神戸大学附属図書館デジタルアーカイブ
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https://doi.org/10.24546/00181203
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2024-03-29
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00181203 (fulltext)
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メタデータID
00181203
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open access
出版タイプ
Version of Record
タイトル
世界銀行の教育投資戦略の分析
セカイ ギンコウ ノ キョウイク トウシ センリャク ノ ブンセキ
その他のタイトル
An Analysis of the World Bank Strategy for Educational Investment
著者
著者名
佐藤,眞理子
Sato, Mariko
サトウ, マリコ
所属機関名
神戸大学大学院国際協力研究科
収録物名
国際協力論集
巻(号)
2(2)
ページ
111-128
出版者
神戸大学大学院国際協力研究科
刊行日
1994-12
公開日
2007-04-12
抄録
The purpose of this paper is to analyze strategies of educational investment of the World Bank through indepth analysis of the cost-benefit analysis and cost-effectiveness analysis. The World Bank puts emphasis on educational investment in primary education sub-sector mainly because of the result of cost-benefit analysis in 1970s and 1980s. The analysis calculated the highest social and private rate of return in primary education among any other educational level. Since the beginning of 1980s, the Bank has launched the structural adjustment lendings (SAL) to remedy the debt crisis of developing countries. SAL has enforced the countries to reduce public expenditure in education, which resulted in decentralization of educational administration, privatization of educational institutes, etc. The cost-effectiveness analysis has provided research-base rationales and justification for the educational adjustment programs so the analysis has occupied the main position in educational research of the Bank. However, it has been recognized that SALs and educational adjustment programs eroded the access of education of the poor. The cure programs have just begun, especially since the W or Id Conference on Education for All in 1990. The Bank has adopted economic analysis disproportionately in the project cycle of educational sector without qualitative research technique such as descriptive research, exploratory research. Such Bank research character1stics are due to the following two factors: the Bank invests projects which are appraised to have high-benefits even in the educational field. The second is that the Bank has centralized administration system. The system reflects over-generalization of research products without identifying country-specific social and cultural contexts. Such educational research might mislead to the formation of educational projects which don't contribute to the educational development of developing countries. It should be reconsidered how to synthesize the research products of economic insights and those of qualitative insights.
カテゴリ
国際協力研究科
国際協力論集
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2巻
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2巻2号(1994-12)
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資源タイプ
departmental bulletin paper
言語
Japanese (日本語)
ISSN
0919-8636
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NCID
AN10418744
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NAID
110000551468
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URI
http://www.research.kobe-u.ac.jp/gsics-publication/jics/
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