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ERIC Number: ED472147
Record Type: Non-Journal
Publication Date: 2002
Pages: 37
Abstractor: N/A
Reference Count: N/A
Multilateral Agencies and Their Policy Proposals for Education: Are They Contributing to Reduce the Knowledge Gap in the World?
de Siqueira, Angela C.
Since the 1960s, the World Bank has been involved in educational policy around the world. Applying a human capital theory/manpower forecasting approach, the World Bank has focused on the infrastructure, that is, buildings and equipment, in vocational and higher education. At the same time, the power and influence of UNICEF and UNESCO, the main international agencies concerned with educational policy, have been declining. This paper summarizes several policy proposals advocated by UNESCO and the World Bank and examines them in a historical perspective to see if they have contributed to fostering indigenous knowledge and to safeguarding democracy, social justice, and the environment. The paper concludes that the rise in influence of the World Bank is posing serious problems within the educational field; affecting democracy, sovereignty, and self-determination of peoples; and contributing to the increase of the knowledge gap throughout the world. Among the policy papers examined here are the following: Learning to Be: The World of Education Today and Tomorrow (Faure, et al, 1972); the Education for All initiative (1990); Higher Education: Lesson of Experience (World Bank, 1994); and Priorities and Strategies for Education (World Bank, 1995). (Contains 34 references.) (WFA)
Publication Type: Legal/Legislative/Regulatory Materials; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A