International Review of Education

, Volume 58, Issue 2, pp 301–302 | Cite as

Global panaceas, local realities: International agencies and the future of education

By Jason Beech. Peter Lang, Frankfurt, 2011, 279 pp. Comparative Studies series, vol. 22. ISBN 978-3-631-59477-3 (hbk)
  • Helen Abadzi
Book Review

This book, which is based on a doctoral dissertation from the University of London’s Institute of Education, focuses on the influence of various international institutions on the educational systems of various countries. It analyses the phenomenon of eloquent emissaries from the World Bank, UNESCO, OECD, or from distinguished universities who recommend educational policies to client countries and ultimately bring about changes at the school level. The policies and solutions proposed by these institutions aim to adapt education to the future needs of labour markets. Inevitably these institutions make similar assumptions for different countries and give similar advice to different clients. For example, the World Bank and UNESCO have reportedly promoted universal models for decentralisation and teacher education in the information age. But their staff may give little thought to interpreting the advice at the local level, so the outcomes may be unexpected and not necessarily positive.



Teacher Training Basic Skill Education Agency International Education Comparative Education 
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  1. George, S., & Sabelli, F. (1994). Faith and credit: The World Bank’s secular empire. Boulder, CO: Westview Press.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2012

Authors and Affiliations

  1. 1.The World BankWashingtonUSA

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