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dc.contributor.authorAdhikary, Rino Wiseman
dc.identifier.citationAdhikary, R. W. (2014). Relating development to quality of education:A study on the world bank's neoliberal policy discourse in education. KEDI Journal of Educational Policy, 11(1), 3-26. Retrieved from www.scopus.comen_US
dc.descriptionThis article was published in the KEDI Journal of Educational Policy [© 2014 Korean Educational Development Institute ] and The Journal's website is at:
dc.description.abstractThis article examines the way the World Bank policy discourse in education relates development to quality of education and the underlying agenda. It argues that development and education have been defined deficiently, adhering to neoliberal ideology that benchmarks economic outcome. The conceptual formulation of quality of education draws heavily from the business domain, which ensures operational compatibility between the pursued reductionist notion of development and the narrowed role of education it entails. In the World Bank's policy papers, this reductionist conceptualization of development and education, reinforced by corporatist construction of quality of education, facilitates the neoliberalization of education, mostly of higher education. This is textually worked out using effective discursive tools that "naturalize" the visibility of the neoliberal mandate, creating a moral obligatory aura camouflaged under a common sense-driven humanistic concern to achieve consensus. Recently, quality of education has been instrumentalized by the Bank to formulate a global super-structure for data collection and dissemination on learning outcomes to ensure neoliberal control and competition at all levels of education.en_US
dc.publisher© 2014 Korean Educational Development Instituteen_US
dc.subjectDevelopment and educationen_US
dc.subjectPolicy discourseen_US
dc.subjectQuality in educationen_US
dc.subjectWorld banken_US
dc.titleRelating development to quality of education: a study on the world bank's neoliberal policy discourse in educationen_US
dc.contributor.departmentInstitute of Education Development, BRAC University

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