Inter-Ministerial Cooperation and Institutional Development in Education: Breaking New Grounds or Treading Old Paths?

Autor/in	Hoppers, Wim
Titel	Inter-Ministerial Cooperation and Institutional Development in Education: Breaking New Grounds or Treading Old Paths?
Quelle	In: Comparative Education, 45 (2009) 1, S.45-63 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
Schlagwörter	Higher Education; Foreign Countries; Technical Assistance; Agency Cooperation; Partnerships in Education; International Cooperation; Network Analysis; Group Dynamics; Comparative Analysis; Case Studies; State Departments of Education; Politics of Education; International Studies; Nepal; Netherlands; Norway; South Africa; Zambia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Technische Hilfe; Hochschulpartnerschaft; Internationale Kooperation; Internationale Zusammenarbeit; Netzplantechnik; Gruppendynamik; Case study; Fallstudie; Case Study; Kultusministerium; Educational policy; Bildungspolitik; Internationaler Studiengang; Niederlande; Norwegen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Sambia
Abstract	This article examines "inter-ministerial cooperation" (IMC) in the education sector as a form of development cooperation, whereby a ministry of education in the north collaborates with counterpart(s) in the south for purposes of mutual interest and development. It explores the characteristics and dynamics of IMC, and addresses the question to what extent and under what conditions can such IMC provide a model for a new kind of "partnership" that is effective both for providing technical assistance and for facilitating greater equality and reciprocity in the relationship. Within the context of divergent perspectives currently influencing international cooperation and using different levels of analysis, the article reviews two recent examples of IMC, one developed by The Netherlands in cooperation with South Africa, and the other by Norway in cooperation with both Zambia and Nepal. The reviews found that the parties involved had grave difficulties to agree on and articulate the potential of such cooperation, and that their activities, however useful to the southern partners, could not rise above the limitations of conventional development assistance. Although it was found that the IMC examples did produce innovative forms of "collegial" collaboration at the micro level, these can only be taken to a higher level if parties have the courage jointly to define and apply new institutional rules about mutuality and reciprocity for the cooperation. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10