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1.
This paper examines the relationship between the World Bank and the United Nations Educational, Scientific and Cultural Organization (UNESCO) between the 1960s and the 1980s. It focuses on the Co-operative Program (CP) between the two organizations, which was established in 1964 and lasted officially until 1989. In the context of the Co-operative Program, the Education Financing Division (EFD) was established, a joint unit located in UNESCO, with the purpose of carrying out technical missions to assist governments in the identification and preparation of educational projects and the formulation of funding requests to the World Bank. Drawing on archival research and interviews with former UNESCO and World Bank officials, the paper traces the history of the Co-operative Program, which was characterized by intense power struggles exacerbated by Cold War tensions. During the 25 years of the duration of the Co-operative Program, the World Bank developed into the most influential policy shaper for education in developing countries, while the influence of UNESCO, created in the post-World War II order as the United Nations’ designated organization for education, declined. Using Bourdieu’s concept of fields and DiMaggio and Powell’s concept of isomorphism as analytical lenses, the World Bank’s expansion to a development agency will be explained by its greater autonomy as a field, endowed with more capital based on the rationalization of education and isomorphic processes of professionalization of the “field of power” of educational planning. To the detriment of UNESCO, the World Bank became the powerhouse of a global governance structure that was built with support from the United States government and furthered by the rise of economics. 相似文献
2.
Martin Carnoy 《Prospects》1980,10(3):265-283
In 1974, the World Bank published a study entitledEducation Sector Working Paper which set forth its policy in the field of education. This study, the second the Bank had published, was widely read, analysed and discussed for some time after its publication and had a considerable influence on thinking in education and development at the international level.
Prospects devoted four articles to the paper: one book review and three controversies (Vol. V, No. 2, 1975, p. 285; Vol. V, No. 4, 1975, p. 457–78; Vol. VI, No. 2, 1976, p. 209–20). Thus, the discussion in our pages, in which the Bank participated, lasted nearly a year.Now the Bank has brought out another eagerly awaited policy paper on education which is to guide its thinking and action in the coming years. Its publication is an event of international importance and its impact will certainly be considerable.The following article by Martin Carnoy is the first in a seriesProspects will publish reviewing the policies of the Bank as expressed in theEducation Sector Working Paper, and by extension, the foreseeable impact of these policies on the world of education in general. Martin Carnoy's paper is critical: readers familiar with his work (seeProspects, Vol. VIII, No. 1, p. 3–19) will know that his viewpoint on the international aspects of education diverges considerably from that of the Bank and of most international governmental and non-governmental agencies.The debate is open again.
Specialist in the economics of education, economic development and political economy. Among his many publications in related fields are Education as Cultural Imperialism, Economic Change and Educational Reform in Cuba, 1955–1974,and Education and Employment. 相似文献
3.
This paper explores indigenization and globalization, the double issue of curriculum and identity as a dialectical contradiction that characterizes the ambivalence of “Taiwanese identity.” “Taiwanese identity” is treated as a social, political, and cultural construct rather than a fixed term in an essentialist sense. Curriculum, as culture's medium of social identity construction, represents a struggle over who constructs whose identity and what is constructed. Therefore, when curriculum reform is called for, it is also a time when a society transitioning and redrawing its socio-political and cultural boundaries to resolve internal social conflicts and identity anxiety. Curriculum reform, in this paper, is analyzed not only as a question of shifting explicit ideas of educational practice but also a question of shifting configurations in power relations that signify a politics of identity.The historical context that brought about the question of identity in Taiwan is introduced first. The second section discusses how emerging curricula were politically, socially, and culturally implicated in the process of constructing a Taiwan-centric identity. The third section analyzes the political, social, cultural, and educational implications of new curricula on the formation of a Taiwan-centric identity. Finally, the paper discusses the effect of globalization on the practice of new curricula and points out an ambivalence of local–global identity construction and the conflicting roles of education, especially curriculum, in this ambivalence. 相似文献
4.
ELENI PROKOU 《Compare》2003,33(3):301-313
This article argues that in the 1960s-1970s, two international organisations, namely OECD and the World Bank, influenced educational policy in Greece: higher technical education was expected to contribute to economic development and modernisation. This process took place within the framework of the 'semi-peripherality' of Greece during that period: the so-called 'internationalisation' process, which included foreign investment and technological transfer. By the end of the 1970s, there was a dramatic expansion of the education system. Nevertheless, particular emphasis was attached to higher technical education to promote economic development and modernisation, in view of Greece's accession to the European Economic Community (EEC). In the 1980s-1990s, the major actor influencing higher technological education policy in Greece was the EEC. Within the context of an expansion of the higher education system, higher technological education was upgraded also to promote modernisation and a 'self-reliant' economic development, for the full adaptation of Greece to the EEC. However, the respective reforms were incompatible with the state of the Greek economy and the nature of the Greek State, which was one of the main reasons for Greece's difficulty in adapting to the EU on equal terms. 相似文献
5.
Patel Ila 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(2-3):155-175
The contemporary women's movement in India (1975–present) has played an important role in bringing gender issues to the forefront of development planning and defining feminist politics. This paper examines how this movement has addressed the issue of women's education. The first section highlights contributions of the social reformist movement in the 19th century and the nationalist movement in promoting women's education. The role of the contemporary women's movement in changing school curricula is examined in the second section, followed by discussion on how women's studies has contributed to redefining knowledge. The fourth section discusses women's empowerment and education from the perspective of the women's movement. The article concludes by highlighting challenges facing the women's movement in promoting women's education for equality and empowerment. 相似文献
6.
Does research productivity decline with age? 总被引：1，自引：1，他引：1
Ray Over 《Higher Education》1982,11(5):511-520
The research productivity of psychologists holding appointment in British universities was studied within a cross-sequential design. Publication rates in 1968–1970 and 1978–1980 were compared across groups differing in terms of chronological age and date of birth. At both times of measurement psychologists above 45 years of age published less frequently than younger psychologists. Psychologists who held appointment in 1980 as well as 1970 published less frequently in 1978–1980 than in 1968–1970, irrespective of their age in 1970. Although productivity dropped with age, there was considerable variability in output between younger and older psychologists. Further, a person's publication rate in 1978–1980 was better predicted by their past productivity (publication rate in 1968–1970) than by their age. These results are discussed in the context of factors that affect research productivity, as well as changes that will occur in the age distribution of British academics over the next 20 years. 相似文献
7.
Rosalind Levačić 《比较教育学》2014,50(3):340-356
Since the late 1980s, education systems have increasingly moved to allocating funding for general education by means of a per-student formula. The trend started with developed economies and moved to transition and developing economies, where the World Bank has promoted the adoption of per-student funding (PSF). But promoting a particular reform, such as PSF, by including it in a package of sector-specific development projects funded by World Bank grants or loans, and employing local and international specialist staff do not guarantee successful implementation. This paper examines experience with implementing PSF to school level in transition countries, comparing varying degrees of success to date (2013) in Bulgaria, Moldova and Kosovo. The paper considers the dilemmas inherent in designing PSF formulae for schools, how this played out in each of the countries and the reasons for varying success in implementation. 相似文献
8.
Héctor R. Gertel 《Higher Education》1991,21(1):63-81
In Argentina, inadequate financing of higher education is an old rather than a new issue. The paper takes a close look at the financing issues associated with the evolution of national universities in Argentina in 1960–1990. Accordingly, the first and second sections highlight the major trend of the last thirty years in student population, faculty staff and goverment spending. The third section explores the teaching and research labor market covered by the national universities. The fourth section includes a discussion of several proposals under debate to ease existing constraints to the financing of higher education. Finally, the feasibility of these proposals, as well as their limitations and possibilities in the light of the the long run trend in enrollment and expenditures reviewed in the previous sections are discussed.This work was partially financed by a grant from the Consejo de Investigaciones de la Provincia de Córdoba (CONICOR). 相似文献
9.
Erik Wallin 《Scandinavian Journal of Educational Research》2013,57(5):437-460
In Sweden educational technology (EdTech) prospered during the 1960s and 1970s inspired by US experiences from primarily programmed instruction. The Departments of Education at the universities started different activities of research and other bodies developed EdTech products for commercial use. In some business firms in‐service training of staff was organised and managed according to the rational ideas that were the basis of EdTech. Public education from elementary to university level was also influenced by EdTech and in the National Board of Education particularly the section responsible for developing teaching–learning aids ran its work guided by EdTech principles in a broad sense of rational and systematic planning. In the 1970s the peak of EdTech withered, to almost disappear towards 1980. This article describes the development in Sweden with the aim of understanding both the rise and fall of EdTech. The rise is understood in relation to the modernisation of Swedish society with reforms of education and trust of science and technology. The fall is understood in terms of the change of values and conception of democracy taking place around 1970 (1968). 相似文献
10.
Ayesha Yaqub Vawda Peter Moock J. Price Gittinger Harry Anthony Patrinos 《International Journal of Educational Development》2003,23(6):645-660
This paper tests the hypothesis that World Bank education projects have a higher likelihood of being successful if at the time of appraisal, they underwent good quality economic analysis. Analysis shows a strong relationship between the quality of cost–benefit analysis and cost–effectiveness analysis and the quality of project outcomes. Economic analysis of projects is a tool for weeding out potentially poor investments and selecting potentially worthwhile ones. Good practice education projects require good economic analysis—analysis of demand, of the counterfactual private sector supply, of the project’s fiscal impact, of lending’s fungibility—and strong sector work before project design. 相似文献
11.
Vagn Skovgaard‐Petersen 《Scandinavian Journal of Educational Research》2013,57(3-4):319-331
Although the history of formal education in the Nordic countries has relatively long roots, its broader and more systematic study started early in our century then gained momentum during the second half. But the formal educational systems in the Nordic countries vary to a high degree due to geographical, political and economical circumstances, and so do their histories. The three articles in this section survey studies of the history of education in Denmark, Finland and Norway, particularly during the last four decades and they tell rather different stories. The Danish contribution shows how studies have been motivated by higher educational needs for readings about the history of education and by researchers' curiosity to detect causes of occurrences and developments as well as their consequences. The second article outlines the Finnish development by means of a chronological (1940‐1960, 1960‐1980, 1980‐1990) and thematic division. Finland was influenced in this research area by Germany, but this influence lay dormant after the Second World War until the 1970s. Naturally the study of the Finnish history of education has a particular interest because of this nation's turbulent historical past and special current geographical and political position. The Norwegian article starts with a pessimistic confession that Norwegian historical pedagogy today seems to be on the defensive and marginalized, but it finds comfort in the fact that a new generation of researchers have entered the scene. The contrast between the older and the new generation in their views about research topics, trends and thematic orientations is then followed and documented throughout the article. Thus the firm documentation shows that there is a trend within the new generation to study recent history at the sacrifice of the ancient, to prefer the study of history from below instead of history from above, to choose more enthusiastically the study of social powers and structures instead of the history of ideas and persons, and to focus on the study of foreign pedagogic in order to establish a kind of standard to measure Norwegian developmental excellence against, instead of focusing on the study of foreign pedagogic per se. The article ends with viewpoints on the role that theoretical scientific reflections could play in educational history research, and it presents the contemporary scene with it's problems and promises. 相似文献
12.
Kapil Dev Regmi 《Globalisation, Societies & Education》2017,15(2):188-201
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. 相似文献
13.
This paper uses the device of imagining Education personnel at the World Bank engaging in study and discussion that causes them to rethink their 1999 Education Sector Strategy document. The Bank’s educators discuss issues that lead them to see that the World Bank’s assumptions of human capital theory are deficient. Having studied the severe limitations in the effectiveness of the education reforms of several countries, they admit not only that the education model being promoted by the Bank is flawed, but also that its preferred paradigm of modernist development is unsustainable. Thanks to the program of study and reflection, Bank educators decide to meet the challenge of reinventing themselves as educators collaborating with their national clients in developing new paradigms in which both creative education and sustainable development can flourish. 相似文献
14.
Kimberly A. Crews 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1993,39(1-2):136-142
By the late 1960s, universities and private organizations began to develop population education programs and courses in the wake of the warning of demographer Philip M. Hauser about the lack of demographic information in the school curriculum. In the early 1970s, the US Department of Health, Education, and Welfare provided limited funding for teacher training workshops and classroom materials. Baltimore City's district wide population education program proved successful in 1975 after 10 years of work, population education materials were adopted in the official social studies curriculum, and this model was accepted later by other school systems. In 1979 not quite 15 US colleges and universities taught population issues at graduate-level training or by offering workshops and materials. By the mid-1970s, universities and private organizations were conducting conferences and workshops for secondary school teachers. In the 1970s, these included the Center for Information on America. Environment-Population Education Services, Planned Parenthood, Population Institute, Population Reference Bureau (PRB), the World Bank, and Zero Population Growth (ZPG). In the 1970s and early 1980s various other organizations contributed to population educations, e.g. the University of Cincinnati by organizing institutes, the National Catholic Educational Association representing 8200 schools ZPG with teacher-training workshops, and PRB with meaningful materials for students and teachers. The state of population education in 1992 means that PRB staff lead 15-30 workshops each year and provide workshop materials for teachers. ZPG emphasizes hands-on learning. Pet Net, a network of volunteer teacher trainers leading workshops, and ZPG staff conducted 88 workshops in 1991. 相似文献
15.
A review of higher education reform in modern Japan 总被引：2，自引：0，他引：2
Paul Doyon 《Higher Education》2001,41(4):443-470
A number of different parties in Japan have been discussinghigher educational reform for over thirty years. Many of theseideas finally started to take form in the 1990s as the Ministryof Education's University Council began implementing many of thepropositions that had been put forth during the deliberations ofthe 1970s and 1980s. As Japan enters the 21st century, its18-year-old population has decreased by over half a million since1992. It will decrease another 300,000 by the year 2010. This has added an increased urgency to make reforms, especially atthird-tier universities, which are now starting to have troublerecruiting students. Japan's Ministry of Education would alsolike to bring the quality of its university educational standardsup to par with the rest of the advanced nations. Moreover, industryis demanding a new breed of employee – and one much different thanthe Japanese educational system has been known to produce. Finally, a new generation of Japanese is starting to reach adulthood, who – raised on consumerism, and material abundance – have acompletely different value system than their parents' generation. This paper looks at the present higher education reform movement and its history extending back approximately thirty years. It then goes on to offer some suggestions as to what more can be done to alleviate many problems still inherent in the system. 相似文献
16.
郑刚 《河北师范大学学报(教育科学版)》2011,13(7)
公费留学作为培养人才的风向标,在留学教育中占据着重要的地位。在台湾地区近60年(1949-2009年)的发展历程中,公费留学政策经历了探索、确立、完善、弹性化、多元化等多个发展阶段。以1954年颁布的《国外留学规程》为标志,台湾地区试图建立公费留学考试制度。但是,受制于经济等因素的影响,此时公费留学基本上处于停顿状态。20世纪60年代,台湾经济得到一定程度恢复后,正式确立了以通过考试机制,选拔人才为核心的公费留学政策。70年代至80年代,台湾地区结合社会政治经济的发展,在留学规模、学科分布、国别选择等方面都做了诸多完善。90年代后,台湾地区公费留学政策向弹性化方向发展,加强高层次人才培养选拔的力度。进入21世纪后,以留学奖学金的设置为标志,台湾地区公费留学政策呈现多元化发展趋势。 相似文献
17.
George D. Yonge 《课程研究杂志》2013,45(3):409-415
In his response to Krüger, Le Grange claims that: (1) the South African discourse of fundamental pedagogics was closely allied with Christian National Education and functioned as a powerful educational doctrine in the service of the South African policy of apartheid education; (2) fundamental pedagogics bracketed political discourse; (3) the connection between fundamental pedagogics and Christianity promoted an authoritarian approach to education; and (4) because didactic pedagogics and fundamental pedagogics were so intimately intertwined, South African didactic thinking also was used to serve and perpetuate the policy of apartheid education. This paper evaluates these claims and concludes that they are untenable in light of the history, nature, and purpose of South African fundamental and didactic pedagogical thinking. In his effort to link fundamental and didactic pedagogical thinking to apartheid education, Le Grange has lost sight of the profound influence of the tradition of European (Dutch/German) Didaktik on didactic thought in South Africa during the 1960s, 1970s, and 1980s. 相似文献
18.
Recent research in science education has recognized the importance of history and philosophy of science. This study has the following objectives:(a) To show how the importance of history of chemistry has been recognized in theclassroom, starting from the 1920s to the present; (b) How criteria based on history andphilosophy of science can be used to evaluate presentation of atomic structure in generalchemistry textbooks; (c) Comparison of the new (1970–1992) and old textbooks (1929–1967)with respect to the presentation of atomic structure. Results obtained show thatmost of the new and old textbooks not only ignore the history and philosophy of sciencebut also present experimental findings as a `rhetoric of conclusions'. It isconcluded that such presentations are not conducive towards a better understanding of scientificprogress. It is suggested that history and philosophy of science can be introduced in theclassroom not necessarily through formal courses in the history of chemistry or commentsand anecdotes, but rather by incorporating the `heuristic principles' that guided thescientists to elaborate their theories. 相似文献
19.
20.
《International Journal of Educational Development》1988,8(3):213-225
The economic efficiency of vocational secondary schools in improving the employment prospects for graduates has been questioned, leading to policy recommendations in favor of enterprise-based training and training in non-formal training centers. The role of secondary education would be to impart basic skills, perhaps through reformed curricula that, while falling short of vocationalism, better prepare graduates for adult life. This paper examines trends in World Bank investments in vocational education and training for the period 1963–86 to answer three questions. Is there evidence to suggest that educational authorities in developing countries, as well as in the World Bank, have moved away from investments in secondary vocational schools? What does the record suggest about the patterns through which alternative training systems evolve in developing countries? Is there any evidence that a ‘new educational vision’ is emerging for secondary education? The paper concludes that investment in secondary vocational schools has declined substantially in favor of non-formal training systems. Nine characteristics of effective non-formal systems are identified. Diversified secondary schools, as one model of a ‘new vision,’ have not succeeded, raising important questions regarding possible directions for improved secondary education. 相似文献