Knowledge Aid as Instrument of Regulation: World Bank's Non-Lending Higher Education Support for Ethiopia

Autor/in	Molla, Tebeje
Titel	Knowledge Aid as Instrument of Regulation: World Bank's Non-Lending Higher Education Support for Ethiopia
Quelle	In: Comparative Education, 50 (2014) 2, S.229-248 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2013.807645
Schlagwörter	Foreign Countries; Comparative Analysis; Educational Policy; Higher Education; Educational Finance; International Organizations; Role; Educational Change; Policy Analysis; Information Dissemination; Reports; Workshops; Conferences (Gatherings); Capacity Building; Knowledge Level; Neoliberalism; Policy Formation; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsfonds; International organisation; International organisations; International organization; Internationale Organisation; Rollen; Bildungsreform; Politikfeldanalyse; Informationsverbreitung; Abschlussbericht; Berichten; Lernwerkstatt; Schulung; Wissensbasis; Neo-liberalism; Neoliberalismus; Politische Betätigung; Äthiopien
Abstract	In the context of low-income countries, the role of donors in public policymaking is of great importance. Donors use a combination of lending and non-lending instruments as pathways of influence to shape policy directions in aid-recipient countries. This paper reports some findings from a doctoral study on the role of the World Bank in the recent higher education (HE) policy reform process in Ethiopia. It focuses on the nature and impact of non-lending assistance by the Bank to the Ethiopian HE subsystem. Based on an interpretive policy analysis of sector reviews and advisory activities of the Bank, and selected national HE policy documents, the following findings are highlighted. First, as a "knowledge institution", the World Bank produces, systematises and disseminates knowledge through policy advice, policy reports, analytical sector reviews, and thematic conferences and workshops. Second, knowledge aid from the Bank not only has a profound discursive effect on shaping Ethiopian HE policy reform priorities in accordance with its neoliberal educational agenda but also undermines the knowledge production capacity of the nation. The paper also argues that, for an effective education policy support, the Bank needs to shift its modality of engagement from knowledge aid to research capacity building. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10