Trends and Features of Policy-Based Lending at the Inter-American Development Bank

Avellán, Leopoldo; Brito, Steve; León-Díaz, John; Lotti, Giulia

doi:10.18235/0004438

Cited by 1 publication

(1 citation statement)

References 21 publications

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“…Despite this increased focus, it is worth noting that only a small percentage of policy-based loans target the education sector. Between 1990-2021, education and social protection projects made up only 7% of the Inter American Development Bank's policy-based loans (Avellán et al 2022), while a mere $300m of ADB's $14.2bn committed to policy-based lending is allocated for education for the years 2022-2024 (ADB 2022).…”

Section: Policy Borrowing In the Current Environmentmentioning

confidence: 99%

Purpose-Driven Education System Transformations: History Lessons from Korea and Japan

Crouch¹,

Spindelman²

2023

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This paper is an essay in comparative educational history and its possible relevance to educational development today. It addresses the question of whether Japan and Korea’s history in using educational development to further national development can be useful as (partial) models for dealing with the educational challenges of today’s lower- and lower-middle income countries. The hypothesis of the paper is that there is much to learn from these countries, but that the lessons one could learn are not at all obvious or superficial, and are only partially about what was done (specific education policies) and are more importantly about how it was done (the high purpose and thoroughness of policy engagement). The paper first characterizes educational development, especially in terms of the intense emphasis on equality of high achievement in Korea and Japan, in quantitative terms, to demonstrate that these countries possess certain admirable characteristics. Caveats regarding learner stress and rote learning are dealt with by looking at the relevant statistics. A framework for assessing the quality of policy borrowing processes is built, based on the literature on this subject. The paper then analyzes the historical development of education as a means of resisting Western colonialist probes into Japan and Korea (end of the 19th C), but also Japan itself into Korea (first half of 20th C). How both countries borrowed from the West, but in a contested and very deep manner, and as part of a resistance to being colonized, is documented. The paper also shows that part of the healthy, contested borrowing was the involvement of teacher groups and civil society. The paper concludes by taking into consideration the fraught issue that potentiating the role of education in national development could be seen as tantamount to using education for nationalism. The paper links to the possibility that there may be a more inclusive and rights-oriented use of the concept of the nation to foster human well-being, and that education could play a role in such processes. Some practical suggestions for taking these ideas forward, or at least exploring them in more depth, are made at the very end.

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Section: Policy Borrowing In the Current Environmentmentioning

confidence: 99%

Purpose-Driven Education System Transformations: History Lessons from Korea and Japan

Crouch¹,

Spindelman²

2023

View full text Add to dashboard Cite

show abstract

Trends and Features of Policy-Based Lending at the Inter-American Development Bank

Cited by 1 publication

References 21 publications

Purpose-Driven Education System Transformations: History Lessons from Korea and Japan

Purpose-Driven Education System Transformations: History Lessons from Korea and Japan

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