UNESCO ve Dünya Bankası Küresel Eğitim Politikaları: Bir Karşılaştırma Çalışması / Global Education Policies of UNESCO and The World Bank: A Comparison Study

As a leading mobilizer of international development and educational knowledge, the World Bank has been critiqued in two key areas: (1) the dominance of economic thinking in its policies, and (2) its Northern-generated knowledge which informs its work in the Global South. In this paper, we investigate the disciplinary foundation of Bank knowledge, as well as its geographic representation. This study pays particular attention to knowledge mobilization relating to one of the most contentious policy prescriptions worldwide, and one that the Bank has historically supported: private sector engagement in education. By employing the concepts of economic imperialism and policy networks to frame our study, and through the use of a bibliometric methodological approach, we trace the authorship patterns of publications cited in a series of key World Bank documents on private sector engagement in education. Our findings show that the World Bank mobilizes research production from the Global North, which reflects a disproportionate economic disciplinary focus. Moreover, through a mapping of the cited authors, this network is shown to be highly narrow and privileges authors from a small subset of elite institutions.

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The World Bank and African Primary Education: Policies, Practices, and Recommendations

Africa Today ◽

10.2979/aft.1999.46.1.118 ◽

1999 ◽

Vol 46 (1) ◽

pp. 118-134

Author(s):

Michael C. Gonzales

Keyword(s):

Primary Education ◽

World Bank ◽

Education Policies ◽

The World Bank ◽

The World

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A Comparison Study of International Development-Caused Forced Displacement and Resettlement by the World Bank and Gentrification in Washington, DC

Practicing Anthropology ◽

10.17730/0888-4552.41.2.29 ◽

2019 ◽

Vol 41 (2) ◽

pp. 29-33

Author(s):

Katalina Khoury

Keyword(s):

International Development ◽

World Bank ◽

Affordable Housing ◽

City Council ◽

Washington Dc ◽

Comparison Study ◽

Forced Displacement ◽

Community Based ◽

The World Bank ◽

The World

Abstract This article discusses the similarities, and distinctions, between two types of development-caused forced displacement and resettlement (DFDR): (1) international DFDR processes by the World Bank, and (2) gentrification in US metropolitan statistical areas (MSAs) or cities. First, this article provides a review and commentary on the literature on international DFDR by the World Bank. Second, this article does the same with DFDR by gentrification in Washington, DC based on the work of the DC Grassroots Planning Coalition—a Washington, DC coalition working to voice a community-based perspective to the DC City Council on gentrification issues, including affordable housing. Finally, a discussion is provided comparing the two types of DFDR.

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Globalization of Education

International Journal of Chinese Education ◽

10.1163/22125868-12340002 ◽

2012 ◽

Vol 1 (2) ◽

pp. 139-176 ◽

Cited By ~ 4

Author(s):

Joel Spring

Keyword(s):

Human Capital ◽

World Bank ◽

Global Education ◽

Social Forces ◽

Education Policies ◽

The World Bank ◽

Educational Paradigm ◽

Globalization Of Education ◽

Political Economic

Abstract This article examines the political, economic, and social forces shaping global education policies. Of particular concern is global acceptance of human capital ideology and its stress on education as the key to economic growth. Human capital ideology encompasses consumerism which is a driving force in global economics. This article discusses the role of the Organization for Economic Cooperation and Development, the World Bank, and global education businesses in globalizing education policies and human capital ideology. An alternative to human capital ideology is an educational paradigm based on the goals of longevity and happiness.

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A INFLUÊNCIA DO NEOLIBERALISMO NA EDUCAÇÃO: REFLEXO NA FORMAÇÃO DOCENTE

Professare ◽

10.33362/professare.v7i1.1531 ◽

2018 ◽

Vol 7 (1) ◽

pp. 26

Author(s):

Janine Felix Silva ◽

Gleidenira Lima Soares

Keyword(s):

World Bank ◽

Basic Education ◽

Ministry Of Education ◽

Education Policies ◽

Executive Summary ◽

National Education ◽

International Agencies ◽

The World Bank ◽

The World ◽

Curriculum Education

O artigo visa contribuir com as discussões acerca da influência do neoliberalismo, por intermédio das agências internacionais multilaterais na estrutura educacional brasileira e o reflexo dessa influência no processo de formação de docente. Para isso, utilizaremos como fontes: a) o documento do Ministério da Educação (MEC) sobre “Políticas Nacionais de Formação de Professores” (2017), b) a Resolução Nº 2 do Conselho Nacional de Educação (2015), c) o documento “Atingindo uma educação de nível mundial no Brasil: próximos passos” (sumário Executivo – do BM) e autores como Borges (2010), Gentili (1996), Mészáros (2002), Moraes (2001), Shiroma, Campos e Garcia (2005), entre outros. Embora o principal foco das agências internacionais multilaterais, em especial do Banco Mundial, seja a educação básica, visando através disto erradicar a pobreza em países periféricos, sua política econômica/educacional se reflete na formação de professores tendo em vista que esta está atrelada àquela. Desse modo, a influência das agências internacionais como o Banco Mundial, as instituições educacionais brasileiras voltam os seus objetivos para a adequação da força de trabalho para as regras estabelecidas pelo capital, além de omitir o verdadeiro interesse econômico transnacional nas políticas públicas educacionais dos países periféricos, nesse caso, do Brasil.Palavras-chave: Banco Mundial. Currículo. Educação. Formação inicial. Capital.<h3>ABSTRACT</h3>The article aims to contribute to the discussions about the influence of neoliberalism, through multilateral international agencies (specifically the World Bank) in the Brazilian educational structure and the reflection of this influence in the process of teacher training. To do so, we will use as sources: a) the Ministry of Education (MEC) document on "National Teacher Education Policies" (2017), b) Resolution No. 2 of the National Education Council (2015), c) the document "Reaching a world-class education in Brazil: next steps" (Executive Summary - BM) and authors such as Borges (2010), Gentili (1996), Mészáros (2002), Moraes (2001), Shiroma, Campos e Garcia (2005), among others. Although the main focus of the multilateral international agencies, especially the World Bank, is basic education, aiming to eradicate poverty in peripheral countries, its economic / educational policy is reflected in the training of teachers in view of the fact that it is linked to that. Thus, through the influence of international agencies (specifically, the World Bank), Brazilian educational institutions return their objectives to the adequacy of the labor force to the rules established by capital, as well as to omit the true transnational economic interest in the educational public policies of peripheral countries, in this case, Brazil.Keywords: World Bank. Curriculum. Education. Initial formation. Capital. Marketplace.

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Bantuan Dana Bank Dunia Dalam Perspektif Pemenuhan Hak-hak Ekosob: Studi Kasus Pada Sektor Pendidikan di Indonesia

Ajudikasi Jurnal Ilmu Hukum ◽

10.30656/ajudikasi.v2i2.692 ◽

2018 ◽

Vol 2 (2) ◽

pp. 151

Author(s):

Satria Unggul Wicaksana Prakasa

Keyword(s):

World Bank ◽

Global Education ◽

Education Sector ◽

Legal Research ◽

Right To Education ◽

Educational Assistance ◽

Education Standards ◽

The World Bank ◽

The World ◽

The Right

The World Bank assistance in the education sector in Indonesia as a developing country faced with an interest in the fulfillment of the right to education in the perspective of Economy, Social, and Culture (ESC) rights for the society. For Indonesia, World Bank assitance must be in line with the national regulation, therefore harmonization into national law is necessary. The World Bank assistance is aimed at accelerating free trade, and the achievement of global education standards for the recipient countries. Thus, the alignment of the education sector with the interests of the economy and the free market may threaten the education rights of Indonesian citizen. This article will focus on the fulfillment of education right in Indonesia. Seeing the facts from the background, the formulation of the problems raised in this legal research are: (1). characteristics of educational assistance by the World Bank for developing countries. (2). Compatibility between World Bank assistance standards with the fulfillment of ESC rights in education in Indonesia. The purpose of this research is to analyze the characteristics of educational assistance by the World Bank for the third world countries and the suitability of the World Bank assistance to the fulfillment of ESC rights in education in Indonesia. This article based on the normative legal research method, and employs the statute and conceptual approach. It is found two results. First, the World Bank assistance to the education sector has been implemented in several countries, including Indonesia. The fulfillment of the right to education in developing countries have been experiencing an intervention and support from the World Bank. The World Bank asisstence is aim at achieving the goal of education, and to ensure the aid has been allocated for education projects, and to provide students with global education standards. Second, by employing the SABER standard with 4-a method to measure the suitability of the World Bank assistance in the fulfillment of the right to education in Indonesia, it is found that there remain a problem in the ‘acceptability’ standard. The World Bank should give more weights to the local wisdoms when providing asisstence in the recipient country.

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