UNESCO ve Dünya Bankası Küresel Eğitim Politikaları: Bir Karşılaştırma Çalışması

UNESCO ve Dünya Bankası, birçok alanda çalıştığı gibi eğitim alanında da insan hayatının birçok yönünü geliştirmek için çalışmaktadır. Bu örgütlerin görüşleri, küresel düzeyde insanları ve politikalarını etkileme gücüne sahip olduklarından dikkate alınmalıdır. Bu iki örgüt, eğitim alanındaki bazı projeler üzerinde birlikte çalışsalar da eğitimin genel değerleri hakkındaki görüşleri onları birbirinden ayırmaktadır. Genel gündemlerinden açıkça görülen UNESCO’nun sloganı “kadın ve erkeklerin zihninde barışı inşa etmek” iken, Dünya Bankası’nın amacı yoksulluğu azaltmak ve kalkınmayı desteklemek olarak görülmektedir. Bu iki farklı anlayış doğal olarak dünya çapında küresel eğitim politikaları için çeşitli yaklaşımlara ve çıktılara yol açmaktadır. Dünya Bankası eğitimin ekonomik analizi, okuldan iş hayatına geçiş, finans ve harcamalar gibi konulara odaklanırken, UNESCO insan hakları eğitimi, sürdürülebilir kalkınma eğitimi, öğretmen eğitimi ve kaynaştırma eğitimi gibi konularda gündemini oluştur görünmektedir. Finansal kaygılar Dünya Bankası’nın gündemine egemen olurken, UNESCO, öğrenci veya öğretmen, eğitimin içindeki insanların refahına odaklanmış görünmektedir. Gelişmekte olan ülkelerin eğitim alanında bu iki kurum ile çalışırken bu farklılıkları göz önüne alması önerilmektedir.

Global Education Policies of UNESCO and The World Bank: A Comparison Study

UNESCO and the World Bank are working to improve many aspects of human lifearound the globe also in the field of education. Their view matters since they havethe power to affect people around the world and their policies. Although these twoorganisations are working together on projects in the field of education, their viewson the general merits of education bring them apart. It can clearly be seen from theirgeneral agendas that while UNESCO’s motto is “building peace in the minds of menand women”, the World Bank’s mission is to reduce poverty and supportdevelopment. These two very distinct understanding of education leads to variousapproaches and outputs for global education policies around the world. While theWorld Bank focused on the issues such as the economic analysis of education,school to work transitions, and finance and expenditures, UNESCO set its agenda onthemes such as human rights education, education for sustainable development,teacher education and inclusive education. Financial concerns dominated the World Bank’s agenda, while UNESCO seemed focused on the wellbeing of peopleinvolved in education, whether students or teachers. It is suggested for developingcountries that these differences should be taken into account when consideringworking with these two organizations in the field of education.

PDF

___

Barrett, M. A. (2011). A Millennium learning goal for education post-2015: a question of outcomes or processes. Comparative Education, 47(1), 119-133. Deacon, B. (2007). Global social policy and governance. London: Sage.
Doyal L. and Gough, I. (1991). A theory of human needs. Critical Social Policy, 4, 6-38.
Godolphin, Z. (2011). World Bank as a global education ministry? Critical Voices on the World Bank and IMF, London: Bretton Woods Project. www.brettonwoodsproject.org/2011/01/ art-567384
Hasan, A. and Hartog, J. (2010). How do development paradigms influence education policy? Journal of Educational Change, 11, 297-306.
Heyneman, S. P. (2003). The history and problems in the making of education policy at the World Bank 1960-2000. International Journal of Educational Development, 23, 315-337.
Kikeri, S. and Burman, A. (2007). Privatisation trends, public policy for the private sector, February 2007: Note Number 314, The World Bank Group.
Klees, S. (2012), "World Bank and Education: Ideological Premises and Ideological Conclusions", Collins, C. and Wiseman, A. (Ed.) Education Strategy in the Developing World: Revising the World Bank's Education Policy (International Perspectives on Education and Society, Vol. 16), Emerald Group Publishing Limited, Bingley, pp. 151-171. Doi: 10.1108/S1479
Osley, A. and Vincent, K. (2002). Citizenship and the challenge of global education. Oakhill: Trentham.
Pritchett, L. (1996). Where has all the education gone? Policy Research Working Paper 1581, Washington: World Bank Policy Research Department.
Rizvi, F. and Lingard, B. (2010). Globalizing education policy. Routledge: Oxon.
SABER, (2011). Strengthening education quality in East Asia, 2011 East Asia Regional Conference, the World Bank.
Steer, L. and Wathne, C. (2009). Achieving universal basic education: constraints and opportunities in donor financing (Draft for Consultation). Financing Universal Basic Education: Where Are We, What Next?
Suárez-Orozco, M. M., and Qin-Hilliard, D. B. (2004). Globalization: Culture and education in the new millenium. Berkeley, CA: University of California Press.
The World Bank. (2010). Education Topics, Retrieved from http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATIO N/0,,contentMDK:20264784~menuPK:534289~pagePK:210058~piPK:2100 62~theSitePK:282386,00.html.
The World Bank. (2011). Learning for All investing in people's knowledge and skills to promote development. Washington: World Bank.
The World Bank. (2012). World Bank education sector strategy 2020: learning for all strengthening education systems to improve learning. http://siteresources.worldbank.org/EDUCATION/Resources/ESSU/463292- 1306181142935/WB_ES_ExectiveSummary_FINAL.pdf
UNDP. (2011). Human development report 2011 sustainability and equity: a better future for all. New York: Palgrave Macmillan.
UNESCO. (2007). A human rights-based approach to education for all. Paris: UNESCO.
UNESCO. (2015). Education for all. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000232205
UNESCO. (2011b). The hidden crisis: armed conflict and education. Paris: UNESCO.
UNESCO. (2012). World atlas of gender equality in education. Paris: UNESCO.
UNESCO. (2012b). Education. Retrieved from http://www.unesco.org/new/en/.
UNESCO. (2012c). Education themes. Retrieved from, http://www.unesco.org/new/en/education/themes/
UNESCO. (2015). Incheon Declaration and SDG4 – Education 2030 Framework for Action. http://uis.unesco.org/sites/default/files/documents/education-2030-incheonframework-for-action-implementation-of-sdg4-2016-en_2.pdf