What Drives Failed Policy at the World Bank? An inside Account of New Aid Modalities to Higher Education: Context, Blame, and Infallibility

Autor/inn/en	Rappleye, Jeremy; Un, Leang
Titel	What Drives Failed Policy at the World Bank? An inside Account of New Aid Modalities to Higher Education: Context, Blame, and Infallibility
Quelle	In: Comparative Education, 54 (2018) 2, S.250-274 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2018.1426534
Schlagwörter	International Organizations; Banking; Higher Education; Developing Nations; Grants; Failure; Foreign Countries; Educational Finance; Policy; Educational Improvement; Misconceptions; Cambodia; Bangladesh + Suchen Sie Ihr Suchwort? International organisation; International organisations; International organization; Internationale Organisation; Bankgeschäft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Developing country; Developing countries; Entwicklungsland; Grant; Finanzielle Beihilfe; Ausland; Bildungsfonds; Politik; Teaching improvement; Unterrichtsentwicklung; Missverständnis; Kambodscha; Bangladesch
Abstract	This article analyses recent World Bank interventions aimed at improving higher education and local research capacity in low-income countries. Our empirical entry point is a critical analysis of the Development and Innovation Grant (DIG) scheme the Bank rolled out in Cambodia (2010-2015), a virtual carbon copy export of its Academic Initiative Fund in Bangladesh. Offering a rare insider perspective, we argue that the DIG scheme ultimately failed because the Bank so glaringly misunderstood the Cambodian context. We use this case to contemplate the deeper flaws in how the Bank 'thinks', highlighting how the world's most powerful development institution manages to maintain faith in its own infallibility despite failure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01