Learning from All? The World Bank, Aid Agencies and the Construction of Hegemony in Education for Development

Autor/inn/en	Verger, Antoni; Edwards, D. Brent, Jr.; Altinyelken, Hulya Kosar
Titel	Learning from All? The World Bank, Aid Agencies and the Construction of Hegemony in Education for Development
Quelle	In: Comparative Education, 50 (2014) 4, S.381-399 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2014.918713
Schlagwörter	Foreign Countries; Banking; Global Approach; Educational Policy; Case Studies; Disclosure; Voluntary Agencies; International Organizations; Educational Change; Governance; Outcomes of Education; Measures (Individuals); Intervention; Student Improvement; Public Agencies; Financial Support; Germany; Netherlands; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Bankgeschäft; Globales Denken; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; International organisation; International organisations; International organization; Internationale Organisation; Bildungsreform; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Lernleistung; Schulerfolg; Messdaten; Öffentliche Einrichtung; Finanzielle Förderung; Deutschland; Niederlande; Großbritannien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10