scholarly journals Rethinking the World Bank Agenda for Chinese Higher Education Reform

2014 ◽  
Vol 9 (1) ◽  
pp. 89-109
Author(s):  
Jinyuan Ma
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
World Bank ◽  
Higher Education Reform ◽  
Chinese Higher Education ◽  
The World Bank ◽  
The World

The World Bank and Educational Assistance

2017 ◽  
Author(s):  
D. Brent Edwards ◽  
Inga Storen
Keyword(s):  
Education Reform ◽  
World Bank ◽  
Low Income ◽  
Technical Assistance ◽  
International Political Economy ◽  
Low Income Countries ◽  
Educational Assistance ◽  
Country Level ◽  
The World Bank ◽  
The World

Since the 1950s, the World Bank’s involvement and influence in educational assistance has increased greatly. The World Bank has not only been a key player, but, at times, has been the dominant international organization working with low-income countries to reform their education systems. Given the contributions that education makes to country development, the World Bank works in the realm of education as part of its broad mission to reduce poverty and to increase prosperity. This work takes the form of financing, technical assistance and knowledge production (among others) and occurs at multiple levels, as the World Bank seeks to contribute to country development and to shape the global conversation around the purposes and preferred models of education reform, in addition to engaging in international processes and politics with other multi- and bilateral organizations. The present article examines the work of the World Bank in historical perspective in addition to discussing how the role of this institution has been theorized and research by scholars. Specifically, the first section provides an overview of this institution’s history with a focus on how the leadership, preferred policies, organizational structure, lending, and larger politics to which it responds have changed over time, since the 1940s. Second, the article addresses the ways that the World Bank is conceptualized and approached by scholars of World Culture Theory, international political economy, and international relations. The third section contains a review of research on (a) how the World Bank is involved in educational policy making at the country level, (b) the ways the World Bank engages with civil society and encourages its general participation in educational assistance, (c) what is known about the World Bank in relation to policy implementation, and (d) the production of research in and on the Bank.

scholarly journals Economic and Higher Education Partnership of Hungary and Kazakhstan

2021 ◽  
Vol 1 (2) ◽  
Author(s):  
Kinga Magdolna Mandel ◽  
Anargul Belgibayeva
Keyword(s):  
Higher Education ◽  
World Bank ◽  
Strategic Partnership ◽  
The Political ◽  
The Past ◽  
Political Communications ◽  
The World Bank ◽  
The World ◽  
University Level ◽  
The University

The aim of our research was to describe, compare, and analyze the development of business and educational co-operation between Kazakhstan and Hungary over the past 19 years. The research was prompted by the university-level co-operation between the two countries that star ted in 2018, which was made possible by the strategic partnership that is the topic of the present article. We started from the hypothesis that both business and educational co-operation has developed linearly and significantly during the last 19 years. Our research methodology was based on gathering and analyzing secondary macroeconomic, trade, and educational co-operation data in the period between 2011 and 2020. The data were obtained from publications, national offices (statistical, commerce, and education), and international bodies (like TempusPublic Foundation, Eurostat, International Monetary Fund [IMF], and the World Bank). In this paper, we intend to link the main political, social, and macroeconomic endowments with business and educational developments of partnership in the two countries, trying to map out prospects for co-operation. One conclusion is that, although in the political communications of the two countries we were able to identify significant governmental efforts on both sides to support and enforce economic and educational co-operation, the data indicate a decrease in the size of business investments. At the same time, however, the educational co-operation between the two parties continues to develop further.

scholarly journals THE INFLUENCE OF GLOBALIZATION IN BRAZILIAN HIGHER EDUCATION

2020 ◽  
Vol 10 (4) ◽  
pp. 54-66
Author(s):  
Alexey Carvalho
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
World Bank ◽  
International Organizations ◽  
Critical Analysis ◽  
Relevant Literature ◽  
Economic Cooperation ◽  
The World Bank ◽  
Public Resources ◽  
The World

The purpose of this paper is to bring to reflection the main influences of globalization in Brazilian higher education has occurred in the last two decades. A critical analysis of the relevant literature was made, addressing the main international organizations such as the World Bank (WB) and the Organization for Economic Cooperation and Development (OECD), as well as its main guidelines for the education. Among the aspects analyzed, it is possible to verify a convergence of the guidelines of these organizations about the importance of Higher Education for economic development and the need to link the use of public resources to quality.

scholarly journals Internationalization of Higher Education: some reflections on Russia and China

Educação ◽  
2017 ◽  
Vol 40 (3) ◽  
pp. 315
Author(s):  
W. John Morgan ◽  
Alexandre Anselmo Guilherme
Keyword(s):  
Higher Education ◽  
World Bank ◽  
International Organizations ◽  
Internationalization Of Higher Education ◽  
Educational Systems ◽  
Balanced Development ◽  
The World Bank ◽  
The World ◽  
Recent Developments ◽  
Higher Educational

Given that there appears to be a dichotomy within the BRICS, we focus on Russia and China, discussing recent developments in their respective Higher Educational systems, and what these changes might mean in terms of internationalization. Moreover, given that the importance of Higher Education for a balanced development is something that is now widely recognised by International Organizations, such as the World Bank and UNESCO, as well as by governments, we enquire if past and current changes in Russian and Chinese Higher Educational systems have encouraged balanced development in those countries.  ***A internacionalização do Educação Superior: algumas reflexões sobre a Rússia e China***Dado que parece haver uma dicotomia entre os países que compoe os BRICS, nos concentramos na Rússia e na China, discutindo os desenvolvimentos recentes em seus respectivos sistemas de Educação Superior e o que essas mudanças podem significar em termos de internacionalização. Além disso, uma vez que a importância do Ensino Superior para um desenvolvimento equilibrado é algo agora amplamente reconhecido por Organizações Internacionais, como o Banco Mundial e a UNESCO, bem como por governos, investigamos se mudanças passadas e atuais no sistema Russo e Chinês de Educação Superior incentivaram o desenvolvimento equilibrado nesses países.

The Global Development Learning Network (GDLN) and Tertiary Education in Africa: Opportunities and Predicaments of Centralized Knowledge Broadcasting Programs on the World Scale

2008 ◽  
Vol 7 (3-4) ◽  
pp. 231-258 ◽  
Author(s):  
N'Dri Assié-Lumumba
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
World Bank ◽  
Tertiary Education ◽  
Global Development ◽  
Learning Network ◽  
The World Bank ◽  
The World ◽  
Education Delivery ◽  
National Borders

AbstractIn the context of the increasing use of ICTs as a medium for higher education delivery across national borders, the World Bank established the Global Development Learning Network (GDLN). GDLN's official mission was to facilitate rapid and simultaneous dissemination of knowledge to audiences in various socio-geographic spaces and the expansion of the opportunity for tertiary education in developing countries. Using the case of Centre d'Education à Distance de Côte d'Ivoire, one of the GDLN national institutional affiliates in Africa, this study illustrates the agendas of liberalization and globalization through ICTs in spite of the potential for local educational gains.

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