Education as aided by the World Bank in Africa: controversy, dilemma and possible initiatives

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Periodical article

Title:	Education as aided by the World Bank in Africa: controversy, dilemma and possible initiatives
Authors:	Babalola, Joel B. Sikwibele, Anne L.
Year:	1998-1999
Periodical:	The Journal of Humanities (Lusaka) (ISSN 1027-7455)
Volume:	2
Pages:	117-128
Language:	English
Notes:	biblio. refs.
Geographic term:	Africa
Subjects:	World Bank development cooperation educational reform education Education and state Development aid capacity building Manpower policy
Abstract:	The World Bank's analysis in education has gone a long way to influence academic and policy decisions in Africa. Although many people in Africa found the World Bank's prescriptions about education highly controversial, a majority of countries in Africa are unable to finance quality and access in education without foreign assistance. In recognition of the principle of mutual respect in the donor-recipient relationship, African countries need to identify and domestically address their weaknesses, including those associated with availability of educational reforms and analytical capacity of African researchers, so as to provide the needed aid-friendly environment. The aid agencies, especially the World Bank, should refocus their aid in support of the educational sector in Africa. The HIPC (heavily indebted poor countries) debt initiative should be extended to education which, following the implementation of structural adjustment programmes (SAP) in most African countries, can be classified as a highly impoverished social sector. Bibliogr.