Jones, Phillip W. (Phillip Worner), 1949-
2nd ed. - Abingdon [U.K.] ; New York : Routledge, 2007.
- xix, 289 p. ; 25 cm.
Includes bibliographical references (p. -278) and index.
- World Bank Financing of Education
- Preface to the first edition
- The World Bank and education
- Researching the World Bank
- Preface to the second edition
- Notes on text
- 1 The Bank at work
- Bank purposes, structure, and style
- Bank activities in retrospect
- 2 Getting started in education 1960-3
- Options for educational financing
- Taking decisions on education
- 3 Early project experience in education 1963-8
- Establishing a project cycle in education
- UNESCO-World Bank Co-operative Program
- Initial project and policy issues
- 4 Education in the McNamara years 1968-80
- Policy, conceptual, and organizational changes
- A poverty focus in education - fact or fiction?
- Education project experience under McNamara
- 5 From development to reform
- Policy assessments in education
- 1980 Education Sector Policy Paper
- Adjusting to debt and recession
- 6 The triumph of educational fundamentalism 1986-95
- Alternative policies for financing education
- The research-policy nexus
- The basics of policy reform
- 7 From Wolfensohn to Wolfowitz
- Reclaiming legitimacy
- Education in the Wolfensohn Bank
- 8 World Bank priorities for educational financing
- Understanding Bank constructions of policy
- Bank stances on educational priorities
- Publisher's Summary:
Based on detailed analysis of thousands of confidential World Bank documents, this book outlines the evolution of World Bank lending policies in education, and assesses the policy impact of the Bank's educational projects. The author demonstrates that the World Bank lies at the centre of the major changes in global education of our time. Its financial power and influence have helped shape the economic and social policies of many governments, including policies that affect education. It has been an influential proponent of the rapid expansion of formal education systems around the world, and has financed much of that expansion. It has been instrumental in forging those policies that see education as a precursor to modernisation. It has served as a major purveyor of Western ideas about how education and the economy are, or should be, related. The author's exposition of how all of this has been achieved, and the implications of the achievement, is unique. It will be of enormous value to those studying, or working in, educational policy in developing countries, international organisations and financial institutions, and aid agencies.
(source: Nielsen Book Data)