Equality of Education - A Comparative Study of Educational Ideologies of the World Bank and the Governments of Zambia in 1971 - 1996
LEINONEN, TEEMU (2001)
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LEINONEN, TEEMU
2001
Kasvatustiede - Education
Kasvatustieteiden tiedekunta - Faculty of Education
Hyväksymispäivämäärä
2001-01-23
Julkaisun pysyvä osoite on
https://urn.fi/urn:nbn:fi:uta-1-9217
https://urn.fi/urn:nbn:fi:uta-1-9217
Sisällysluettelo
INTRODUCTION 6 1. CONCEPTUAL FRAMEWORK 8 1.1. INTRODUCTION 8 1.2. POLITICS AND POLICY - POLITICS OF EDUCATION AND EDUCATION POLICY 8 1.3. IDEOLOGY AND EDUCATIONAL IDEOLOGY 9 1.4. EQUALITY OF EDUCATIONAL OPPORTUNITY 13 2. THE WORLD BANK IN CONTEXT 20 2.1. INTRODUCTION 20 2.2. THE WORLD BANK - AIMS, ACTIVITIES AND PRINCIPLES 20 2.3. THE WORLD BANK AND EDUCATION 23 3. ZAMBIA IN CONTEXT 31 3.1. INTRODUCTION 31 3.2. POLITICAL, ECONOMIC AND SOCIAL CONTEXT 31 3.3. EDUCATION IN ZAMBIA 34 4. STUDY OBJECTS AND RESEARCH MATERIAL 43 4.1. INTRODUCTION 43 4.2. STUDY OBJECTS AND DATA COLLECTION 43 4.3. RESEARCH MATERIAL 44 4.3.1. Education Policy Statements of the World Bank 45 4.3.2. Education Policy Statements of the Governments of Zambia 46 5. METHODS OF ANALYSES 49 5.1. INTRODUCTION 49 5.2. DECODING AND INTERPRETING POLITICAL TEXT 49 5.3. ARGUMENTATION AND AUDIENCE 50 6. STUDY RESULTS 53 6.1. INTRODUCTION 53 6.2. EQUALITY OF EDUCATION IN THE STATEMENTS OF THE WORLD BANK 53 6.2.1. Education Sector Working Paper 1971 53 6.2.2. Education Sector Working Paper 1974 54 6.2.3. Education Sector Policy Paper 1980 56 6.2.4. Education in Sub-Saharan Africa 1988 59 6.2.5. Priorities and Strategies for Education 1995 62 6.3. EQUALITY OF EDUCATION IN THE STATEMENTS OF THE GOVERNMENTS OF ZAMBIA 64 6.3.1. Educational Reform 1977 64 6.3.2. Focus on Learning 1992 67 6.3.3. Educating Our Future 1996 69 6.4. THE AUTHOR AND THE AUDIENCE OF THE STATEMENTS 72 6.4.1. The Author and the Audience of the Statements of the World Bank 73 6.4.2. The Author and the Audience of the Statements of the Governments of Zambia 79 7. CONCLUSION 85 REFERENCES 88
Tiivistelmä
The study deals with the question of equality of education in the global education politics. The object of the study is the educational ideology of the World Bank and the Governments of Zambia during 1971-1996. In the ideology of education the main focus is on the question of equality.
The theoretical framework of the study is based on Torsten Husen´s analysis of the changing conception of equality of educational opportunity. The primary study material has been analyzed using Husen´s model of three major stages in the development of conception of educational equality. These are (1.) the conservative, (2.) the liberal, and (3.) the new conception of equality of educational opportunity.
The study introduces rather extensively the activities of the World Bank and the Government´s of Zambia in education sector. This study work of earlier interpretations of these actors´ activities has influence significantly the selection of the theoretical framework and the study methods.
The main concepts of the study are ideology, equality, education politics and education policy. Education politics and policy are analyzed in an unusual way by reflecting education policy to wider social and economical policy in both national and international level. The study is based on the idea that education is a crucial factor in social and economical development.
The method of this study is qualitative interpretation of textual material. Kari Palonen calls the method eksegesis. The idea is to take apart interesting meanings from the text and interpreted the text in context. As a part of the interpretation the study is focusing on authors and audiences of the policy statements. The textual policy statements of the World Bank and the Government of Zambia are the primary research material. Number of other documents and policy analyses of the field are used as a secondary research material.
The findings of the analyze show that during the era of the 1971-1996 the conception of equality of education in the World Bank and the Governments of Zambia have changed. The changes do not follow Husen´s steps from conservative, through liberal, to the new conception. In most of the cases the documents mix elements from two different conceptions of equality of educational opportunity.
The authors and audiences of the documents have changed, as well. These changes are reflecting the transformation of the context - when the context is new there are new documents written by new authors addressing them to new audiences. The changing authors and audiences are categorized to explicit and implicit. During the period studied the role of the authors and the audiences has been changing from being implicit to be explicit and from beiing explicit to be implicit.
Keywords: equality of education, The World Bank, Zambia, education policy, educational ideology, development cooperation,
The theoretical framework of the study is based on Torsten Husen´s analysis of the changing conception of equality of educational opportunity. The primary study material has been analyzed using Husen´s model of three major stages in the development of conception of educational equality. These are (1.) the conservative, (2.) the liberal, and (3.) the new conception of equality of educational opportunity.
The study introduces rather extensively the activities of the World Bank and the Government´s of Zambia in education sector. This study work of earlier interpretations of these actors´ activities has influence significantly the selection of the theoretical framework and the study methods.
The main concepts of the study are ideology, equality, education politics and education policy. Education politics and policy are analyzed in an unusual way by reflecting education policy to wider social and economical policy in both national and international level. The study is based on the idea that education is a crucial factor in social and economical development.
The method of this study is qualitative interpretation of textual material. Kari Palonen calls the method eksegesis. The idea is to take apart interesting meanings from the text and interpreted the text in context. As a part of the interpretation the study is focusing on authors and audiences of the policy statements. The textual policy statements of the World Bank and the Government of Zambia are the primary research material. Number of other documents and policy analyses of the field are used as a secondary research material.
The findings of the analyze show that during the era of the 1971-1996 the conception of equality of education in the World Bank and the Governments of Zambia have changed. The changes do not follow Husen´s steps from conservative, through liberal, to the new conception. In most of the cases the documents mix elements from two different conceptions of equality of educational opportunity.
The authors and audiences of the documents have changed, as well. These changes are reflecting the transformation of the context - when the context is new there are new documents written by new authors addressing them to new audiences. The changing authors and audiences are categorized to explicit and implicit. During the period studied the role of the authors and the audiences has been changing from being implicit to be explicit and from beiing explicit to be implicit.
Keywords: equality of education, The World Bank, Zambia, education policy, educational ideology, development cooperation,