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The World Bank and Public-Private Partnerships in Education: Framing, problem representation and the construction of gender equality

Stenholm, Emma LU (2017) WPMM40 20171
Department of Political Science
Abstract
Education is commonly agreed upon as being one of the main drivers of national economic development which has led to a greater incorporation of education policies in development projects. Internationally, the World Bank is the single largest provider of expertise knowledge and financial aid to education development and as such they can play a key role in shaping policies and how problems are understood and thought of. The inclusion of private actors in the provision of education services is a frequently recommended strategy by the World Bank for developing countries to meet the demands of universal education provision.
This thesis adopts a discursive approach to the World Bank’s policies on Public-Private Partnerships in Education... (More)
Education is commonly agreed upon as being one of the main drivers of national economic development which has led to a greater incorporation of education policies in development projects. Internationally, the World Bank is the single largest provider of expertise knowledge and financial aid to education development and as such they can play a key role in shaping policies and how problems are understood and thought of. The inclusion of private actors in the provision of education services is a frequently recommended strategy by the World Bank for developing countries to meet the demands of universal education provision.
This thesis adopts a discursive approach to the World Bank’s policies on Public-Private Partnerships in Education (ePPPs) and the construction of gender equality. Frame analysis and the ‘What’s the problem represented to be?’ approach is applied to investigate problem representations. The analysis reveals a discrepancy between the policy frame and the policy discourse on ePPPs and gender equality. World Bank discourses are suggested to be based on a liberal form of governance where education is given an instrumental value and the question of gender equality is left unproblematized. (Less)
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author
Stenholm, Emma LU
supervisor
organization
course
WPMM40 20171
year
type
H2 - Master's Degree (Two Years)
subject
keywords
discourse analysis, gender equality, problem representation, the World Bank, Public-Private Partnerships in education
language
English
id
8907603
date added to LUP
2017-06-27 15:01:58
date last changed
2017-06-27 15:01:58
@misc{8907603,
  abstract     = {Education is commonly agreed upon as being one of the main drivers of national economic development which has led to a greater incorporation of education policies in development projects. Internationally, the World Bank is the single largest provider of expertise knowledge and financial aid to education development and as such they can play a key role in shaping policies and how problems are understood and thought of. The inclusion of private actors in the provision of education services is a frequently recommended strategy by the World Bank for developing countries to meet the demands of universal education provision. 
 This thesis adopts a discursive approach to the World Bank’s policies on Public-Private Partnerships in Education (ePPPs) and the construction of gender equality. Frame analysis and the ‘What’s the problem represented to be?’ approach is applied to investigate problem representations. The analysis reveals a discrepancy between the policy frame and the policy discourse on ePPPs and gender equality. World Bank discourses are suggested to be based on a liberal form of governance where education is given an instrumental value and the question of gender equality is left unproblematized.},
  author       = {Stenholm, Emma},
  keyword      = {discourse analysis,gender equality,problem representation,the World Bank,Public-Private Partnerships in education},
  language     = {eng},
  note         = {Student Paper},
  title        = {The World Bank and Public-Private Partnerships in Education: Framing, problem representation and the construction of gender equality},
  year         = {2017},
}