Knowledge aid as instrument of regulation: World Bank’s non-lending higher education support for Ethiopia

Molla, Tebeje 2014, Knowledge aid as instrument of regulation: World Bank’s non-lending higher education support for Ethiopia, Comparative education, vol. 50, no. 2, pp. 229-248, doi: 10.1080/03050068.2013.807645.

Attached Files
Name Description MIMEType Size Downloads

Title Knowledge aid as instrument of regulation: World Bank’s non-lending higher education support for Ethiopia
Author(s) Molla, Tebeje
Journal name Comparative education
Volume number 50
Issue number 2
Start page 229
End page 248
Total pages 20
Publisher Taylor & Francis
Place of publication Abingdon, England
Publication date 2014-04
ISSN 1360-0486
Keyword(s) low-income countries
public policymaking
higher education policy
World Bank
knowledge aid
research capacity building
Summary In the context of low-income countries, the role of donors in public policymaking is of great importance. Donors use a combination of lending and non-lending instruments as pathways of influence to shape policy directions in aid-recipient countries. This paper reports some findings from a doctoral study on the role of the World Bank in the recent higher education (HE) policy reform process in Ethiopia. It focuses on the nature and impact of non-lending assistance by the Bank to the Ethiopian HE subsystem. Based on an interpretive policy analysis of sector reviews and advisory activities of the Bank, and selected national HE policy documents, the following findings are highlighted. First, as a ‘knowledge institution’, the World Bank produces, systematises and disseminates knowledge through policy advice, policy reports, analytical sector reviews, and thematic conferences and workshops. Second, knowledge aid from the Bank not only has a profound discursive effect on shaping Ethiopian HE policy reform priorities in accordance with its neoliberal educational agenda but also undermines the knowledge production capacity of the nation. The paper also argues that, for an effective education policy support, the Bank needs to shift its modality of engagement from knowledge aid to research capacity building. 
Language eng
DOI 10.1080/03050068.2013.807645
Field of Research 130108 Technical, Further and Workplace Education
Socio Economic Objective 930501 Education and Training Systems Policies and Development
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2014, Taylor & Francis
Persistent URL

Connect to link resolver
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 10 times in TR Web of Science
Scopus Citation Count Cited 12 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 444 Abstract Views, 5 File Downloads  -  Detailed Statistics
Created: Wed, 04 Jun 2014, 14:05:23 EST by Tebeje Mekonnen

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact