International Review of Education

, Volume 59, Issue 6, pp 793–796 | Cite as

The World Bank and education: Critiques and alternatives

By Steven J. Klees, Joel Samoff and Nelly P. Stromquist (eds.). Sense Publishers, Rotterdam, 2012, 268 pp. Comparative and international education: A diversity of voices, vol. 14. ISBN 978-94-6091-902-2 (hbk), ISBN 978-94-6091-901-5 (pbk), ISBN 978-94-6091-903-9 (e-book)
  • Birgit Brock-Utne
Book Review

This book was written by some of the best-known critics of the World Bank’s educational policies. The volume mostly deals with the newest education sector strategy by the World Bank (2011), World Bank Education Strategy 2020 (WBES 2020).

The book contains fourteen chapters and is divided into four parts. The first part, Framing the Issues, contains four chapters with contributions from Gita Steiner-Khamsi, Bjørn Nordtveit, Sangeeta Kamat and Steven J. Klees. The second part, Learning, Assessment, and the Role of Teachers, contains another four chapters written by Angela C. de Siqueira, Mark Ginsburg, Crain Soudien and Joel Samoff. The third part is called: Research and Policy and contains five chapters with contributions from Antoni Verger and Xavier Bonal, Joel Samoff, Nelly P. Stromquist, Salim Vally and Carol Anne Spreen and Susan L. Robertson. The fourth part, Reshaping the Future, contains only one chapter written by Anne Hickling-Hudson and Steven J. Klees.

After the fourth part...


  1. Alexander, R. (2010). “World class schools”—noble aspirations or globalized hokum? Compare, 40(6), 801–818.Google Scholar
  2. Benson, C., & Kosonen, K. (Eds.). (2013). Language issues in comparative education: Liberating non-dominant languages and cultures through inclusive educational approaches. Rotterdam: Sense Publishers.Google Scholar
  3. Brock-Utne, B. (2000). Whose education for all? The recolonization of the African mind. New York/London: Falmer. Reprinted in 2006, Seoul: Homi Publishing.Google Scholar
  4. Brock-Utne, B. (2007). Learning through a familiar language versus learning through a foreign language: A look into some secondary school classrooms in Tanzania. International Journal of Educational Development, 27(5), 487–498.CrossRefGoogle Scholar
  5. Brock-Utne, B. (2012a). Language policy and science: Could some African countries learn from some Asian countries? International Review of Education, 58(4), 481–503.CrossRefGoogle Scholar
  6. Brock-Utne, B. (2012b). Language and inequality: Global challenges to education. Compare, 42(5), 773–793.Google Scholar
  7. Brock-Utne, B. (2012c). Learning for all of Africa’s children—In whose language? In Commonwealth Education Partnerships (CEP) 2012/2013 (pp. 147–151). London: Commonwealth Secretariat/Nexus Strategic Partnerships.Google Scholar
  8. Brock-Utne, B., & Hopson, R. K. (Eds.). (2005). Languages of instruction for African emancipation: Focus on postcolonial contexts and considerations. Cape Town: CASAS, and Dar es Salaam: Mkuki na Nyota.Google Scholar
  9. Carnoy, M., Gove, A. K., & Marshall, J. H. (2007). Cuba’s academic advantage. Why students in Cuba do better in school. Stanford: Stanford University Press.Google Scholar
  10. Dutcher, N. (2004). Expanding educational opportunity in linguistically diverse societies. Washington, DC: Center for Applied Linguistics and New York: Teacher College Press.Google Scholar
  11. Ouane, A., & Glanz, C. (2010). Why and how Africa should invest in African languages and multilingual education: An evidence- and practice-based policy advocacy brief. Developed in cooperation with ADEA. Hamburg: UNESCO Institute for Lifelong Learning.Google Scholar
  12. Ouane, A., & Glanz, C. (Eds.). (2011). Optimising learning, education and publishing in Africa: The language factor. A review and analysis of theory and practice in mother-tongue and bilingual education in sub-Saharan Africa ([also published in French: Optimiser l’apprentissage, l’éducation et l’édition en Afrique: le facteur langue]. Hamburg: UNESCO Institute for Lifelong Learning (UIL), and Tunis Belvedere: Association for the Development of Education in Africa (ADEA).Google Scholar
  13. Prah, K. K., & Brock-Utne, B. (Eds.). (2009). Multilingualism: An African advantage. A paradigm shift in African language of instruction polices. Cape Town: CASAS.Google Scholar
  14. Qorro, M. (2009). Parents’ and policy-makers’ insistence on foreign languages as media of education in Africa: Restricting access to quality education. In B. Brock-Utne & I. Skattum (Eds.), Languages and education in Africa: A comparative and transdisciplinary discussion (pp. 57–82). Oxford: Symposium Books.Google Scholar
  15. Watson, K. (2001). The impact of globalisation on educational reform and language policy: Some comparative insights from transitional societies. Asia-Pacific Journal of Education, 21(2), 1–18.CrossRefGoogle Scholar
  16. World Bank (2005). In their own language … Education for all. Education Notes series. Washington, DC: World Bank.Google Scholar
  17. World Bank. (2011). Education strategy 2020. Learning for all: Investing in people’s knowledge and skills to promote development. Washington, DC: World Bank.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht and UNESCO Institute for Lifelong Learning 2013

Authors and Affiliations

  1. 1.Department of EducationUniversity of OsloOsloNorway

Personalised recommendations