New Challenges to International Development Cooperation in Education

Abstract

An analysis of changes in international development cooperation in education is inseparable from the more general changes in development assistance that have been becoming evident in the mid to late 1990s. The purpose of this article is to underline just how significant some of these tendencies may potentially be, and how they have the possibility to alter out of all recognition the shape of the aided educational universe as it is presently known. On the other hand, it seems entirely possible that some of these new trends may remain more at the level of rhetoric rather than implementation, with the result that the older patterns of relationship between donor and recipient will continue. The article sets out some of the main elements of potential change in international cooperation, looking first at these in the North, and then at their implications for the South. The sources of these changes are not to be found in a single text on cooperation, or in the proposals of a single agency. Rather, this new thinking about North-South relations can be identified in the NonGovernmental Organisations (NGOs), in the multilateral agencies such as the World Bank and especially in several of the bilateral agencies. In respect of this last, we shall where appropriate seek to illustrate the particular trends from Japanese bilateral material. However, in this new phase of development cooperation, it is not as straightforward as noticing a series of trends coming from the North and being imposed on the South; the role of the South in the identification of the new thinking must also be assessed.

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