourse analysis as a methodology for analysis, this paper sets out the nature and form of the challenges directed to the compulsory schooling sector by the knowledge economy that is contained in key policy and related documents put out by the OECD, the World Bank and the UK government. The OECD and the World Bank’s policy agendas are increasingly important in setting policy and programme agendas for the developed and developing countries respectively; however there are important differences between the two institutions regarding how education should be redesigned. The World Bank’s redesign of education favours the market and individualism as the means for developing knowledge and skills for the knowledge economy. The OECD, however, while concerned with human capital formation, rejects the market model in favour of an institutionally embedded liberalism to overcome the problems posed by tacit knowledge. The UK, on the other hand, has promoted the idea of personalized learning. The paper suggests that this idea is particularly problematic for developing a system of innovation for the economy that is dependent on high levels of social interaction.
The first half of the twenty‐first century will, I believe, be far more difficult, more unsettling, and yet more open than anything we have known in the twentieth century. I say this on three premises; none of which I have time to argue here. The first is that historical systems, like all systems, have finite lives. They have beginnings, a long development and finally, as they move far from equilibrium and reach points of bifurcation, a demise. The second premise is that two things are true at these points of bifurcation; small inputs have large outputs (as opposed to times of the normal development of the system, when large inputs have small outputs); and the outcome of such bifurcation is inherently indeterminate. The third premise is that the modern world system as a historical system has entered into a terminal crisis and is unlikely to exist in 50 years. However, since its outcome is so uncertain, we do not know whether the resulting system (or systems) will be better or worse than the one in which we are living, but we do know that the period of transition will be a terrible time of troubles, since the stakes of the transition are so high, the outcome so uncertain, and the ability of small impacts to affect the outcome so great. (Wallerstein, 1999, p. 1) 相似文献
17.
This article uses critical discourse analysis in order to discuss the equity and social justice implications of an envisaged education reform agenda in Cyprus, as articulated by two consultation reports commissioned by the World Bank. The reports highlight, inter alia, the imperative to improve teaching and enhance accountability regimes with regard to students’ learning. Selected extracts from these documents are analyzed in order to highlight the absence of a social justice discourse in the rhetoric of educational reforms, despite the alleged centrality of a social justice discourse in official policy. The reports fail to include issues of social justice and learner diversity in discussing the necessity to strengthen the existing teacher policy framework and to mobilize structural educational reforms. This omission is indicative of the neoliberal imperatives that drive the envisaged education policy reforms as well as the low priority attributed to issues of equity and learner diversity, with particular reference to students designated as having special educational needs and/or disabilities. 相似文献
18.
Children with disabilities are one of the many groups of children still not enrolled in primary education in developing countries. However, their educational exclusion and right to education are now receiving more policy attention. This paper reviews some of the key issues and challenges in relation to disability, education and development: definitions and data, policies, service delivery and finance, and capacity development. Drawing on a review of education sector planning and provision in 28 developing countries and other literature, the paper makes comparative reference to policy and practice in a number of developed and developing country contexts. 相似文献
19.
《International Journal of Educational Development》2002,22(5):475-482
This article contrasts the official, largely silent, role of the World Bank as an agent of global markets with its professed role as agent of the poor. The failure to make explicit its role as global market advocate creates a policy environment that can be destructive of both global markets and the long-term survival of the world’s poor. The article examines the World Bank’s Education Sector Strategy in this light. The article begins by outlining the institutional, policy and education frameworks that emerge from the conflicts of the World Bank’s dual role in markets and poverty. It then shows that the implementation and outcome analyses in The Strategy grow out of these frameworks and are, therefore, limited in scope and effectiveness. An approach that explicitly acknowledges the market roles of the World Bank would have led to a more effective policy document. 相似文献
20.
《International Journal of Educational Development》2006,26(3):329-338
Based on the author's over two decades of association with the World Bank, this paper reviews the institution's policies and practice on education. It describes why education policy, as revealed by operations, shifted dramatically since the early Bank projects on education and identifies the reasons for such a shift. The paper argues that the multi-agency Education for All initiative is unrealistic and unlikely to be reached in this century. Also, the paper discusses the Bank's lack of concrete policies and priorities, especially regarding the trade-off between primary and tertiary education. 相似文献