An Emerging Donor in Education and Development: A Case Study of China in Cameroon

Autor/in	Nordtveit, Bjorn H.
Titel	An Emerging Donor in Education and Development: A Case Study of China in Cameroon
Quelle	In: International Journal of Educational Development, 31 (2011) 2, S.99-108 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2010.01.004
Schlagwörter	Foreign Countries; School Construction; Scholarships; Training; Foreign Students; Developing Nations; Educational Environment; Educational Development; Educational Policy; Policy Analysis; Economics; Foreign Policy; Case Studies; Discourse Analysis; Donors; Politics of Education; International Relations; Financial Support; Africa; Cameroon; China + Suchen Sie Ihr Suchwort? Ausland; Schulbau; Scholarship; Stipendium; Ausbildung; Developing country; Developing countries; Entwicklungsland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsentwicklung; Politics of education; Bildungspolitik; Politikfeldanalyse; Volkswirtschaftslehre; Außenpolitik; Case study; Fallstudie; Case Study; Diskursanalyse; Educational policy; Internationale Beziehungen; Finanzielle Förderung; Afrika; Kamerun
Abstract	This paper analyzes China's new approaches of education aid to Africa through a case study of Cameroon. China's cooperation has been characterized by different discourses and different historic relationships with recipient countries than those of traditional donors. Sino-African policies have gone through different stages, each connected to wider political and economic realities. Currently, a broadening of China's engagement with Africa can be noticed through increasing aid packages and the inclusion of African countries other than those that had traditionally been close to China. Cameroon has been one of the countries that have had a relatively extended cooperation with China. Four types of Chinese education aid to Africa are illustrated by this paper: (i) Confucius Institutes, which are providing language and culture-related training in host countries; (ii) longer term scholarships and short-term training for Africans in China; (iii) school construction; and (iv) stand-alone education projects. By analyzing how these three different types of aid are taking place in Cameroon, various and apparently contradictory strategies and discourses materialize. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10