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Global policy in practice: The "suc...

Kendall, Nancy O'Gara.

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Global policy in practice: The "successful failure" of free primary education in Malawi.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Global policy in practice: The "successful failure" of free primary education in Malawi./
Author:	Kendall, Nancy O'Gara.
Description:	347 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3330.
Contained By:	Dissertation Abstracts International65-09A.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3145551
ISBN:	0496045024

Global policy in practice: The "successful failure" of free primary education in Malawi.
Kendall, Nancy O'Gara.

Global policy in practice: The "successful failure" of free primary education in Malawi. - 347 p.

Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3330.

Thesis (Ph.D.)--Stanford University, 2004.

This study examines the practices of one globalized development policy effort, Education For All (EFA), in the context of one heavily-indebted poor country, Malawi. Current international donor and government discourses frame EFA within a top-down, impact model. This model carries assumptions about development efforts, state-society-market relations, policy processes, and policy "success" and "failure".

ISBN: 0496045024Subjects--Topical Terms:

626654
Education, Sociology of.

Global policy in practice: The "successful failure" of free primary education in Malawi.
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020 $a 0496045024
035 $a (UnM)AAI3145551
035 $a AAI3145551
040 $a UnM $c UnM
100 1 $a Kendall, Nancy O'Gara. $3 1931074
245 1 0 $a Global policy in practice: The "successful failure" of free primary education in Malawi.
300 $a 347 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3330.
500 $a Adviser: Raymond P. McDermott.
502 $a Thesis (Ph.D.)--Stanford University, 2004.
520 $a This study examines the practices of one globalized development policy effort, Education For All (EFA), in the context of one heavily-indebted poor country, Malawi. Current international donor and government discourses frame EFA within a top-down, impact model. This model carries assumptions about development efforts, state-society-market relations, policy processes, and policy "success" and "failure".
520 $a The practice of EFA in Malawi calls into question the effects and efficacy of top-down policy impact models. This study draws on extended ethnographic research of the practice of Malawi's Free Primary Education (FPE) EFA policy in three school/village complexes in Malawi. In each village a distinct constellation of forces, events, relations, contingencies, geographies, histories, and material realities shaped the practice of FPE, resulting, in effect, in three different FPE "policies".
520 $a The notion of constellations of forces shaping policy practice differs from top-down policy process models---it crosses sectoral boundaries (education, governance, health) and institutional levels (local, national, international); and challenges top-down policy cycle, stakeholder, and evaluation conceptualizations. For example, in practice FPE was interrelated with political democratization, another global policy effort, within a single symbolic system that articulated relations of power and authority across local, state and international levels. Because the constellations of forces differed in the three sites, the articulation of these relations also differed.
520 $a A comparison of these practices of FPE indicates that, while judged a technical failure by most actors, FPE is "successful" at transforming relations of power and authority. It creates particular relations of dependence between the state and international donors while delegitimizing the state as a caring, accountable, sovereign body to its citizens. This powerful impact on people's lives is not captured by technicized, top-down measures of success and failure.
520 $a The study calls for a reconceptualization of the unilinear impact model that drives official global policy processes and a reexamination of the interrelations and effects of global development policies. Such a reconceptualization may improve efforts to predict, identify, and respond to unintended policy outcomes. The results also suggest the need to attend to the effects of global policy practices on relations of power and authority in developing states, markets, and societies.
590 $a School code: 0212.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Anthropology, Cultural. $3 735016
650 4 $a Education, Administration. $3 626645
690 $a 0340
690 $a 0326
690 $a 0514
710 2 0 $a Stanford University. $3 754827
773 0 $t Dissertation Abstracts International $g 65-09A.
790 1 0 $a McDermott, Raymond P., $e advisor
790 $a 0212
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3145551