Small States and Big Institutions: USAID and Education Policy Formation in El Salvador

Autor/in	Edwards, D. Brent, Jr.
Titel	Small States and Big Institutions: USAID and Education Policy Formation in El Salvador
Quelle	In: Current Issues in Comparative Education, 15 (2012) 1, S.83-99 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-1615
Schlagwörter	Educational Policy; Policy Formation; Foreign Countries; Power Structure; Public Agencies; International Organizations; Educational Research; Developing Nations; Leadership; Political Attitudes; Comparative Education; El Salvador + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Politische Betätigung; Ausland; Öffentliche Einrichtung; International organisation; International organisations; International organization; Internationale Organisation; Bildungsforschung; Pädagogische Forschung; Developing country; Developing countries; Entwicklungsland; Führung; Führungsposition; Political attitude; Politische Einstellung; Vergleichende Erziehungswissenschaft
Abstract	This article analyses the institutional power of the United States Agency for International Development (USAID) in the process of education policy formation in El Salvador during 2003-2005. The results show how bi- and multi-lateral institutions are able to leverage financial and intellectual capital to guide the policymaking process and sway which policies are seen as acceptable and desirable. As is shown, one key to this influence is how USAID was able to manipulate the policymaking process by creating key events and producing key informational inputs that led to future events and subsequent opportunities to present and emphasize their research. Additionally, this research underscores how even exceptional leadership and political will at the national level can be insufficient to avoid the agendas that are at times advanced by international institutions. Finally, it is suggested that research on education in small states expand the notion of smallness to focus on institutional capacity, particularly within the context of the "global architecture of education." (Contains 2 tables and 13 endnotes.) (As Provided).
Anmerkungen	Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10