World Bank education policy: new rhetoric, old ideology
By S. Klees. 2002
119 citations recorded by the source corpus.
Subfields: Development, Political Science and International Relations, Safety Research
View Paper: https://www.semanticscholar.org/paper/d1cceaaca604e7ced69df792585cb811c8ac21ad
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Citations in the corpus
- A quarter century of neoliberal thinking in education: misleading analyses and failed policies (2008, background): “A major rationale that the Bank has used to legitimate this waffling is that while it can ‘oppose’ or ‘not support’ user fees as much as it likes, it has no control – user fee (and all other) policy choices are made by sovereign nations, and the Bank has no right to intervene (World Bank 1999 ; Kle”
- The History and Problems in the Making of Education Policy at the World Bank, 1960–2000 (2003, background): “The quickly generated and released Education Sector Strategy paper in 1999 (World Bank, 1999a–f, 2000; Patrinos, 2000), resembled a laundry list of altruistic platitudes—reasons why girls should have access to elementary education for instance (Klees, 2002; Ilon, 2002).”
- What the World Bank means by poverty reduction, and why it matters (2004, background): “Ilon (2000) condemns sectoral work in the field of education for passing off support for global markets as support for the poor, while Klees renames the ‘Knowledge Bank’ the Monopoly Opinion Bank (or MOB), and denounces its prior commitment to neoliberal policies, and its closing down of open debate”