Educational aid under globalisation and a China-Africa model: features, dynamics and mechanisms

Yuan, T (2008) Educational aid under globalisation and a China-Africa model: features, dynamics and mechanisms. In: China in the World: Postgraduate Research Summer School, 14 - 18 July 2008, Centre for East Asian Studies, University of Bristol, UK.


This research was inspired by a big issue in China - the Beijing Summit and third ministerial conference of forum on China-Africa cooperation in 2006, which motivated me to start a systematic work about international aid to education, with a comparison between the traditional roles and the new partners. Drawing on emerging theories about globalisation and development, this research will investigate the Chinese win-win policy based approach of educational aid to Africa and seek to find out whether and in what ways it is different from the way of Western donors. From the theoretical discussion to the empirical study including both the documents and the field work (semi-structured interview) in China and Africa (in Tanzania which is the biggest recipient country in Africa from China), the research will try to get more understanding about the practice of educational aid under the global political economy context. Firstly the research is trying to conceptualizing the terms globalisation and international aid to education. Considering education as a process of neo-liberalism and a politicization process, this part locates globalisation into a transformation process, related with the understanding about post-colonial world, modernization and post cold war time. Giving historical introduction of the international aid especially an explanation of the different motives of the donors and recipients, especially within the educational field, this part also talks about the era of ‘knowledge economy’ and the key agendas of the United Union such as the EFA and MDGs. The documentary analysis is a comparison between the North (western donors, both multilateral and bilateral) and South (here mainly China). From the multilateral level, this part talks about the biggest lender for education- World Bank and its policies and theories, claimed as ‘investing education for knowledge ec onomy’. From the bilateral level, especially a comparison between UK’s Department for International Development (DfID) and Chinese ministries, focusing on DfID’s ‘changing aid conditionalities’ for a kind of new bilateralism with ‘partnership’. In terms of the Chinese approach, this part starts from the historical introduction, with the Critical Discourse Analysis of the policies from Sino-Africa forums especially the changes they made, followed by an exploratory of the ‘win-win’ theory and its economic, political as well as the philosophical roots. The field work, mainly conducted in Beijing and Tanzania (Dar Es Salaam), which will be developed more after this August. The main aim of the field work is to gain people’s perception for the different aid models. The participants will be from different groups, including people from the department of education in the universities, people who have experienced the work of educational aid, or aided by some projects, people from the contemporary aid organizations, and people from both ministries of education. Finally there will be a thinking of the meanings of ‘education’, with the internal meaning related with its representations, institutions and practice, and the external meaning which is talking about the relationship between education and economic development as well as international relationships.

Item Type: Conference or Workshop Item (Paper)
Divisions: School of Education
Date Deposited: 18 Apr 2019 14:03
Last Modified: 15 Aug 2021 09:52
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