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Bridging research and policy on education, training and their enabling environments

Author

Listed:
  • Kenneth King

    (Centre of African Studies, University of Edinburgh, UK)

  • Robert Palmer

    (Centre of African Studies, University of Edinburgh, UK)

  • Rachel Hayman

    (Centre of African Studies, University of Edinburgh, UK)

Abstract

This paper revisits the research origins of one well-known claim which has been used in policy documents over the past 25 years, namely that four years of education increase agricultural productivity. The oversimplification of the original research findings has influenced funding patterns of aid agencies, leading to a concentration on primary education in Africa. While this demonstrates a 'successful' case of research leading to policy change, it also highlights the way in which simple policy 'narratives' can result in inappropriate policy positions. We argue that policy positions on this link between education and the environment are also based on commonsense without sufficient research into what appears to be not a one-way but a two-way inter-relationship between quality education and training and the wider environment. Copyright © 2005 John Wiley & Sons, Ltd.

Suggested Citation

  • Kenneth King & Robert Palmer & Rachel Hayman, 2005. "Bridging research and policy on education, training and their enabling environments," Journal of International Development, John Wiley & Sons, Ltd., vol. 17(6), pages 803-817.
    • Handle: RePEc:wly:jintdv:v:17:y:2005:i:6:p:803-817
    DOI: 10.1002/jid.1242
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    References listed on IDEAS

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    1. Lockheed, Marlaine E & Jamison, Dean T & Lau, Lawrence J, 1980. "Farmer Education and Farm Efficiency: A Survey," Economic Development and Cultural Change, University of Chicago Press, vol. 29(1), pages 37-76, October.
    2. Tilak, Jandhyala B.G., 1993. "Education and Agricultural Productivity in Asia: A Review," Indian Journal of Agricultural Economics, Indian Society of Agricultural Economics, vol. 48(2).
    3. George Psacharopoulos & Harry Anthony Patrinos, 2004. "Returns to investment in education: a further update," Education Economics, Taylor & Francis Journals, vol. 12(2), pages 111-134.
    4. Marianne Fay & Danny Leipziger & Quentin Wodon & Tito Yepes, 2003. "Achieving the Millennium Development Goals : The role of infrastructure," Policy Research Working Paper Series 3163, The World Bank.
    5. Roe, Emery M., 1991. "Development narratives, or making the best of blueprint development," World Development, Elsevier, vol. 19(4), pages 287-300, April.
    6. World Bank, 2003. "Education in Rwanda : Rebalancing Resources to Accelerate Post-Conflict Development and Poverty Reduction," World Bank Publications - Reports 14718, The World Bank Group.
    7. Psacharopoulos, George, 1994. "Returns to investment in education: A global update," World Development, Elsevier, vol. 22(9), pages 1325-1343, September.
    8. World Bank, 2001. "A Chance to Learn : Knowledge and Finance for Education in Sub-Saharan Africa," World Bank Publications - Books, The World Bank Group, number 13855.
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    Cited by:

    1. Jin-Li Hu & Po-Sheng Yang, 2024. "Interactive Cycles between Energy Education and Energy Preferences: A Literature Review on Empirical Evidence," Energies, MDPI, vol. 17(20), pages 1-31, October.
    2. Palmer, Robert., 2008. "Skills and productivity in the informal economy," ILO Working Papers 994131423402676, International Labour Organization.
    3. repec:ilo:ilowps:413142 is not listed on IDEAS
    4. Peter-Cookey, Mayowa Abiodun & Janyam, Kanda, 2017. "Reaping just what is sown: Low-skills and low-productivity of informal economy workers and the skill acquisition process in developing countries," International Journal of Educational Development, Elsevier, vol. 56(C), pages 11-27.

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