‘Knowledge aid’ as instrument of regulation: World Bank’s non-lending higher education support for Ethiopia

In the context of low-income countries, the role of donors in public policymaking is of great importance. Donors use a combination of lending and non-lending instruments as pathways of influence to shape policy directions in aid-recipient countries. This paper reports some findings from a doctoral study on the role of the World Bank in the recent higher education (HE) policy reform process in Ethiopia. It focuses on the nature and impact of non-lending assistance by the Bank to the Ethiopian HE subsystem. Based on an interpretive policy analysis of sector reviews and advisory activities of the Bank, and selected national HE policy documents, the following findings are highlighted. First, as a ‘knowledge institution’, the World Bank produces, systematises and disseminates knowledge through policy advice, policy reports, analytical sector reviews, and thematic conferences and workshops. Second, knowledge aid from the Bank not only has a profound discursive effect on shaping Ethiopian HE policy reform priorities in accordance with its neoliberal educational agenda but also undermines the knowledge production capacity of the nation. The paper also argues that, for an effective education policy support, the Bank needs to shift its modality of engagement from knowledge aid to research capacity building. 

Gendered experiences of industry change and the effects of neoliberalism

In a time of dramatic and rapid change in the global media industry and when technological advances and media concentration are shaping the way news is produced and consumed, little research has focused on how the producers of news are affected by such change. This paper explores narratives of confidence and cynicism as told to me by Australian print news media journalists. I am interested in journalists’ memories and experiences of personal change that arise from an intensified workplace and how neoliberal discourses affect newsroom culture. How do the journalists I interview experience and speak of changes in the newsroom? In what ways is being a journalist different now to when they entered the industry? In effect, how have journalists changed as a result of journalism's changes? The interviews with 17 print media journalists contain rich narratives with which to explore how participants remember and make sense of industry changes. This paper finds that the intensification of work practices, ethical constraints and gender bias, underpinned by neoliberalism, have aided in creating a cynicism among many of the journalists interviewed. Nevertheless, the majority of interviewees suggest that a career in journalism has increased their personal and/or professional confidence. There are, however, gendered differences in this experience.

Authentically assessing graduate teaching: outside and beyond neo-liberal constructs

In this paper, we challenge the current focus on ‘best practice’, graduate teacher tests, and student test scores as the panacea for ensuring teaching quality and argue for ways of thinking about evidence of quality beginning teaching outside and beyond the current neoliberal accountability discourses circulating in Australia and other countries. We suggest that teacher educators need to reinsert themselves as key players in the debates around quality beginning teaching, rather than being viewed as a source of the problem. To enable teacher educators to assume accountability for quality beginning teachers, we propose the framework of a capstone teacher performance assessment—a structured portfolio called the Authentic Teacher Assessment (ATA)— and examine examples of these assessments through the lens of critical discourse analysis. As a measure of ‘readiness to teach’, the ATA is compared with supervising teachers’ assessments of preservice teachers. We argue that structured portfolios that include artefacts derived from preservice teachers’ practice in classrooms along with graduate teacher self assessments provide a stronger accountability measure of effec- tive beginning teaching and demonstrably address the current anxiety regarding ‘evi- dence’. We suggest that such an approach should be reliable enough to be ‘read’ by external assessors (and moderated across other teacher education institutions). Rigor- ous research on a national basis is called for in order to develop and implement a structured portfolio as rich evidence of graduates’ quality and readiness to teach.