Despite a long history of post-independence aid to education, Kenya's relationships with overseas donors have, until recently, been markedly fractious. Donors' concerns about transparency and corruption, in the context of a political regime which became increasingly authoritarian, led to sharp reductions in aid to Kenyan education during the…

The goal of Education for All (EFA) is in jeopardy, and the cause is widely perceived to be a lack of political will. But we lack an accurate definition of political will. In this article, I offer a definition that determines beforehand whether a government will have political will. In contrast to current academic work and popular discourse, which…

This article examines "inter-ministerial cooperation" (IMC) in the education sector as a form of development cooperation, whereby a ministry of education in the north collaborates with counterpart(s) in the south for purposes of mutual interest and development. It explores the characteristics and dynamics of IMC, and addresses the…

Norwegian official development assistance to education has been profoundly shaped by the political and ideological attitudes of successive national governments. Yet successive coalition governments of highly-contrastive kinds can alike be seen to have been strongly influenced by the policy content, language and underlying assumptions of World Bank…

To set the stage for this theme issue on aid and education in the Third World and on the World Bank's most recent (April 1980) Education Sector Policy Paper, the author presents a brief overview of aid to education and an agenda of major problems which are currently debated. (Author/SJL)

The author reacts to the World Bank's 1980 Education Sector Policy Paper, considering such issues as definitions, strategic directions, loan policies, and monitoring. Part of a theme issue on the World Bank Paper and aid to educational development in Third World nations. (SJL)

This extended summary originally appeared in the September 1979 draft version of the Policy Paper. Several of the contributors to this issue of "Comparative Education" refer to this summary, and the original paragraph numbering has been retained for the convenience of readers. (Editor)

Analyzes specific inadequacies cited by the World Bank in its foreign aid procedures: inadequate exploration of cost-effectiveness options; inconsistent application of manpower analysis; and lack of exploratory stage in large-scale impact projects. Part of a theme issue on the World Bank and aid to Third World educational development. (Author/SJL)

At the policy level, the World Bank and other aid agencies evidence a practical orientation, emphasizing problems described as solvable by expertise and improved use of capital. In reality, tension exists between educational planning based on positivistic, technical rationality and political interaction grounded in situational considerations. (JHZ)