Retrospect and prospect: education in a reforming World Bank

Mundy, Karen

doi:10.1016/s0738-0593(02)00008-1

Cited by 87 publications

(33 citation statements)

References 31 publications

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“…For decades, the Bank has accompanied its lending in education with extensive empirical research in order to develop a strong evidence base about what works in the education sector (Mundy, 2002;Woodhall, 2003;World Bank, 2009b). In this way, the Bank wields influence not only through the direct provision of financing, but also by acting as a broker of knowledge.…”

Section: Understanding Knowledge Mobilization and Economic Dominance mentioning

confidence: 99%

Knowledge banking in global education policy: A bibliometric analysis of World Bank publications on public-private partnerships

Menashy

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2016

EPAA

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Abstract:As a leading mobilizer of international development and educational knowledge, the World Bank has been critiqued in two key areas: (1) the dominance of economic thinking in its policies, and (2) its Northern-generated knowledge which informs its work in the Global South. In this paper, we investigate the disciplinary foundation of Bank knowledge, as well as its geographic representation. This study pays particular attention to knowledge mobilization relating to one of the most contentious policy prescriptions worldwide, and one that the Bank has historically supported: private sector engagement in education. By employing the concepts of economic imperialism and policy networks to frame our study, and through the use of a bibliometric methodological approach, 1 Authorship alphabetical. Vol. 24 No. 95 2 we trace the authorship patterns of publications cited in a series of key World Bank documents on private sector engagement in education. Our findings show that the World Bank mobilizes research production from the Global North, which reflects a disproportionate economic disciplinary focus. Moreover, through a mapping of the cited authors, this network is shown to be highly narrow and privileges authors from a small subset of elite institutions. Keywords: World Bank; global education policy; bibliometric analysis; policy network Bancos de conocimiento en la póliza de educación global: Un análisis bibliométrico de publicaciones de El Grupo del Banco Mundial sobre la colaboración entre el sector público y el privado Resumen: Como un líder en movilizar el desarrollo internacional del conocimiento educacional, el Grupo del Banco Mundial ha sido criticado en dos áreas: (1) la dominancia del pensamiento económico el sus pólices, y (2) el conocimiento que generan es coleccionado en países norteños al cual informan el trabajo en el mundo global del sur. El este documento, investigamos las bases disciplinarias sobre bancos de conocimiento, tanto como su representación geográfica. En particular, este estudio se enfoca en la movilización del conocimiento relativa a uno de los pólices más controversiales cual fue prescrito en todo el mundo, y uno al cual el Banco ha históricamente apoyado: la asociación entre el sector privado y la educación. Usando conceptos de la economía imperialista y redes de política para formular nuestro estudio, y con el uso de metodologías bibliométricas, localizamos la origen de las publicaciones que mencionaron una serie de documentes claves a la conexión entre el sector privado y si su relación con el enlace educativo. Nuestras conclusiones revelan que el Grupo del Banco Mundial moviliza estudios producidos por el mundo global norteño, cual refleja una economía disciplinaria con un enfoque desproporcional. Además, con un método de esquematizar los autores mencionados, resulta que los autores son parte de un grupo pequeño y privilegiado, de instituciones exclusivas. Palabras-clave: El Grupo del Banco Mundial; la póliza de educación mundial; análisis bibliométrico; redes de póliza Conhecime...

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Section: Understanding Knowledge Mobilization and Economic Dominance mentioning

confidence: 99%

Knowledge banking in global education policy: A bibliometric analysis of World Bank publications on public-private partnerships

Menashy

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2016

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“…A credit higher education market, decentralization, and privatization, based on the ideas of neoliberalism and market-functionalism, were advocated by the Bank in the era of the Washington Consensus (Mundy, 2002). The Bank has disseminated the same package of higher education reforms throughout the developing world through its lending projects and policy reports, without taking much account of the social, cultural and historical contexts.…”

Section: The Bank's Worldwide and China-specific Policies In The Pwc Eramentioning

confidence: 99%

Rethinking the World Bank Agenda for Chinese Higher Education Reform

Jinyuan¹

2014

Front Educ China

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This article explores the way in which the World Bank has worked effectively with China in higher education. It investigates whether or not the cooperation between the two has changed in line with their changing relationship. More specifically, it discusses whether the World Bank's China agenda reflects the reform package of socio-institutional neoliberalism which the World Bank has tended to promote worldwide in the era of the Post-Washington Consensus, and how China's higher education reform has been influenced by the agenda. The article argues that as China is transferring its role from that of a recipient country to that of a donor country, it is increasingly important to position itself as a global player. Other than mastering the game rules of the international community, China should also expand its influence within and through these major international organizations.

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“…Mais afin de mieux comprendre la logique économico-centrée de la Banque mondiale, il faut préciser que la Banque mondiale est devenue de loin le plus gros employeur d'économistes et de professionnels du développement (Mundy, 2002). 20 % des spécialistes de l'éducation travaillant dans la Banque Mondiale avaient leur formation universitaire en éducation.…”

Section: L'influence De La Banque Mondiale D'après Les Travaux De Recunclassified

Repenser l’influence de la Banque mondiale sur les politiques d’éducation de base en Afrique de l’Ouest francophone

Lauwerier

Akkari

2012

mje

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L’analyse de la littérature sur l’influence de la Banque mondiale dans les politiques nationales d’éducation fait ressortir, dans la plupart des cas, de nombreuses lacunes théoriques et méthodologiques qui ne permettent pas de saisir finement cette influence, en particulier en Afrique de l’Ouest francophone. C’est pourquoi cet article, après avoir présenté les grandes tendances de la littérature sur la question, donne quelques pistes pour repenser l’influence de la Banque mondiale et propose des exemples à partir de pays spécifiques, le Mali et le Sénégal.An analysis of the literature on the World Bank’s influence on national education policies indicates that, in the majority of cases, this influence is difficult to discern, in particular in Francophone West Africa, because of significant theoretical and methodological gaps. This article presents the major currents in the literature and suggests avenues to rethink the influence of the World Bank, based on examples from Mali and Senegal

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Retrospect and prospect: education in a reforming World Bank

Cited by 87 publications

References 31 publications

Knowledge banking in global education policy: A bibliometric analysis of World Bank publications on public-private partnerships

Knowledge banking in global education policy: A bibliometric analysis of World Bank publications on public-private partnerships

Rethinking the World Bank Agenda for Chinese Higher Education Reform

Repenser l’influence de la Banque mondiale sur les politiques d’éducation de base en Afrique de l’Ouest francophone

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