This book examines how international education policy, set by international policymakers and donors, influences local education policy in developing countries. It offers the diverse perspectives of scholars from the developing world.

This edited volume focuses on how international education policy, set by international policymakers and donors, influences local education policy in developing countries. The book's primary purpose is to give voice to scholars from developing countries and regions around the world by inviting them to explore how the international policy, invariably linked to international aid, influences education policy formation and implementation in their country or region and how this influence does or does not meet the local cultural, social, economic, and political needs. A relatively recent and small body of research and commentary supports a discourse that questions how well international education policy mandates such as Education For All serve the needs of developing countries. The intent of this book is to advance this discourse by giving voice to local scholars who observe and study the donor process. The book will be divided into two sections: the first section will set the stage for the discussions in the second section by providing theoretical and historical context for international education policy. As a framework for understanding, the book adopts the position that international policy does not have either the ability or the intent to serve the widely diverse needs of development around the world. International education policy has been formed, historically, by wealthy nations and agencies dominated by Western theoretical paradigms. In recent years, donor countries have made an effort to collaborate with developing countries in developing international education policy goals; however, this collaboration has been limited. Following establishment of the context of international education policy, section II of the book provides a forum for scholars from around the world to openly discuss and critique the impact of international policy on education in their country or region.

Lets scholars from developing countries speak for themselves and their country Offers an alternative perspective on international educational policy formation Presents a unique argument for donor/recipient collaboration in international education policy Offers a concise, yet complete, overview of the history and condition of international educational policy Includes supplementary material: sn.pub/extras

Klappentext

This volume examines how international donor policy and funding affect local educational policy formation in developing countries and regions. Consisting of research and commentary on primary, secondary and tertiary education by scholars from developing countries around the world, it represents a seldom-heard voice. The viewpoints offered here are surprisingly varied and refreshingly divergent from much of the usual Western discourse on international educational policy formation and implementation. Starting out with an overview of the history and current condition of international donor policy, the book leaves ample room for voices from the developing world in its ten chapters that make up the second part. It concludes with a tentative discussion of theory of collaboration. The volume contributes to the global attempts at collaboration between donor and recipient countries as it presents a perspective not often heard in the clamour of voices of Western experts and local government officials.

Inhalt

Chapter 1 Giving Voice to Local Scholars in Educational Policy, Carolyn A. Brown.- Part I - Historical Background and Current Status of International Donor Policy in Education.- Chapter 2 A Brief History of International Education Policy: From Breton-Woods to the Paris Declaration, James H. Williams.- Chapter 3 Current Trends in Education & Development, James H. Williams, Carolyn A.Brown and Sarah Kwan.- Part II - Voices from the Developing World.- Chapter 4 Differential Support, Divergent Success: Three Case Studies of International Influence on Education Policy in El Salvador, D. Brent Edwards Jr., Pauline Martin and Julián Antonio Victoria Libreros.- Chapter 5 Education for all and the Global-Local Interface: A Case Study of The Gambia, Matarr Baldeh and Caroline Manion.- Chapter 6 Nordic aid and the Education Sector in Africa: The Case of Tanzania, Zehlia Babaci-Wilhite, Macleans A. Geo-JaJa and Mwajuma Vuzo.- Chapter 7 Quality with equity in primary education: Implications of high stakes assessments on teacher practice in Bangladesh, Jaddon Park and Manzoor Ahmed.- Chapter 8 No Nation is an Island: Navigating the Troubled Waters Between Indigenous Values and Donor Desire in the Republic of the Marshall Islands, Paul Robert Sauer.- Chapter 9 Education and Gender Rights in Latin America, Ezequiel Gomez Caride.- Chapter 10 Where to From Here? Analysis of Cambodia's 2009-2013 Information Communication Technologies in Education Plan, Jayson W. Richardson, John B. Nash, Lyda Chea and Chivoin Peou.- Chapter 11 International Aid Influences on South African Policy Development in Education and Training, Peliwe Lolwana.- Chapter 12 A View from Latin America: Two Generations of Reforms on Higher Education; Towards a New Decade of Collaboration, Jorge Uribe-Roldán.- Chapter 13 Global and Local: Standardized Testing and Corruption inAdmissions to Ukrainian Universities, Ararat L. Osipian.- Part III - Toward a Theory of Collaboration.- Chapter 14 Can There be Real Collaboration Between Donors and Developing Countries in Educational Policy? Conclusions and Recommendations, Carolyn A. Brown.