Changing International Aid to Education
Author: Unesco
Publisher: Unesco
Published: 1999
Total Pages: 336
ISBN-13:
DOWNLOAD EBOOKFunding and technical-assistance agencies
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International Aid to Education
Author: Francine Menashy
Publisher: Teachers College Press
Published: 2019
Total Pages: 161
ISBN-13: 0807777684
DOWNLOAD EBOOKPartnerships are now pervasive in global education and development, but are they creating equitable, cooperative, and positive relationships? Through case studies of prominent multistakeholder partnerships—including the Education Cannot Wait Fund and Global Partnership for Education—as well as a comprehensive analysis of the global education network, this book exposes clear power imbalances that persist in the international aid environment. The author reveals how actors and organizations from high-income countries continue to wield disproportionate influence, while the private sector holds a growing degree of authority in public policy circles. In light of such evidence, this book questions if partnerships truly ameliorate power asymmetries, or if they instead reproduce the precise inequities they are meant to eliminate. “The use of partnerships for international aid and development has become ubiquitous, and their value has been too-little questioned. For education, Francine Menashy’s book remedies this with a detailed, probing analysis of such partnerships in theory and practice.” —From the Foreword by Steven J. Klees, University of Maryland “International Aid to Education is an urgent read for anyone working in international development. Menashy’s work points to ways in which all of us working in research, policy, and practice can rethink our own roles in perpetuating power imbalances and inequities.” —Sarah Dryden-Peterson, Harvard Graduate School of Education “Francine Menashy’s new book provides a fresh and innovative take on power and politics within multistakeholder partnerships in international development. It makes a strong new contribution to the study of global governance and education policy.” —Karen Mundy, chief technical officer, Global Partnership for Education
The Changing Profile of Education as Aid and the Impact on International Public Diplomacy
Author:
Publisher:
Published: 2017
Total Pages: 8
ISBN-13:
DOWNLOAD EBOOKThe long term value of education aid, and international education more broadly, is held within students. Students become both the medium, and the message of the educational, diplomatic and development goals of the education systems within which they are educated. However, understanding the post-study lives of students as enablers of education aid and diplomacy is necessary to understand and improve the outcomes of education delivered. An understanding of trajectories, social and community impact and agency is key to ensuring that those funding education as a modality of aid or diplomacy are making the best decisions in the design and implementation of programs. [Introduction, ed]
Learning as Development
Author: Daniel A. Wagner
Publisher: Routledge
Published: 2017-10-04
Total Pages: 314
ISBN-13: 1136294511
DOWNLOAD EBOOKLearning is the foundation of the human experience. It begins at birth and never stops, a continuous and malleable link across life stages of human development. Disparities in learning access and outcomes around the world have deep consequences for income, social mobility, health, and well-being. For international development practitioners faced with today's unprecedented environmental and geopolitical pressures, learning should be viewed as a touchstone and target for those seeking to truly effect global change. This book traces the path of international development work—from its pre-colonial origins to the emergence of economics as the dominant discipline in the field—and lays out a new agenda for policymakers, researchers, and practitioners, from early education through adulthood. Learning as Development is an attempt to rethink international education in a changing world.
Changing Perspectives on International Education
Author: Patrick O'Meara
Publisher: Indiana University Press
Published: 2001
Total Pages: 444
ISBN-13: 9780253338167
DOWNLOAD EBOOKMore than 40 years ago, recognizing that higher education would have to take responsibility for educating Americans about other world cultures and societies, Congress passed the National Defense Education Act (later known as the Higher Education Act). Title VI of this act has provided extensive support for foreign languages and area studies development in the nation's universities and colleges. As a result, millions of Americans have been able to acquire knowledge about other parts of the world. Today, there are new issues, demands, and perspectives. Americans are more likely than ever to encounter different cultures, business practices, histories, ideologies, and ways of life. In addition, the United States is increasingly called upon to intervene or mediate in regional and local crises far beyond its borders. U.S. educational institutions must continue to help citizens to have informed opinions about complex international problems. Changing Perspectives on International Education is designed to be used by administrators and planners in U.S. education. It covers the field of international studies as it has developed in the United States, from its beginnings and accomplishments under Title VI to the current paradigmatic shifts taking place in research, teaching, and outreach. A major section is devoted to internationalizing the curriculum of K-12 schools. It concludes with a look at future trends and how they may affect international scholarship and training in the new century. It also provides an extensive bibliography of international resources.
International Aid to Education
Author: Francine Menashy
Publisher: Teachers College Press
Published: 2019-07-12
Total Pages: 161
ISBN-13: 0807761281
DOWNLOAD EBOOKPartnerships are now pervasive in global education and development, but are they creating equitable, cooperative, and positive relationships? Through case studies of prominent multistakeholder partnerships—including the Education Cannot Wait Fund and Global Partnership for Education—as well as a comprehensive analysis of the global education network, this book exposes clear power imbalances that persist in the international aid environment. The author reveals how actors and organizations from high-income countries continue to wield disproportionate influence, while the private sector holds a growing degree of authority in public policy circles. In light of such evidence, this book questions if partnerships truly ameliorate power asymmetries, or if they instead reproduce the precise inequities they are meant to eliminate. “The use of partnerships for international aid and development has become ubiquitous, and their value has been too-little questioned. For education, Francine Menashy’s book remedies this with a detailed, probing analysis of such partnerships in theory and practice.” —From the Foreword by Steven J. Klees, University of Maryland “International Aid to Education is an urgent read for anyone working in international development. Menashy’s work points to ways in which all of us working in research, policy, and practice can rethink our own roles in perpetuating power imbalances and inequities.” —Sarah Dryden-Peterson, Harvard Graduate School of Education “Francine Menashy’s new book provides a fresh and innovative take on power and politics within multistakeholder partnerships in international development. It makes a strong new contribution to the study of global governance and education policy.” —Karen Mundy, chief technical officer, Global Partnership for Education
Understanding China's International Aid to Education Through the Lens of Mutual Benefit in South-South Cooperation
Author: Xiaoying Jiang
Publisher:
Published: 2022
Total Pages: 0
ISBN-13:
DOWNLOAD EBOOKThis study is a case study that explores the relationship of mutual benefit between China and Global South countries by examining China's international aid policies and its practice of "bringing in" individuals from developing countries to study in China's higher education institutions. With the influence of globalization and the internationalization of education, China's educational aid practice in the form of long-term scholarship and short-term training has attracted worldwide attention. Under the framework of South-South cooperation, mutual benefit and horizontal donor-recipient relationships are central to how China describes its educational aid practice. The research focuses on how the stakeholders (i.e., students, faculty, and administrators) of China's educational aid programs understand the mutual benefit and how their perceptions of mutual benefit impact the planning of China's educational aid programs. This study addresses two questions: How have the principles of China's international aid changed since the founding of the People's Republic of China (PRC)? Under the South-South cooperation framework, China regards international aid as a form of mutual benefit. How do stakeholders' perceptions of mutual benefit impact the planning of educational aid programs in China's higher education institutions (HEIs)? This study employs gift theory and "working the planning table" theory to analyze the relationships between China and Global South countries in the form of educational aid practice. The policy analysis draws on 17 Chinese government reports and national leaders' speeches. In the case study, data were collected from long-term degree programs and short-term training programs across five higher education institutions in China, including interviews, program documents, and personal documents. This study develops a new analytical lens to understand adult educational engagement in China's higher education institutions (HEIs) as part of China's international cooperation with Global South countries. The main findings of the study are as follows: (a) China's international aid is the act of creating mutual benefit, rather than one-sided benefit, between donors and recipients; (b) under the framework of South-South cooperation, donors do not dominate the donor-recipient relationship; instead, the power and interests of donors and recipients are negotiated; and (c) the negotiations of educational and political outcomes among stakeholders involved in educational aid programs represent the power balance in donor-recipient relationships and deeply influence the planning process of educational aid programs in China.
History of Japanese Policies in Education Aid to Developing Countries, 1950s-1990s
Author: Takao Kamibeppu
Publisher: Routledge
Published: 2016-01-20
Total Pages: 164
ISBN-13: 1317794516
DOWNLOAD EBOOKDuring the half century from the 1950s to the year 2000, Japan emerged as a major international aid donor. In 1989 it became the largest bilateral air donor in the world. How did Japan emerge as a top education aid donor? What external and internal pressures shaped the development of aid policies? What Japanese interests were served? How has the Japanese government exercised a global leadership of education aid policies? This study addresses these questions by tracking the evolution of education aid policies as they have been revealed by subgovernments as specialized decisionmaking units within a government.
World Development Report 2018
Author: World Bank Group
Publisher: World Bank Publications
Published: 2017-10-16
Total Pages: 482
ISBN-13: 1464810982
DOWNLOAD EBOOKEvery year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform.
Change, Challenge and New Priorities
Author: Le Miao
Publisher:
Published: 2000
Total Pages: 200
ISBN-13:
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