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EDUCO’s Post-1995 Trajectory and Implications for Global Education Policy

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The Trajectory of Global Education Policy

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Abstract

While the focus of this study to this point has been the development of the Education with Community Participation (EDUCO) program during 1988–1995, it is important to emphasize that mechanisms of transnational influence continued to operate in the post-1995 period. Emphasizing the post-1995 period is essential because we can gain additional insights into mechanisms of transnational influence, the way that education policies go global, and the significance of EDUCO from a long-term perspective (i.e., in the post-WWII context). In order to set the stage for these additional insights, I begin the present chapter by detailing the global promotion of EDUCO. The following section then delves into the ways that EDUCO has been featured in literature with a global reach.

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Notes

  1. 1.

    Alec Gershberg served as a senior education economist for the World Bank during the late 1990s.

  2. 2.

    The same Minister of Education would later also contribute a chapter on EDUCO in a book published by a Salvadoran think tank (Jacir de Lovo 2003).

  3. 3.

    In addition to Chap. 2, see Edwards and Loucel (2016) for a critical review of the evaluations of EDUCO.

  4. 4.

    For more on IDB and its involvement in Central America since 1990, see Large (2005).

  5. 5.

    As discussed in Chap. 2, there are more than eight studies of EDUCO produced in all. Here, I refer exclusively to those produced by the World Bank. This is because the present discussion is focused on mechanisms of transnational influence in relation to the program’s ascendance. The non-World Bank studies were not favorable to the program and, as such, would not function as a mechanism of transnational influence which served to promote the program.

  6. 6.

    Until recently (2010), the United States held a sufficient number of votes in the World Bank to veto any policy change with which it did not agree. For this reason, the United States has unilaterally appointed each of the Bank’s presidents. Furthermore, it should be noted that, effectively, the United States continues to possess a sufficient number of shares to control World Bank policy, in that it has 15.85 percent of the 16 percent of votes required to veto policy changes.

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  1. Department of Educational Foundations, University of Hawaii, Honolulu, Hawaii, USA

    D. Brent Edwards Jr.

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Edwards, D.B. (2018). EDUCO’s Post-1995 Trajectory and Implications for Global Education Policy. In: The Trajectory of Global Education Policy. International and Development Education. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-50875-1_9

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