Education and inequality: Implications of the World Bank's education strategy 2020
Publication Type
Book Chapter
Publication Date
12-2012
Abstract
This chapter analyzes the World Bank's Education Strategy 2020 (WBES) to assess its likely impact on inequality. The chapter begins with a review of assessments of the Bank's past education policies. It then compares four different theoretical perspectives on education policy: social class equalization, public goods, human capital, and neoliberalism. Applying quantitative and qualitative content analysis to the WBES, we identify the World Bank's approach as promoting a neo-liberal capitalist development ideology emphasizing private sector schooling and nonformal education along with standardized testing. Our analysis predicts that this strategy will not lead to major increases in educational equality in the developing world, and may even increase inequality.
Discipline
Education | Political Science
Research Areas
Political Science
Publication
Education Strategy in the Developing World: Revising the World Bank's Education Policy
Editor
Collins, Christopher S.; et al.
First Page
173
Last Page
202
ISBN
9781780522760
Identifier
10.1108/S1479-3679(2012)0000016013
Publisher
Emerald
City or Country
Bradford
Citation
JOSHI, Devin K., & SMITH, William. (2012). Education and inequality: Implications of the World Bank's education strategy 2020. In Education Strategy in the Developing World: Revising the World Bank's Education Policy (pp. 173-202). Bradford: Emerald.
Available at: https://ink.library.smu.edu.sg/soss_research/1983
Additional URL
https://doi.org/10.1108/S1479-3679(2012)0000016013