World Bank in Nepal's Education: Three Decades of Neoliberal Reform

Autor/in	Regmi, Kapil Dev
Titel	World Bank in Nepal's Education: Three Decades of Neoliberal Reform
Quelle	In: Globalisation, Societies and Education, 15 (2017) 2, S.188-201 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Regmi, Kapil Dev)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2016.1169517
Schlagwörter	Educational Policy; International Organizations; Foreign Countries; Sociology; Commercialization; Educational Change; Economic Development; Policy Analysis; Privatization; Administrative Organization; Educational Administration; Educational History; Educational Development; Debt (Financial); Banking; Elementary Education; Poverty; Financial Support; Nepal + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; International organisation; International organisations; International organization; Internationale Organisation; Ausland; Soziologie; Bildungsreform; Wirtschaftsentwicklung; Politikfeldanalyse; Privatisation; Privatisierung; Bildungsverwaltung; Schuladministration; Schulverwaltung; History of education; Bildungsgeschichte; Bildungsentwicklung; Bankgeschäft; Elementarunterricht; Armut; Finanzielle Förderung
Abstract	This paper critically analyses key educational policy documents produced by the World Bank mainly from the mid-1980s to 2010 with regard to implementing major educational projects in Nepal. Using critical policy sociology as a methodological tool, the paper explores how a small Himalayan nation with per capita income of about US$730 (2014) plunged into neoliberal world order during the early 1980s. The paper argues that Bank's educational policy recommendations are guided by some underlying assumptions of neoliberalism mainly marketisation, privatisation, and decentralisation. The paper concludes that neoliberal orientation in education has almost no potential in addressing Nepal's development challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01