Educational policies and contents in developing countries

Hallak, Jacques

doi:10.1007/bf02754053

Cited by 2 publications

(1 citation statement)

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“…There is a clear connection between the EFA programme initiated at the first conference in 1990 and the operations of the World Bank, the ADB and UNICEF in Laos in terms of their influence on policy development. Hallak () observes that international organizations played a highly significant role in allocating external funding in education; at the same time, attaching conditions to the granting of funds, as either gifts or loans being their strategic choices. Chabbott () argues further that national compliance with, and/or adaptation of, global initiatives—especially the EFA programme—does not only mean legitimacy in the eyes of the international community, but also reflects the need for funding to support their own education programmes.…”

Section: Efa As a Condition For Aidmentioning

confidence: 99%

An analysis of donor engagement with education policy development in Lao PDR from 1991 to 2000

Phommalangsy

Honan

2017

Development Policy Review

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This paper describes the relationship between donor agencies and government during the development of Lao basic education policy in the post‐Cold War period, 1991‐2000. We argue that Laos had only recently been ‘re‐ born’ from colonial regimes, and was thus unable to resist or mediate donor policy agendas and donors who acted on behalf of economically developed nations. The nature of the power relationship between donor and government is explored through an analysis of policy developed at that time as well as the perceptions of aid conditionalities, as recalled by government officials and those working in the aid sector at that time. These perceptions were gathered through interviews conducted by one of the authors.

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Section: Efa As a Condition For Aidmentioning

confidence: 99%