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 donors higher education policy Ethiopia 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 http://hdl.handle.net/10536/DRO/DU:30064068 Document type: Journal Article Collections: School of Education Centre for Research in Educational Futures and Innovation Related Links Link Description Connect to published version Go to link with your DU access privileges   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Wed, 04 Jun 2014, 14:05:45 EST Wed, 04 Jun 2014, 15:00:42 EST Thu, 12 Jun 2014, 14:34:44 EST Thu, 12 Jun 2014, 15:07:02 EST Fri, 13 Jun 2014, 11:04:53 EST Fri, 13 Jun 2014, 11:07:51 EST Fri, 13 Jun 2014, 11:09:26 EST Tue, 17 Jun 2014, 11:15:05 EST Wed, 11 Feb 2015, 14:10:33 EST Mon, 23 Nov 2015, 09:38:06 EST Thu, 30 Nov 2017, 15:19:27 EST Wed, 07 Feb 2018, 10:46:23 EST Wed, 07 Feb 2018, 10:47:23 EST Filtered Full Citation counts:   Cited 5 times in TR Web of Science Cited 8 times in Scopus Search Google Scholar Access Statistics: 165 Abstract Views, 5 File Downloads  -  Detailed Statistics Created: Wed, 04 Jun 2014, 14:05:23 EST by Tebeje Mekonnen

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