Education Sector Strategy 2020 and Popular Participation: Parallels and Pitfalls

Tammy Boyd; Tom Owens

doi:10.1108/S1479-3679(2012)0000016009

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International Perspectives on Education and Society

ISSN: 1479-3679
Series editor(s): Dr Alexander Wiseman

Subject Area: Education

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Education Sector Strategy 2020 and Popular Participation: Parallels and Pitfalls

Document Information:
Title:	Education Sector Strategy 2020 and Popular Participation: Parallels and Pitfalls
Author(s):	Tammy Boyd, Tom Owens
Volume:	16 Editor(s): Christopher S. Collins, Alexander W. Wiseman ISBN: 978-1-78052-276-0 eISBN: 978-1-78052-277-7
Citation:	Tammy Boyd, Tom Owens (2012), Education Sector Strategy 2020 and Popular Participation: Parallels and Pitfalls, in Christopher S. Collins, Alexander W. Wiseman (ed.) Education Strategy in the Developing World: Revising the World Bank's Education Policy (International Perspectives on Education and Society, Volume 16), Emerald Group Publishing Limited, pp.81-109
DOI:	10.1108/S1479-3679(2012)0000016009 (Permanent URL)
Publisher:	Emerald Group Publishing Limited
Article type:	Chapter Item
Abstract:	This study compares the World Bank 2020 Education Strategy to research conducted a few years ago analyzing the effectiveness of the Bolivian Popular Participation law (1994) through policy study conducted from 2000 to 2004, including fieldwork in Cochabamba, Bolivia, in 2002. The policy research focused on Popular Participation and successive policy initiatives that modified or impacted public services, particularly public education. The fieldwork in Cochabamba focused on civil society and government interactions regarding public education. In studying the governance structures put in place by the Popular Participation law, particularly decentralizing authority and resources to the municipal level and creating mechanisms for civil society participation in governance, parallels to proposed Bank practices for the 2020 Education Strategy can been seen, as well as potential pitfalls. We cannot exam the World Bank 2020 Education Strategy development process in a vacuum – history, environment, and culture must be taken into account, as must the influence of particular stakeholder groups and established norms of behavior at the World Bank. The implementation of Popular Participation was problematic at best, and the response to features of Popular Participation that parallel the 2020 Education Strategy – in particular, the operating principles enumerated on pp. 7–8 of the 2020 Education Strategy Concept Note – have important implications for the proposed Bank strategy.