The World Bank and Education

Critiques and Alternatives

  • Steven J. Klees
  • Joel Samoff
  • Nelly P. Stromquist

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

Table of contents

  1. Front Matter
    Pages i-xxi
  2. Framing the Issues

    1. Front Matter
      Pages 1-1
    2. Gita Steiner-Khamsi
      Pages 3-20
    3. Bjorn Harald Nordtveit
      Pages 21-32
    4. Sangeeta Kamat
      Pages 33-47
    5. Steven J. Klees
      Pages 49-65
  3. Learning, Assessment, and The Role of Teachers

    1. Front Matter
      Pages 67-67
    2. Angela C. de Siqueira
      Pages 69-81
    3. Mark Ginsburg
      Pages 83-93
    4. Crain Soudien
      Pages 95-107
    5. Joel Samoff
      Pages 109-121
  4. Research and Policy

    1. Front Matter
      Pages 123-123
    2. Antoni Verger, Xavier Bonal
      Pages 125-142
    3. Joel Samoff
      Pages 143-157
    4. Salim Vally, Carol Anne Spreen
      Pages 173-187
  5. Reshaping The Future

    1. Front Matter
      Pages 208-208
    2. Anne Hickling-Hudson, Steven J. Klees
      Pages 209-226
  6. Back Matter
    Pages 227-245

About this book


World Bank and Education: Book Blurb For more than three decades, the World Bank has been proposing global policies for education. Presented as research-based, validated by experience, and broadly applicable, these policies are ideologically driven, insensitive to local contexts, and treat education as independent of international dynamics and national and local economies and cultures. Target countries, needing resources and unable to generate comparable research, find it difficult to challenge World Bank recommendations. The World Bank and Education: Critiques and Alternatives represents a powerful challenge to World Bank proposals. Probing core issues—equity, quality, finance, privatization, teaching and learning, gender, and human rights—highlights the disabilities of neoliberal globalization. The authors demonstrate the ideological nature of the evidence marshaled by the World Bank and the accompanying policy advice. Addressing key education issues in developing countries, the authors’ analyses provide tools for resisting and rejecting generic policy prescriptions as well as alternative directions to consider. Robert Arnove, in his preface, says, “whether the Bank is responsive to the critiques and alternatives brilliantly offered by the present authors, the book is certain to influence development and education scholars, policymakers, and practitioners around the globe.”


developing countries education world bank

Editors and affiliations

  • Steven J. Klees
    • 1
  • Joel Samoff
    • 2
  • Nelly P. Stromquist
    • 3
  1. 1.University of MarylandU.S.A.
  2. 2.Stanford UniversityU.S.A.
  3. 3.University of MarylandU.S.A.

Bibliographic information