Abstract
In the early decades of the World Bank’s ambitious mission of crafting a “World Without Poverty,“ aid to education was accorded low priority among its extensive loan packages and policy formulations aimed at developing nations. Development scholars lamented the World Bank’s benign neglect of education, especially given its directive role in establishing development priorities that were followed by other multilateral and bilateral agencies. The World Bank’s focus for much of the 1960s and 1970s was on large infrastructure projects such as hydroelectric dams, modernizing agricultural production and in the social sectors on reducing maternal mortality, infant mortality and promoting family planning for population control.
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Kamat, S. (2012). The Poverty of Theory. 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_3
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DOI: https://doi.org/10.1007/978-94-6091-903-9_3
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