International donor agencies are said to account for some 10% of public expenditures in education in the Third World and 5% in Latin America and the Caribbean (Arnove, 1982; Coombs, 1968, 1985). Although aid to education forms but a small percentage of technical assistance loans, its impact on policy making in the region is significant. This impact derives from the relation between educational assistance and the total package, as well as the role of international agencies as trend-setters in educational development. The World Bank's Education Sector Policy Paper (ESPP), for example, has been lauded as a modern Bible on educational development (Psacharapoulos, 1981: 141) and as a testimony to a worldwide consensus on a 'progressive' model (Ramirez, 1982). What are the mechanisms of agency educational policy setting and project implementation that contribute to agency influence in the Latin American and Caribbean region? Why do donor agency priorities shift over time and how do agencies actually make funding decisions?
No takes yet. Share an insight, caveat, or question.
Bujazan et al. (1987) studied this question.
Synapse has enriched 5 related papers. Consider them for comparative context: