Beyond Aid Effectiveness: The Development of the South African Further Education and Training College Sector, 1994-2009

Autor/in	McGrath, Simon
Titel	Beyond Aid Effectiveness: The Development of the South African Further Education and Training College Sector, 1994-2009
Quelle	In: International Journal of Educational Development, 30 (2010) 5, S.525-534 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2010.03.011
Schlagwörter	Economic Development; Educational History; Foreign Policy; Vocational Education; Study Abroad; Program Effectiveness; Postsecondary Education; Educational Change; Developing Nations; Educational Environment; Politics of Education; Educational Development; Educational Policy; Public Policy; Policy Analysis; Policy Formation; Educational Needs; Access to Education; Educational Finance; International Education; Educational Cooperation; International Cooperation; International Relations; South Africa + Suchen Sie Ihr Suchwort? Wirtschaftsentwicklung; History of education; Bildungsgeschichte; Außenpolitik; Ausbildung; Berufsbildung; Studies abroad; Auslandsstudium; Post-secondary education; Tertiäre Bildung; Bildungsreform; Developing country; Developing countries; Entwicklungsland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational policy; Bildungspolitik; Bildungsentwicklung; Politics of education; Öffentliche Ordnung; Politikfeldanalyse; Politische Betätigung; Educational need; Bildungsbedarf; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsfonds; Internationale Erziehung; cooperation; Kooperation; Internationale Kooperation; Internationale Zusammenarbeit; Internationale Beziehungen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The current dominant account of aid to education focuses on schooling and official development assistance and talks in terms of policy work, donor harmonisation and, increasingly, budgetary support. However, this approach is limited in a number of ways. The return of international policy interest in vocational education provides an opportunity to take a look at whether the dominant paradigm is really a solution in all cases. Through an exploration of the evolution of the South African further education and training, this paper illustrates the importance of looking at where a country wants and does not want to learn from. It points to the need to gaze beyond official development assistance to examine the way that dimensions such as cultural diplomacy, commercial interests and solidarity play a role in policy learning. It also draws attention to the often-varied national institutional resources for learning and the complex interplay of individuals, both local and foreign, in the learning process. Finally, it hints that many apparently minor instruments such as exile, study abroad and structured exchange visits may contribute to a far more complex web of policy-related learning than is captured in conventional accounts of policy borrowing/learning that focus on the official level. It may be that a more meaningful discussion of the effectiveness of international cooperation, rather than the more narrow notion of aid, would ensue if such perspectives were taken on board. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10