Skip to main content
SpringerLink
Log in
Book cover

The World Bank and Education pp 159–172Cite as

The Gender Dimension in The World Bank’s Education Strategy

Assertions in Need of a Theory

  • Chapter

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

Abstract

For more than two decades the World Bank has declared itself a supporter of women’s issues. It is legitimate then to treat it as an institution whose understanding of gender should be both mature and refined. Not only does the World Bank have an official commitment to treating gender issues but this institution has by now commandeered the global agenda in this and other pertinent areas as well. It has replaced the World Health Organization as the major donor in the health field (Petchesky, 2003) and the UN Educational, Scientific, and Cultural Organization in the area of education (World Bank, 2002).

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   49.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Barrera-Osorio, F. (2008). The effect of a reduction in user fees on school enrollment: Evidence from Colombia. In M. Tembon & L. Fort (Eds.), Girls' education in the 21 st century. Gender equality, empowerment and economic growth. Washington, D.C.: World Bank, pp. 201-208.

    Google Scholar 

  • Bergeron S (2003) The post-Washington consensus and economic representations of women in development at the World Bank. International Feminist Journal of Politics 5(3):397–419

    Article  Google Scholar 

  • Bruns B, Filmer D, Patrinos H (2011) Making schools work. New evidence on accountability reforms. The World Bank, Washington, D.C

    Book  Google Scholar 

  • Buenfil, R. (2002). Globalization and education policies in Mexico, 1988-1994: A meeting of the universal and the particular. In N. P. Stromquist & K. Monkman (Eds.), Globalization and education. Integration and contestation across cultures (pp. 275-297). Lanham, MD: Rowman & Littlefield.

    Google Scholar 

  • Carney S (2009) Negotiating policy in an age of globalization: Exploring educational "policyscapes" in Denmark, Nepal, and China. Comparative Education Review 53(1):63–88

    Article  Google Scholar 

  • Connell RW (1993) Poverty and education. Harvard Educational Review 64(2):125–147

    Google Scholar 

  • David M, Ringrose J, Showunmi V (2010) Browne Report + the White Paper = A murkey outlook for educational equality. GEA Policy Report, October-December

    Google Scholar 

  • Derrida J (1976) Grammatology. The Johns Hopkins Press, Baltimore

    Google Scholar 

  • Dugger, K. (2001). Women in higher education in the United States: 1. Has there been progress? International Journal of Sociology and Social Policy, 21(1-2), 118-130.

    Google Scholar 

  • Foley G (1999) Learning in social action. A contribution to understanding informal education. Zed Books, London

    Google Scholar 

  • Fraser N (1995) From distribution to recognition? Dilemmas of justice in a "post socialist" age. New Left Review 218:68–93

    Google Scholar 

  • Gakidou E, Cowling K, Lozano R, Murray C (2010) Increased educational attainment and its effect on child mortality in 175 countries between 1970 and 2009; A systematic analysis. The Lancet 276(9745):959–974

    Article  Google Scholar 

  • Global Campaign for Education & RESULTS. (2011). Making education right. Ending the crisis in girls; Education. Johannesburg and Washington, D.C.: Global Campaign for Education & RESULTS

    Google Scholar 

  • Gough, N. (2000). Globalization and curriculum inquiry: locating, representing, and performing a transnational imaginary. In N. P. Stromquist & K. Monkman (Eds.), Globalization and education. Integration and contestation across cultures (pp. 77-98). Lanham, MD: Rowman & Littlefield.

    Google Scholar 

  • Hausmann R, Tyson L, Zahidi S (2010) The global gender gap Report 2010. World Economic Forum, Geneva

    Google Scholar 

  • Hoff, K. & Stiglitz, J. (1999, November). Modern economic theory and development. Washington, D.C.: World Bank, draft.

    Google Scholar 

  • Hoff, K. & Stiglitz, J. (2005). The creation of the rule of law and the legitimacy of property rights: The political and economic consequences of a corrupt privatization. Policy Research Working Paper 3779. Washington, D.C.: The World Bank.

    Google Scholar 

  • IFC. (2010). IFC Annual Report 2010. Where innnovations meets impact. Washington, D.C.: International Finance Corporation.

    Google Scholar 

  • King E, Hill A (eds) (1991) Women's education in developing countries: Barriers, benefits and policies. World Bank, Washington, D.C

    Google Scholar 

  • Mayo P (1999) Gramsci. Zed Books, Freire and adult education. Possibilities for transformative action. London

    Google Scholar 

  • Moghadam V (1990) Gender, development, and policy: Toward equity and empowerment. World Institute for Development Economics Research of the United Nations University, Helsinki

    Google Scholar 

  • Munck, R. & O'Hearn, D. (Eds.). (1999). Critical development theory: Contributions to a new paradigm. London: Zed.

    Google Scholar 

  • Patrinos, H. (2008). Returns to education: The gender perspective. In M. Tembon & L. Fort (Eds.), Girls' education in the 21" century. Gender equality, empowerment and economic growth. Washington, D.C.: World Bank, pp. 53-66.

    Google Scholar 

  • Petchesky R (2003) Global prescriptions. Gendering health and human rights. Zed and UNRISD, London and Geneva

    Google Scholar 

  • Rosenau P (1992) Post-modernism and the social sciences: Insights, inroads, and intrusions. Princeton University Press, Princeton

    Google Scholar 

  • Sayed Y, Soudien C (2005) Decentralisation and the construction of inclusion education policy in South Africa. Compare 35(2):115–125

    Article  Google Scholar 

  • Sen G (2000) Gender Mainstreaming in Finance Ministries. World Development 28(7):1379–1390

    Article  Google Scholar 

  • Subrahmanian, R. (2002, April). Gender and education. A review of issues for social policy. Social Policy and Development Program No. 9. Geneva: UN Research Institute for Social Development.

    Google Scholar 

  • Women UN (2011) 18 May). Michelle Bachelet outlines UN women priorities at an event in the UK Parliament. New York, UN Women

    Google Scholar 

  • World Bank. (1995). Enhancing women's participation in economic development. A World Bank policy paper. Washington, D.C.: World Bank.

    Google Scholar 

  • World Bank. (2002, January). Integrating gender into the World Bank's Work: A Strategy for action. Washington, D.C.: World Bank.

    Google Scholar 

  • World Bank (2003) World Development Report 2004: Making services work for poor people. The World Bank, Washington, D.C

    Google Scholar 

  • World Bank. (2011, January). Guidelines. Procurement of goods, works, and non-consulting services under IBRD loans and IDA credits and grants by World Bank borrowers. Washington, D.C.: World Bank.

    Google Scholar 

  • World Bank. (2011). Learning for all: Investing in people's knowledge and skills to promote development. World Bank Education Strategy 2020. Washington, D.C: World Bank.

    Google Scholar 

  • Zuckerman, E. (2007, January). Critique: Gender equality as smart economics. A World Bank Group Gender Action Plan (GAP) (Fiscal Years 2007-2010). Washington, D.C.: Gender Action. http://www.genderaction.org/images/04.22.08_EZ-GAPlanCritique.pdf

Download references

Author information

Authors and Affiliations

  1. College of Education, University of Maryland, U.S.A.

    Nelly P. Stromquist

Authors
  1. Nelly P. Stromquist
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Maryland, U.S.A.

    Steven J. Klees

  2. Stanford University, U.S.A.

    Joel Samoff

  3. University of Maryland, U.S.A.

    Nelly P. Stromquist

Rights and permissions

Reprints and permissions

Copyright information

© 2012 Sense Publishers

About this chapter

Cite this chapter

Stromquist, N.P. (2012). The Gender Dimension in The World Bank’s Education Strategy. In: Klees, S.J., Samoff, J., Stromquist, N.P. (eds) The World Bank and Education. Comparative and International Education, vol 14. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-903-9_11

Download citation

Publish with us

Policies and ethics

Societies and partnerships

Search

Navigation