Education and development: A study of donor agency policies on education in Sweden,Holland and Denmark |
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| Affiliation: | 1. Department of the Academic Registrar, Makerere University, PO Box 7062, Kampala, Uganda;2. Globalisation Studies Groningen, University of Groningen, 9712 EK, Groningen, The Netherlands;3. Gulu University, PO Box 166, Gulu, Uganda;1. Centre for Rapid and Sustainable Product Development, Polytechnic Institute of Leiria, Portugal;2. School of Technology and Management, Polytechnic Institute of Leiria, Portugal;3. Manchester Biomanufacturing Centre, School of Mechanical, Aerospace and Civil Engineering, Manchester Institute of Biotechnology, University of Manchester, UK;1. Kumamoto Industrial Research Institute, 3-11-38 Higashi-machi, Higashi-ku Kumamoto 862-0901, Japan;2. Department of Applied Chemistry and Biochemistry, Kumamoto University, 2-39-1 Kurokami, Chuo-ku Kumamoto 860-8555, Japan;3. Kumabou Metal Co., Ltd., 1-4-15 Nagaminenishi, Higashi-ku Kumamoto 861-8037, Japan;1. Department of Clinical Epidemiology, Office of Clinical Epidemiology, Analytics, and Knowledge [OCEAN], Tan Tock Seng Hospital, Singapore;2. Department Emergency Medicine, Tan Tock Seng Hospital, Singapore;3. Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore;1. Department of Fisheries and Aquatic Sciences, University of Eldoret, Eldoret, Kenya;2. African Center for Aquatic Research and Education (ACARE), Ann Arbor, MI, USA;3. International Institute for Sustainable Development, Winnipeg, Manitoba, Canada;4. School of Veterinary Medicine and Science, University of Nottingham, Nottingham, United Kingdom;5. Department of Natural Recourse Management, Jaramogi Oginga Odinga University of Agriculture and Technology, Bondo, Kenya;6. Department of Afroamerican and African Studies and Department of Epidemiology, University of Michigan, USA;7. IHE Institute of Water Education, Westvest 7, 2611 AX Delft, The Netherlands;8. Department of Natural Resources Management, National Land Commission, Nairobi, Kenya;1. Williams Centre for Learning Advancement, Faculty of Business and Economics, The University of Melbourne, Level 6, FBE Building, 111 Barry St Carlton VIC, Melbourne, 3053, Australia;2. Centre for Wellbeing Science, Melbourne Graduate School of Education, Faculty of Business and Economics, The University of Melbourne, 234 Queensberry St, Parkville VIC, Melbourne, 3053, Australia |
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| Abstract: | In this paper a comparative analysis is presented on bilateral donor agency policy on education in Sweden, Holland and Denmark. The focus is on the agencies' general understanding of the role of education in development and the actual trends in their support to education since the 1960s. The perspectives for the 1990s are related to the newly formulated Education for All strategy. In the paper, the need to form a holistic view of the relative importance of the individual sub-sectors of education is emphasised together with policies which integrate education with other sectors of society. In addition, some of the possible risks of the Education for All strategy for developing countries are pointed out. |
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