Working On the Impossible Early childhood policies in Namibia

This article discusses the complexities of aid-giving using the example of early childhood policies in Namibia. It supports a critical view of aid processes and of World Bank endeavours in particular. Using an analysis of the World Bank funded education sector-wide improvement plan (ETSIP) in Namibi...

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Bibliographic Details
Published in:Childhood (Copenhagen, Denmark) Vol. 15; no. 3; pp. 379 - 395
Main Author: Penn, Helen
Format: Journal Article
Language:English
Published: London, England SAGE Publications 01.08.2008
Sage Publications Ltd
Subjects:
Access to Education
Aid
Case Studies
Child Development
Child welfare
Childhood
Children
Children & youth
Developing Nations
Donors
Early Childhood Education
Education
Education finance
Educational Finance
Educational Improvement
Educational Policy
Educational Quality
Equal Education
Financial Support
Foreign Countries
Inequality
Infants
International Economic Organizations
Namibia
Parent-child relations
Parents & parenting
Poverty
Public Policy
Social Bias
Social cognition
Social services
Technocracy
World Bank
Young Children
Namibia
aid-giving
World Bank
Namibia
early child development
ISSN:0907-5682, 1461-7013
Online Access:Get full text
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Summary:This article discusses the complexities of aid-giving using the example of early childhood policies in Namibia. It supports a critical view of aid processes and of World Bank endeavours in particular. Using an analysis of the World Bank funded education sector-wide improvement plan (ETSIP) in Namibia and three Namibian local case studies, it shows how the local circumstances of young children and their parents are ignored in order to fit in with donor preconceptions, and how senior officials come to adopt those views. It argues that universally derived policies on early childhood development are misapplied, and poverty and inequality are ignored in the search for technocratic solutions.
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ISSN:0907-5682
1461-7013
DOI:10.1177/0907568208091669