Settling for Less
Settling for Less
Settling for Less
Thinking like an Economist
School Socioeconomic Composition
Mobilizing Investment in Education
Remaking Inequality through Education
The Conscience of a Progressive
Less is More
The World Bank hasn’t always made loans to education. Post-World War II, the Bank focused mainly on infrastructure. Even when it did start lending to education in the 1960s, it used the idea of manpower planning, the process of estimating the number of people with specific skills required for completing a project. Only in the 1970s did the World Bank begin to think of education in terms of rates of return: the cost-benefit calculation that uses expected future earning from one’s educational attainment.
The introduction of rates of return inside the World Bank was no easy process. The internal fights by larger-than-life personalities were the stuff legends are made from. Yet, these disputes often go unnoticed, hidden behind glossy reports and confidence.
Today Stephen Heyneman takes us back in time when he introduced rates of return to the World Bank. He discusses how he used them to his advantage and how he ultimately lost his job because of them.
Stephen Heyneman is Professor Emeritus of international education policy at Peabody College, Vanderbilt University. He served the World Bank for 22 years between 1976 and 1998.
Citation: Heyneman, Stephen, interview with Will Brehm, FreshEd, 155, podcast audio, May 20, 2019. https://www.freshedpodcast.com/heyneman/
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Many countries around the world participate in the Programme for International Student Assessment, the cross-national test administered by the OECD. Today we look at the economic costs for a country to participate in PISA. My guests are Laura Engel and David Rutkowski. They followed the money through publicly available budget documents in the United States to uncover exactly how much the test costs both the federal and state governments.
Through this complicated web, they found a host of contractors and sub-contractors hired to implement PISA and call for a full cost-benefit analysis in order to determine if PISA is worth it.
Laura Engel is an Associate Professor of International Education and International Affairs at the George Washington University and David Rutkowski is an Associate Professor with a joint appointment in Educational Policy and Educational Inquiry at Indiana University School of Education. Their latest co-written article published in the journal Discourse is called “Pay to play: What does PISA participation cost in the US?”
Citation: Engle, Laura & Rutkowski, David, interview with WillBrehm, FreshEd, 146, podcast audio, January 16, 2019.https://www.freshedpodcast.com/lauraengel-davidrutkowski/
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Today we look at entrepreneurship education in Tanzania. You might be asking yourself, “Hey, didn’t FreshEd recently discuss entrepreneurship education in Rwanda?” You’re right. We did.
Obviously, the idea of entrepreneurship education is a global phenomenon, found in many different countries. As such, we need to understand what it is in each local context, who is promoting, how it is spreading, and what it means for education and society.
My guest today is Joan DeJaeghere. She has a new book out called Educating Entrepreneurial Citizens: Neoliberalism and youth livelihoods in Tanzania. For Joan, entrepreneurship education cannot be separated from neoliberalism, the contemporary form of capitalism that emerged in the 1970s.
Her book explores the multiple and contradictory purposes and effects of entrepreneurship education aimed at addressing youth unemployment and alleviating poverty in Tanzania.
Joan DeJaeghere is a Professor of Comparative and International Development Education in the Department of Organizational Leadership, Policy, and Development at the University of Minnesota.
Citation: DeJaeghere, Joan, interview with Will Brehm, FreshEd, 84, podcast audio, July 31, 2017. https://www.freshedpodcast.com/joandejaeghere/
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