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“All Things Being Equal?”

Policy Options, Shortfalls, and Absences in the World Bank Education Strategy 2020

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The World Bank and Education

Part of the book series: Comparative and International Education ((CIEDV,volume 14))

Abstract

The World Bank’s new education sector strategy (World Bank Education Strategy 2020, hereafter referred to as WBES 2020) establishes the guidelines for new education priorities in low-income contexts for the coming decade. WBES 2020 attempts to move the focus of education reforms further away from an inputs rationale to a reform agenda with outputs, governance, and managerial solutions at its core. More specifically, it advocates: (a) the adoption of a systemic approach to education reform that strengthens the role of non-government players and incentives in education, (b) a more discernible focus on learning outcomes, which implies measuring school results in order to generate a knowledge base with which to inform policy-makers and families, and (c) the dissemination of innovative approaches and demand-side interventions that can contribute to improving learning outcomes effectively.

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Author information

Authors and Affiliations

  1. Department of Sociology, Universitat Autònoma de Barcelona, Spain

    Antoni Verger

  2. Department of Sociology, Universitat Autònoma de Barcelona, Spain

    Xavier Bonal

Authors
  1. Antoni Verger
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  2. Xavier Bonal
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Editor information

Editors and Affiliations

  1. University of Maryland, U.S.A.

    Steven J. Klees

  2. Stanford University, U.S.A.

    Joel Samoff

  3. University of Maryland, U.S.A.

    Nelly P. Stromquist

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© 2012 Sense Publishers

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Verger, A., Bonal, X. (2012). “All Things Being Equal?”. In: Klees, S.J., Samoff, J., Stromquist, N.P. (eds) The World Bank and Education. Comparative and International Education, vol 14. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-903-9_9

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