Education for Economic Growth or Human Development? the Capabilities Approach and the World Bank's Basic Education Project in Turkey

Autor/in	McClure, Kevin R.
Titel	Education for Economic Growth or Human Development? the Capabilities Approach and the World Bank's Basic Education Project in Turkey
Quelle	In: Compare: A Journal of Comparative and International Education, 44 (2014) 3, S.472-492 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2012.750498
Schlagwörter	Foreign Countries; Public Policy; Program Development; Program Implementation; Competition; Productivity; Equal Education; Inclusion; Critical Thinking; International Organizations; Ethics; Neoliberalism; Well Being; Program Evaluation; General Education; Criticism; Economic Progress; Individual Development; Turkey + Suchen Sie Ihr Suchwort? Ausland; Öffentliche Ordnung; Programmplanung; Wettkampf; Produktivität; Inklusion; Kritisches Denken; International organisation; International organisations; International organization; Internationale Organisation; Ethik; Neo-liberalism; Neoliberalismus; Well-being; Wellness; Wohlbefinden; Programme evaluation; Programmevaluation; Allgemein bildendes Schulwesen; Allgemeinbildung; Kritik; Economic growth; Wirtschaftswachstum; Individuelle Entwicklung; Türkei
Abstract	Turkey's recent development plans suggest that, according to state planners, development is no longer identified with, achieved through or measured by economic growth. These documents evince that Turkey has embraced what is referred to as the capability approach. What remains unclear is whether this embrace is substantive or rhetorical. This paper is designed to analyse the extent to which Turkey has operationalised the capability approach in its planning and implementation of education for development projects. I argue that sections of development plans devoted to social policies reflect several themes of the capability approach. However, analysis of an education for development project in Turkey demonstrates that the capability approach has gained limited traction in practice. Equity, inclusion, participation and critical thinking in the World Bank's Basic Education Project are either insufficiently realised or subordinated to productivity and competition within the global market. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10