世界银行对教育政策实施的影响：系统回顾

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development Pub Date : 2025-04-15 DOI:10.1016/j.ijedudev.2025.103263

D. Brent Edwards Jr , Alejandro Caravaca , Núria Torras

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引用次数: 0

摘要

这一系统的文献综述确定了世界银行参与实施教育政策的模式，并分析了导致缺乏实施保真度的因素。研究结果表明，世界银行的参与采取多种形式，包括政策设计和使用附加条件、提供技术援助以及评估实施的政策或项目。已查明的导致执行不忠现象出现的因素包括世界银行无法控制的政府人员的存在以及项目设计对环境的不敏感。使用政策社会学的“可能性的全局-局部条件”方法对结果进行了分析和讨论。

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World Bank influence on policy implementation in education: A systematic review

This systematic literature review identifies the modes of the World Bank’s participation in the implementation of education policies and analyzes the factors that contribute to a lack of implementation fidelity. The results show how the World Bank’s participation takes multiple forms, including policy design and the use of conditionalities, the provision of technical assistance, and the evaluation of implemented policies or programs. Factors identified that contribute to the emergence of implementation infidelity include the existence of government personnel beyond the control of the World Bank and contextual insensitivity in project design. Results are analyzed and discussed using the ‘global-local conditions of possibility’ approach from policy sociology.

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来源期刊

International Journal of Educational Development EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.20

自引率

12.00%

发文量

106

审稿时长

40 days

期刊介绍： The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.