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The Prospects and Challenges of Reforming the World Bank's Approach to Gender and Education: Exploring the Value of the Capability Policy Model in The Gambia

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  • Caroline Manion
  • Francine Menashy

Abstract

The World Bank is currently the lead education research and lending body operating internationally, including in the area of girls’ education. As such, the World Bank wields considerable power in terms of shaping the policy agendas of borrower nations and for this reason is scrutinized in this paper for its privileging of an economic-instrumentalist normative framework for education policy development within which formal schooling is viewed exclusively as a means for economic growth, rather than as a potential tool for the achievement of social justice. An analysis of World Bank work in The Gambian education sector is used to illustrate the limits of a human capital-driven, economic-instrumentalist approach to education policy, with specific attention paid to gender and education issues and related policy solutions. We ultimately argue the value of the World Bank adopting the human capability policy approach as a means to advance World Bank education sector work.

Suggested Citation

  • Caroline Manion & Francine Menashy, 2013. "The Prospects and Challenges of Reforming the World Bank's Approach to Gender and Education: Exploring the Value of the Capability Policy Model in The Gambia," Journal of Human Development and Capabilities, Taylor & Francis Journals, vol. 14(2), pages 214-240, May.
    • Handle: RePEc:taf:jhudca:v:14:y:2013:i:2:p:214-240
    DOI: 10.1080/19452829.2012.693909
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    References listed on IDEAS

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    1. Sen, Amartya, 1985. "Social Choice and Justice: A Review Article," Journal of Economic Literature, American Economic Association, vol. 23(4), pages 1764-1776, December.
    2. World Bank, 2006. "Gender Equality as Smart Economics: A World Bank Group Gender Action Plan (Fiscal Years 2007-10)," Working Papers id:685, eSocialSciences.
    3. World Bank, 2002. "Constructing Knowledge Societies : New Challenges for Tertiary Education," World Bank Publications - Books, The World Bank Group, number 15224.
    4. Mercy Tembon & Lucia Fort, 2008. "Girls' Education in the 21st Century : Gender Equality, Empowerment, and Economic Growth," World Bank Publications - Books, The World Bank Group, number 6554.
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    1. Yelda Yucel, 2022. "Capabilities Indicators for Human Rights Cities in Turkey: A Gender-Specific Approach," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 159(2), pages 495-522, January.

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