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1.
Tebeje Molla 《比较教育学》2014,50(2):229-248
In the context of low-income countries, the role of donors in public policymaking is of great importance. Donors use a combination of lending and non-lending instruments as pathways of influence to shape policy directions in aid-recipient countries. This paper reports some findings from a doctoral study on the role of the World Bank in the recent higher education (HE) policy reform process in Ethiopia. It focuses on the nature and impact of non-lending assistance by the Bank to the Ethiopian HE subsystem. Based on an interpretive policy analysis of sector reviews and advisory activities of the Bank, and selected national HE policy documents, the following findings are highlighted. First, as a ‘knowledge institution’, the World Bank produces, systematises and disseminates knowledge through policy advice, policy reports, analytical sector reviews, and thematic conferences and workshops. Second, knowledge aid from the Bank not only has a profound discursive effect on shaping Ethiopian HE policy reform priorities in accordance with its neoliberal educational agenda but also undermines the knowledge production capacity of the nation. The paper also argues that, for an effective education policy support, the Bank needs to shift its modality of engagement from knowledge aid to research capacity building. 相似文献
2.
Soros Foundation - Latvia 《Peabody Journal of Education》2013,88(3-4):159-174
Education may be Latvia's most important public enterprise. As in all democracies, the public must understand and agree on the policies that guide it. More discussion of education issues is needed in Latvia prior to making changes in education policy, not after them. The aim of this article is to help stimulate some of that discussion. It draws heavily on prior analyses circulated by the Ministry of Education and Science, the Organisation for Economic Co-operation and Development, the World Bank, and the United Nations Development Programme, as well as on policy research sponsored by us. The Soros Foundation - Latvia (SFL) hopes to distribute reports annually on more specialized educational problems. However, no report can cover all issues of importance. This article tries to cover selected issues in primary, secondary, higher, vocational, and adult education, as well as on teachers and education research. Serious difficulties exist in every area, and they must be addressed quickly. At the end of this article, 10 recommendations are offered. Each is important, but the public could add many more. If that were to occur, we would feel that this report was a success. 相似文献
3.
This article discusses the changes in Russian higher education policies and the role of international organizations—the World Bank and OECD—in promoting education reforms in this country. General and specific recommendations offered by the World Bank and the OECD expert teams to improve Russian higher education are analysed to determine if any of their suggestions have been considered and applied in recent government policies. We explore the mechanisms though which new policies are implemented at the institutional and national levels. Finally, we suggest that higher education institutions and the Russian government experience coercive, mimetic, normative and discursive pressures emanating from these global policy actors. 相似文献
4.
This paper examines the relationship between the World Bank and the United Nations Educational, Scientific and Cultural Organization (UNESCO) between the 1960s and the 1980s. It focuses on the Co-operative Program (CP) between the two organizations, which was established in 1964 and lasted officially until 1989. In the context of the Co-operative Program, the Education Financing Division (EFD) was established, a joint unit located in UNESCO, with the purpose of carrying out technical missions to assist governments in the identification and preparation of educational projects and the formulation of funding requests to the World Bank. Drawing on archival research and interviews with former UNESCO and World Bank officials, the paper traces the history of the Co-operative Program, which was characterized by intense power struggles exacerbated by Cold War tensions. During the 25 years of the duration of the Co-operative Program, the World Bank developed into the most influential policy shaper for education in developing countries, while the influence of UNESCO, created in the post-World War II order as the United Nations’ designated organization for education, declined. Using Bourdieu’s concept of fields and DiMaggio and Powell’s concept of isomorphism as analytical lenses, the World Bank’s expansion to a development agency will be explained by its greater autonomy as a field, endowed with more capital based on the rationalization of education and isomorphic processes of professionalization of the “field of power” of educational planning. To the detriment of UNESCO, the World Bank became the powerhouse of a global governance structure that was built with support from the United States government and furthered by the rise of economics. 相似文献
5.
《International Journal of Educational Development》1998,18(3):247-254
In 1994 South Africa embarked on a process of major reform of an education system that had existed to support and maintain apartheid. Two of the key principles behind these reforms were greater equity and democracy. However, although not formally having a structural adjustment policy, since 1994 the South African government has had close ties with the World Bank and has increasingly adopted the type of free market macro-economic policies that it favours. This article examines tensions in South African educational policy caused by existing policies favouring state initiated redistribution of resources and power on the one hand and the wider context of a mounting emphasis on limiting public expenditure and increasing private provision on the other. It concludes by asking whether South African education would benefit by borrowing from the World Bank to invest in human resources and argues that the potential dangers outweigh the potential benefits. 相似文献
6.
7.
Wadi D. Haddad 《Prospects》1997,27(1):35-40
In conclusion The globalization of the economy offers enormous possibilities, but in return demands significant modifications in production
behaviour and training policies. Individual countries will have to make hard choices to achieve, in a rapidly changing world
economy, both international competitiveness and national welfare.
Original language: English
Wadi D. Haddad (United States of America) Deputy Secretary, World Bank. Special Adviser to the Director-General of UNESCO on development issues, representative to
the financial institutions in Washington and to the academic and development community in the United States. Ph.D. in physics
and education from the University of Wisconsin. After a career as a university professor and director of research in Lebanon,
Mr Haddad first entered the World Bank in 1976. He was subsequently chief adviser to the President of Lebanon (1982–84), and
worked at the Center for Strategic and International Studies, Washington (1984). He rejoined the World Bank in 1987 and, in
1989, was appointed Executive Secretary of the World Conference on Education for All (Jomtien). He is the author of many books
and articles on public policy, human resource development and science. 相似文献
8.
This paper explores the issue of how a country for which the prioritization of public spending towards poverty reduction is
a key policy concern can monitor the distributional effects of public spending. Employing standard benefit-incidence analysis,
this paper empirically examines how public education spending is currently distributed in Yemen. It also considers the extent
to which the distributional benefit to the poor should and can be improved, focusing on possible changes in cost sharing for
higher education and on associated changes in budget allocations. The findings support the government’s decision to increase
cost sharing while maintaining a high overall level of public education spending and provide a benchmark from which to monitor
the impact of this and other education spending decisions on the poor. 相似文献
9.
Uganda's Makerere University and the University of Dakar in Senegal were for many years after independence among Africa's premier universities. Today, their facilities have visibly deteriorated and the quality of instruction the institutions provide is seriously threatened — the consequence of political and economic turmoil combined with persistent underfunding. If higher education remains supply-driven without reference to available resources, the problems of Makerere and the University of Dakar can only increase and become even more unmanageable. The governments of Senegal and Uganda are being encouraged by donors to undertake reforms to revitalize the university sector. However, it will not be possible to reform financing of public higher education, or to carry out many other reforms, unless the universities have more administrative and financial autonomy. Strategies for reforming higher education systems in these countries are proposed requiring a shift from government participation in the governance of public universities and in matters affecting their enrolments and utilization of resources to more indirect forms of control. Nevertheless, the policy implications for Senegal and Uganda are very different. In Senegal, measures to increase autonomy must be articulated with a larger role for the state in regulating the flow of students to university, rationalizing the programs of different institutions and restricting students' eligibility for support. In Uganda, there is need for greater government co-ordination of public and private investments in higher education and significant devolution of control of public universities.McGill University, Education and Employment Division, Population and Human Resources Department, The World BankEducation and Employment Division, Population and Human Resources Department, The World Bank 相似文献
10.
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
11.
Michael A. Peters 《Globalisation, Societies & Education》2003,1(2):153-168
Higher education has become the new star ship in the policy fleet for governments around the world. The public policy focus on higher education, in part, reflects a growing consensus in macroeconomics of 'new growth' or 'endogenous growth' theory, based on the work of Solow, Lucas and Romer that argues that the driving force behind economic growth is technological change (i.e. improvements in knowledge about how we transform inputs into outputs in the production process). Knowledge about technology and levels of information flow are now considered critical for economic development and can account for differential growth patterns. In short, universities are seen to be a key driver towards the knowledge economy. Accordingly, higher education institutions have been encouraged to develop links with industry and business in a series of new venture partnerships. This emphasis in higher education policy also accords with initiatives to promote greater entrepreneurial skills and activity within so-called national systems of innovation. This paper focuses upon the economic importance of higher education as a key component of the knowledge economy. It discusses the genealogy and contributing strands to the newly emerging discourse and considers universities in the knowledge-driven economy by reference to the UK White Paper Our Competitive Future. It also considers the arguments advanced by Joseph Stiglitz (ex-Chief Economist of the World Bank) for the 'analytics of the knowledge economy' and discusses universities in terms of 'knowledge cultures'. Finally, the paper provides a critique of the policy discourse of the knowledge economy as a basis of the new challenges facing universities under knowledge capitalism. 相似文献
12.
This article critically examines World Bank andother donor agency's policy changes towardfinancing of higher education in Sub-SaharanAfrica. It concludes that policy vicissitudeshave adversely affected these institutions. Therecommendation is that the unique context ofeach state play a role in higher educationfinancial policy formation and implementation. 相似文献
13.
李彦西 《安顺师范高等专科学校学报》2010,(6):17-21
中国社会主义市场经济渐进式的转型过程中,政府、市场、学校这三种机制同时成为高等教育资源配置的动力。由于高等教育＂准公共产品＂属性,政府在资源整合机制中起着宏观主导作用。市场基础性作用影响的过程,使得资源配置过程趋向优化。高等学校办学自主权和大学与身俱来的学术力量不是市场或政府力量能替代的。＂整合＂不同分配机制的过程是高等教育资源配置机制创新过程,三种机制力量互为基础、相互作用形成三环相联的机制模型。整合机制有利于解决欠发达省区高等教育资源配置中的基本矛盾。 相似文献
14.
Oscar Espinoza 《Journal of moral education》2017,46(4):435-448
This article examines the principal arguments found in the work of Paulo Freire concerning policy and ethics in the field of higher education in Latin America. It critically analyzes the university reform in Latin America dominated by the thought and practice promoted by various international financial institutions (such as the World Bank and the Inter-American Development Bank [IDB]) beginning in the 1980s and then looks at the feasibility of an alternative Freirian view. The work of Paulo Freire celebrated the liberating role that public university education should play in the training of citizens and professionals, that is with a critical and ethical conscience, committed to the needs of the locality, region and the world. All this is in clear opposition to what has happened to Latin American universities, influenced by neo-liberal reforms over the last decades. 相似文献
15.
Francine Menashy 《Discourse: Studies in the Cultural Politics of Education》2013,34(5):749-764
This study provides a discursive analysis of World Bank policy documents in order to reveal the stark omission of a rights-based approach to education, while highlighting instead the support of an economic-instrumentalist approach. Plausible explanations are provided to shed light on this exclusion, including the feasibility critique of education as a right, and the Bank's limited institutional mandate. However, the rationales are presented as unsound and unacceptable justifications for the omission. By drawing on Amartya Sen's theoretical work on human rights and development policy frameworks, this study concludes by arguing for the Bank to integrate into their mandate a conception of education as a human right. 相似文献
16.
《Critical Studies in Education》2013,54(2):143-156
The paper aims to explore the relationship between globalization and education through an investigation of educational policy development in the specific context of the Asia Pacific. The paper's primary focus is on data collected from the World Bank, OECD, IMF and UNESCO to look primarily at three interrelated trends in education: increasing enrollments at all educational levels, issues of gender equality, and changes in public expenditure. In the paper, we argue that developments in education are increasingly impacted by a particular conception of globalization, which is illustrated in the overarching pressure of efficiency on educational aims. Although both efficiency and equality aims of education are present in recent policy developments in the Asia Pacific, the importance attached to education's capabilities of advancing human capital development have brought about a fundamental tension between two purposes of education: one relating to efficiency and one underlying education's potential to advance goals of access and equality. 相似文献
17.
自20世纪80年代与国际组织开展合作起,我国高等教育政策及发展历程中就有了国际组织影响的痕迹.本文以世界银行和世界贸易组织与我国的合作为例,阐释了这两个国际组织在我国高等教育改革与发展中所发挥的影响,在分析合作所带来的机遇和挑战的同时,认为我国高等教育应继续积极参与国际合作,与国际组织建立更为密切的工作关系,从而扩大我国在全球经济和知识发展中的作用,并使我们更好地应对来自诸方面的挑战. 相似文献
18.
Geo-Jaja MacLeans A. Mangum Garth 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(3-4):293-318
On the basis of the Nigerian experience, this article argues that the structural adjustment programs of the World Bank and the International Monetary Fund, when misapplied, can have a devastating effect on the educational systems that are essential to human resource development. The paper considers how the objectives of structural adjustment might have been accomplished without harming education, and recommends an outcomes-based educational policy for Nigeria which could serve equally well in other developing nations. The key message of the paper is that the ongoing austerity programs have been secured at excessively high human cost, and that it is time for a policy redirection that reaffirms education as the essential tool of all development. 相似文献
19.
MacLeans A. Geo-Jaja Garth Mangum 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,31(2):293-318
On the basis of the Nigerian experience, this article argues that the structural adjustment programs of the World Bank and the International Monetary Fund, when misapplied, can have a devastating effect on the educational systems that are essential to human resource development. The paper considers how the objectives of structural adjustment might have been accomplished without harming education, and recommends an outcomes-based educational policy for Nigeria which could serve equally well in other developing nations. The key message of the paper is that the ongoing austerity programs have been secured at excessively high human cost, and that it is time for a policy redirection that reaffirms education as the essential tool of all development. 相似文献
20.
《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