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Revista de Economía Mundial 2011, 27

Autor: Deborah Johnston

Fuente: http://www.redalyc.org/


Introducción



Revista de Economía Mundial ISSN: 1576-0162 rem@uhu.es Sociedad de Economía Mundial España Johnston, Deborah SHOOTING FOR THE WRONG TARGET?: A REASSESSMENT OF THE INTERNATIONAL EDUCATION GOALS FOR SUB-SAHARAN AFRICA. Revista de Economía Mundial, núm.
27, 2011, pp.
95-116 Sociedad de Economía Mundial Huelva, España Available in: http:--www.redalyc.org-articulo.oa?id=86617253004 How to cite Complete issue More information about this article Journals homepage in redalyc.org Scientific Information System Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Non-profit academic project, developed under the open access initiative issn: 1576-0162 Shooting For the Wrong Target?: A Reassessment of the International Education Goals for Sub-Saharan Africa. ¿Trabajando para lograr un objetivo equivocado? Una reasignación de los objetivos internacionales de educación para África Subsahariana. Deborah Johnston School of Oriental and African Studies, London School of Economics dj3@soas.ac.uk Recibido: junio de 2010; aceptado: diciembre de 2010. Abstract. The international education goals enshrined in the UN Millennium Development Goals (MDGs) have had a significant impact in sub-Saharan African countries.
Are they likely to achieve the varied developmental roles ascribed to education, such as poverty reduction, improvements in child mortality, fertility decrease, increases in tax collection and rising economic growth? While several authors have questioned whether education generally can fulfil its ‘magic bullet’ role, this article will focus on some specific myths underlying the education MDGs.
Two myths are of particular concern.
First, these MDGs focus on universal primary education (UPE), ignoring what is known about the benefits of education in sub-Saharan African countries.
Second, the MDG education goals are predicated on the concept of ‘human capital’, which assumes that investment in education can be treated like i...





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