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2005, VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations
Comparative Education
Learning from all? The World Bank, aid agencies and the construction of hegemony in education for development2014 •
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.
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.
Development and Change
Undermining Development: The Absence of Power among Local NGOs in Africa edited by Sarah Michael2006 •
International Journal of Educational Development. 40: 9–18
The World Bank and the global governance of education in a changing world order2015 •
The World Bank’s involvement in education policy and reform has grown substantially since the 1960s. For an organization that originally had no mandate to work on education, the Bank has become perhaps the most powerful and hegemonic of the international organizations operating in the education for development field. The Bank is the largest single international funder of education for development in low-income countries, and its technical and knowledge-based resources tower over those of other international institutions. This article develops a heuristic framework for understanding agenda-setting processes in international organizations (IOs), and applies it to analyze how the World Bank work in education has evolved with the passage of time. The framework focuses on three dynamics as keys to understanding the Bank and education: the political opportunities created by geo-political and ideological shifts among the most powerful member governments; the IOs relationships with borrowing (or “client”) countries; and finally the internal dynamics and organizational culture of the IOs own bureaucracy as it aims to reproduce itself and manage shifts in the previous two dynamics. These three dynamics and their interaction are explored over four key periods: from the 1960s to the beginning of the 1980s, when the debt crisis exploded in many developing nations; from 1981 to mid-nineties, a period marked by structural adjustment lending and the reorganization of the Bank’s education sector activities around basic education; from the mid-nineties to 2008, when the Post-Washington consensus emerged; and from 2008 to present, a period characterized by significant shifts in power in the world system and an accompanying rise of strategic uncertainty at different levels within the Bank.
In C. Collins and A. Wiseman (eds.), Education strategy in the developing world: Understanding the World Bank’s education policy revision. Emerald.
The Approach of the World Bank to Participation in Development and Education Governance: Trajectories, Frameworks, Results -- In: Education strategy in the developing world: Understanding the World Bank’s education policy revision2012 •
Comparative Education
Learning from all? The World Bank, aid agencies and the construction of hegemony in education for development -- In: Comparative Education2014 •
International Journal of African and Asian Studies
Unmaking the Third World via the New Partnership for African Development (NEPAD): Experience and Future Action Areas2013 •
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