The World Bank and Education -- CONTENTS -- FOREWORD -- ABBREVIATIONS -- CONTRIBUTORS -- INTRODUCTION -- FRAMING THE ISSUES -- LEARNING, ASSESSMENT, AND THE ROLE OF TEACHERS -- RESEARCH AND POLICY -- RESHAPING THE FUTURE -- PART I FRAMING THE ISSUES -- CHAPTER 1: FOR ALL BY ALL?: The World Bank's Global Framework for Education -- ON DONOR LOGIC -- THE FUNCTIONAL INTEGRATION OF THREE AND MORE AID SYSTEMS -- THE WORLD BANK: A HARMONIZER? -- Development of the Strategy -- Review of the Strategy -- Approval of the Strategy -- Presentation of the Final Version of the Strategy -- "WHAT WORKS": IMPACT EVALUATIONS AND PROGRAMMATIC CONDITIONALITY -- WORLD BANK KNOWLEDGE: A SELF-REFERENTIAL SYSTEM -- WBES 2020: A FUNDRAISER FOR PILOT PROJECTS -- NOTES -- REFERENCES -- CHAPTER 2: WORLD BANK POETRY: How the Education Strategy 2020 Imagines the World -- TEXT STRUCTURE -- VOCABULARY AND COHESION -- CRITIQUE -- NOTES -- REFERENCES -- CHAPTER 3: THE POVERTY OF THEORY: The World Bank's System Approach to Education Policy -- INTRODUCTION -- NEOLIBERALISM AND THE EDUCATION SECTOR- THE WORLD BANK'S LEGACY -- THE WORLD BANK IN THE NEW GLOBAL ENVIRONMENT -- THE RELEVANCE OF A DIALECTICAL APPROACH -- REFERENCES -- CHAPTER 4: WORLD BANK AND EDUCATION: Ideological Premises and Ideological Conclusionsi -- INTRODUCTION -- THE RIGHT TO EDUCATION -- EDUCATION AND DEVELOPMENT -- TESTING FOR ALL -- ADDITIONAL RESOURCES FOR EDUCATION -- THE KNOWLEDGE BANK -- UNDERSTANDING EDUCATION -- PRIVATIZATION -- A SYSTEM APPROACH -- EVIDENCE-BASED POLICY -- CONCLUSIONS -- NOTES -- REFERENCES -- PART II LEARNING, ASSESSMENT, AND THE ROLE OF TEACHERS -- CHAPTER 5: THE 2020 WORLD BANK EDUCATION STRATEGY: NOTHING NEW, OR THE SAME OLD GOSPEL -- INTRODUCTION -- THE WORLD BANK'S RATIONALE FOR THE IMPORTANCE OF EDUCATION -- THE "NEW" EMPHASIS AND STRATEGIES.

SYSTEM ASSESSMENT AND BENCHMARKINGFOREDUCATION RESULTS-SABER -- SABER-Assessment -- SABER-Finance -- SABER-Engaging the Private Sector -- SABER-Teachers -- FINAL REMARKS -- REFERENCES -- CHAPTER 6: TEACHERS AS LEARNERS: A MISSING FOCUS IN "LEARNING FOR ALL" -- INTRODUCTION -- TEACHERS AND TEACHER LEARNING IN WORLD BANK STRATEGY DOCUMENTS -- Priorities and Strategies for Education (1995) -- Education Sector Strategy (1999) -- Learning for All (2011) -- WHY TEACHERS AS LEARNERS RECEIVE LIMITED ATTENTION IN WORLD BANK DOCUMENTS -- Teachers as Learners and Schools as Learning Organizations/Communities -- Human Capital or Human Beings? -- CONCLUSION -- NOTES -- REFERENCES -- CHAPTER 7: "QUALITY'S" HORIZONS: The Politics of Monitoring Educational Quality -- INTRODUCTION -- A POINT OF DEPARTURE IN THINKING ABOUT QUALITY -- TIMMS, PIRLS: THE WORLD BANKS' "QUALITY" -- BENCHMARKING QUALITY: ITS CHALLENGES -- CONCLUSION -- REFERENCES -- CHAPTER 8: MORE OF THE SAME WILL NOT DO: Learning without Learning in the World Bank's 2020 Education Strategy -- RESEARCH ON LEARNING -- LEARNING MODEL -- SCHOOLING MODEL -- MASS EDUCATION REQUIRES A DIFFERENT SCHOOLING MODEL -- "ALL" -- REFINING THE APPROACH -- CONSTRAINING NOTIONS OF RESEARCH AND EVIDENCE -- LITTLE LEARNING, LESS ALL -- NOTES -- REFERENCES -- PART III RESEARCH AND POLICY -- CHAPTER 9: "ALL THINGS BEING EQUAL?": Policy Options, Shortfalls, and Absences in the World Bank Education Strategy 2020 -- INTRODUCTION -- WBES 2020 IN PERSPECTIVE -- EXAMINING THE BANK'S "LEARNING FOR ALL" STRATEGY -- Captured by the Method: Learning within the System Approach -- Overrating Market Solutions -- Closing the Learning Gap: A Goal without Means -- CONCLUSIONS -- NOTES -- REFERENCES -- CHAPTER 10: "RESEARCH SHOWS THAT …": CREATING THE KNOWLEDGE ENVIRONMENT FOR LEARNING FOR ALL -- METHODOLOGICAL ORTHODOXY.

FINANCIAL-INTELLECTUAL COMPLEX -- WHICH RESEARCH WARRANTS ATTENTION? -- WHEN RESEARCH BECOMES CONSULTING -- A MORE PRODUCTIVE RESEARCH STRATEGY -- Local Roots -- Institutional Research Capacity -- It Takes a Community -- Practitioners as Researchers -- THE KNOWLEDGE ENVIRONMENT FOR LEARNING FOR ALL -- THE WORLD BANK'S ROLE -- NOTES -- REFERENCES -- CHAPTER 11: THE GENDER DIMENSION IN THE WORLD BANK'S EDUCATION STRATEGY: Assertions in Need of a Theory -- INTRODUCTION -- ANALYTICAL APPROACH -- FRAMING GENDER -- GENDER AND EDUCATION -- Schools as Gendered Institutions -- THE EFFICIENCY PRINCIPLE -- Privatization and Gender -- Decentralization and Gender -- WORLD BANK'S GENDER POLICY -- CONCLUSIONS -- REFERENCES -- CHAPTER 12: HUMAN RIGHTS IN THE WORLD BANK 2020 EDUCATION STRATEGY -- DICHOTOMIZING DEVELOPMENT AND RIGHTS -- WHAT'S IN A STRATEGY? -- HUMAN CAPITAL VS. HUMAN RIGHTS -- THE RIGHT TO EDUCATION -- RETHINKING RIGHTS, EDUCATION, AND DEVELOPMENT -- CONCLUSIONS -- NOTE -- REFERENCES -- CHAPTER 13: THE STRANGE NON-DEATH OF NEOLIBERAL PRIVATIZATION IN THE WORLD BANK'S EDUCATION STRATEGY 2020 -- INTRODUCTION -- ENTER NEOLIBERALISM-CHICAGO-STYLE -- EXIT STATE REGULATION-AND KEYNES -- LOCATING THE EDUCATION SECTOR STRATEGY 1999 REPORT -- BROKERING IN PRIVATIZATION THROUGH PPPS: THE GLOBAL EDUCATION POLICY ENTREPRENEURS -- CRISIS, MODERNIZING MULTILATERALISM, AND WBES 2020 -- THE STRANGE "NON-DEATH" OF PRIVATIZATION IN WORLD BANK EDUCATION POLICY -- ON WHAT IS TO BE DONE-BY WAY OF CONCLUSION -- REFERENCES -- PART IV RESHAPING THE FUTURE -- CHAPTER 14: ALTERNATIVES TO THE WORLD BANK'S STRATEGIES FOR EDUCATION AND DEVELOPMENT -- INTRODUCTION -- THE RIGHT TO EDUCATION -- EDUCATION AND DEVELOPMENT -- THE STRUCTURE OF EDUCATION -- GLOBALIZATION AND CONSUMERISM -- CURRICULUM AND ASSESSMENT -- QUALITY AND EQUITY -- PRIVATE VS. PUBLIC INTEREST.

EVIDENCE, DEBATE, AND DECISION-MAKING -- CONCLUSIONS -- NOTES -- REFERENCES -- CONCLUSIONS -- On Neoliberal Ideology -- On Evidence-Based Policy -- On Education and Learning -- On Social Equity -- On Privatization -- On Gender -- On Alternatives -- Final Thoughts -- REFERENCES -- INDEX.