The impact of aid on education policy in India

Colclough, Christopher; De, Anuradha

doi:10.1016/j.ijedudev.2010.03.008

Cited by 36 publications

(25 citation statements)

References 3 publications

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“…This was because higher education was viewed at the time to be the only means through which the skilled manpower needed to drive the developmental agenda of nations could be produced [4]. The situation however changed as much attention was given to basic education in the 1980s.…”

Section: Basic Education Funding In Ghanamentioning

confidence: 99%

“…This position is however in contrast to what happened in India. Though the government of India received huge sums of these aid earmarked for basic education, it stood on it grounds to implement its own educational policies and programmes [4].…”

Section: Conclusion Implications and Contributions Of The Studymentioning

confidence: 99%

“…The rationale behind the selection of these periods is that, whilst the educational sector was funded with internally generated resources by the state in the pre-independence to the late 1970s, the early 1980s saw a dramatic change and international influence in the educational sector especially at the basic level with the involvement of international stakeholders when the country adopted the structural adjustment policies. This shift in paradigm was largely due to the "universal" acceptance of the attainment of universal basic primary education (UPE) by 2000 at a World Conference on Education for All jointly convened by the World Bank, UNICEF, UNESCO and UNDP, held at Jomtien, Thailand, in 1990 [4]. This paper argues that, notwithstanding the challenges the educational sector in Ghana is facing, the impact of international stakeholders on educational policy making and practice especially at the basic level has been positive in terms of access, financing and infrastructural expansion.…”

Section: Introductionmentioning

confidence: 99%

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An Assessment of the Impact of International Aid on Basic Education in Ghana

Nyarkoh¹,

Intsiful²

2018

EDUCATION

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In Ghana and many other developing countries, the substantial investment in and provision of quality education have been identified as the surest path out of persistent poverty. The hope of accelerated development is now hinged on the provision of quality education for it citizenry. However, the inability to raise enough revenue by the government is as a result of varied factors including but not limited to macroeconomic and growth instability, high debt ratios, weak tax administration and large informal (non-taxable) sectors. The intent and desire of the state and government to provide quality accessible education to its citizens and the constraint of inadequate financial resources has compelled Ghana to seek external assistance to fill the resources gaps. Bilateral and multinational donors have responded in diverse ways to the call and over the last two decades, aid increased in quantity and prominence in Ghana's education sector. There are and may be several reasons that could be assigned to the quick response of these bilateral and multinational donors to the call made by Ghana for aid. The paper seeks to comparatively assess the impact international aid has had on Ghana's educational sector over the last two decades in term of access to "quality" education, educational financing and infrastructure expansion at the basic level. This paper argues that, notwithstanding the challenges the educational sector in Ghana is facing, the impact of international stakeholders on educational policy making and practice especially at the basic level has been positive in terms of access, financing and infrastructural expansion.

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Section: Basic Education Funding In Ghanamentioning

confidence: 99%

Section: Conclusion Implications and Contributions Of The Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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An Assessment of the Impact of International Aid on Basic Education in Ghana

Nyarkoh¹,

Intsiful²

2018

EDUCATION

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“…Following the end of British colonialism, caste and religious diversity contributed to low expenditure on primary education, leading to decreased literacy in the country after partition (Chaudhary, 2009 International Development (USAID), as well as bilateral donor countries, such as the European Union (EU), Japan, the United Kingdom, Japan, the Russian Federation and the United States (Colclough & De, 2010) did not significantly impact the status of literacy in the country. Rather, aid impacted financial reporting, monitoring procedures, accounting strategies and management practice, and thus the accountability and efficiency of educational processes (Tilak, 2008;Colclough & De 2010).…”

Section: Primary Education In Indiamentioning

confidence: 99%

“…Rather, aid impacted financial reporting, monitoring procedures, accounting strategies and management practice, and thus the accountability and efficiency of educational processes (Tilak, 2008;Colclough & De 2010).…”

Section: Primary Education In Indiamentioning

confidence: 99%

The Role of Open Educational Resources (OERs) in Primary Education in Developing Nations: A Case Study of India

Ganapathi¹

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This research aims to identify how open educational resources (OERs) can contribute towards primary education, and what role they might play in increasing childhood literacy in particular, which has been identified as a prime component in ensuring educational attainment in primary school. Literature in the area largely addresses OERs and their potential to widen participation in tertiary education with a focus on developed nations, with little discussion about how OERs can be utilized in primary education. This thesis is particularly interested in the role OERs might play in primary education in developing nations where a range of challenges contribute to the low levels of literacy. In nations like India and South Africa, which are the locations of the case study organizations selected for this research, decentralized rural populations, combined with high levels of poverty, child labor and low levels of literacy and awareness cause poor attendance and access to schools. This research suggests that OERs aimed at developing literacy in primary school-aged children can overcome the distribution and access issues that contribute to low attendance and engagement with education in these nations. OERs have the capacity to bypass low levels of educational infrastructure by distributing high quality resources online in low definition formats suitable for downloading and under open licenses on platforms suitable for users to repackage, translate and re-purpose according to their particular need or audience. While there are a range of sustainability challenges for organizations with a social mission to use OERs to increase the equity and access of educational materials, these organizations have found innovative solutions taken from other online successes such as gaming and social media. Making use of volunteers and users in a community of practice to ensure that content is translated, quality is maintained and there is volume on their sites has some risks but also enables the maintenance of an open repository of materials for use, re-use, adaptation and sharing. This thesis contributes to the existing literature by shedding light into understanding these challenges from the experiences and perspectives of three case study organizations that provide OERs for children.

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Introduction to human resource development versus the right to education: Reflections on the paradoxes of education policy making

Müller

2011

J. Int. Dev.

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Contradictions between the right to education and education as a tool to foster human resource development (HRD) and ultimately economic growth have moved to the forefront of debates on education policy and practice, within states and in relation to the international agenda on education and development. This introduction discusses the often paradox choices faced by education policy makers in light of those contradictory dynamics. It is argued that a focus on HRD is not only a legitimate education policy objective at national government level, but it can also have an important role to play in securing children's rights and a self-determined life. At the same time, however, education policy design needs to pay strong attention to local contexts and people's aspirations within that context. Ultimately, the realisation of the right to education is not achieved by policy measures alone but will be the outcome of social and political struggles. Copyright (C) 2011 John Wiley & Sons, Ltd.human resource development , right to education , education policy , aspirations ,

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The impact of aid on education policy in India

Cited by 36 publications

References 3 publications

An Assessment of the Impact of International Aid on Basic Education in Ghana

An Assessment of the Impact of International Aid on Basic Education in Ghana

The Role of Open Educational Resources (OERs) in Primary Education in Developing Nations: A Case Study of India

Introduction to human resource development versus the right to education: Reflections on the paradoxes of education policy making

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