Development and Education

The Effectively Maintained Inequality Hypothesis and Socioeconomic Inequalities in the Greek Higher Education Sector

“…Official rhetoric also links the expansion of higher education with social justice, since, according to a "human capital" approach, there are positive associations between higher education, transition to the labour market and economic growth (Quinn, 2013;Shavit et al, 2007;Tsiplakides, 2009, 2011). In this framework, it is assumed that there is a positive association between education and individual, economic, political and cultural development (Chabbott and Ramirez, 2000).…”

Childhood learning, life skills and well‐being in adult life: a Senegalese case

“…The global discourse on education is silent about the fact that some research reviews are uncertain about the effects of education on various features in low-income countries, both at individual level and at societal level (Lewin 1994;Chabbot and Ramirez 2000;Hannum and Buchmann 2003). For example, gender differences become larger, the longer the duration of institutionalised education (long Islamic education or western education); that is, women seem to gain more skills from longer participation in educational institutions but they do not gain in terms of life situation.…”

“…However, studies increasingly indicate that despite the massive expansion of primary and secondary education starting in the 1960s, a corresponding economic growth or broader type of development has not taken place in most of the countries with the lowest GDP per capita (Chabbot and Ramirez 2000;Pritchett 2001;Hannum and Buchmann 2003). Rather, the effects and outcomes of education seem to be contingent on national and local political, economic and cultural characteristics.…”

Globalisation of Education in South African Tertiary Institutions: The Case of the University of Fort Hare, South Africa

“…Education, and higher education in particular, is no exception. In fact, according to the world culture theorists, the model of global education which spread from Europe during the last century is part and parcel of the global culture which is being constructed and sustained through inter alia imports of money, personnel, ideas and education curricula across the entire world resulting in homogeneity in the entire globe (Chabbott and Ramirez, 2000;Boli, 1987, Soysal andStrang, 1989;Anderson-Levitt, 2003). As this process signifies the triumph of neo-liberalism in the entire world, the World Bank, the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Organization for Economic and Cooperation Development, amongst other multilateral institutions, have become enforcers of this global system.…”