Re-Visioning from the Inside: Getting under the Skin of the World Bank's Education Sector Strategy

Autor/in	Hickling-Hudson, A.
Titel	Re-Visioning from the Inside: Getting under the Skin of the World Bank's Education Sector Strategy
Quelle	In: International Journal of Educational Development, 22 (2002) 6, S.565-577 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/S0738-0593(02)00004-4
Schlagwörter	Human Capital; Educational Change; Sustainable Development; Educational Policy; Educational Development; Developing Nations; Models; Educational Philosophy; International Organizations; Visualization; Change Strategies; Educational Strategies; Access to Education; Strategic Planning; Educational Objectives; Postsecondary Education; Educational Improvement + Suchen Sie Ihr Suchwort? Humankapital; Bildungsreform; Nachhaltige Entwicklung; Politics of education; Bildungspolitik; Bildungsentwicklung; Developing country; Developing countries; Entwicklungsland; Analogiemodell; Bildungsphilosophie; Erziehungsphilosophie; International organisation; International organisations; International organization; Internationale Organisation; Visualisation; Visualisierung; Lösungsstrategie; Lehrstrategie; Education; Access; Bildung; Zugang; Bildungszugang; Strategy; Planning; Strategie; Planung; Educational objective; Bildungsziel; Erziehungsziel; Post-secondary education; Tertiäre Bildung; Teaching improvement; Unterrichtsentwicklung
Abstract	This paper uses the device of imagining Education personnel at the World Bank engaging in study and discussion that causes them to rethink their 1999 Education Sector Strategy document. The Bank's educators discuss issues that lead them to see that the World Bank's assumptions of human capital theory are deficient. Having studied the severe limitations in the effectiveness of the education reforms of several countries, they admit not only that the education model being promoted by the Bank is flawed, but also that its preferred paradigm of modernist development is unsustainable. Thanks to the program of study and reflection, Bank educators decide to meet the challenge of reinventing themselves as educators collaborating with their national clients in developing new paradigms in which both creative education and sustainable development can flourish. (Author).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10