This edited volume focuses on how international education policy, set by
international policymakers and donors, influences local education policy
in developing countries. The book's primary purpose is to give voice to
scholars from developing countries and regions around the world by
inviting them to explore how the international policy, invariably linked
to international aid, influences education policy formation and
implementation in their country or region and how this influence does or
does not meet the local cultural, social, economic, and political needs.
A relatively recent and small body of research and commentary supports a
discourse that questions how well international education policy
mandates such as Education For All serve the needs of developing
countries. The intent of this book is to advance this discourse by
giving voice to local scholars who observe and study the donor process.
The book will be divided into two sections: the first section will set
the stage for the discussions in the second section by providing
theoretical and historical context for international education policy.
As a framework for understanding, the book adopts the position that
international policy does not have either the ability or the intent to
serve the widely diverse needs of development around the world.
International education policy has been formed, historically, by wealthy
nations and agencies dominated by Western theoretical paradigms. In
recent years, donor countries have made an effort to collaborate with
developing countries in developing international education policy goals;
however, this collaboration has been limited. Following establishment of
the context of international education policy, section II of the book
provides a forum for scholars from around the world to openly discuss
and critique the impact of international policy on education in their
country or region.
