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Get Knowledge for Development?: Comparing British, Japanese, PDF

By Kenneth King

ISBN-10: 1842773240

ISBN-13: 9781842773246

ISBN-10: 1848131534

ISBN-13: 9781848131538

In 1996, the area financial institution President, James Wolfensohn, declared that his association might henceforth be "the wisdom bank." This assertion marks the start in earnest of a brand new discourse of knowledge-based reduction, which has unfold speedily around the improvement box. This publication is the 1st targeted try and research this new discourse and perform. via an exam of 4 agencies--the international financial institution, the British division for foreign improvement, the Japan overseas Cooperation business enterprise and the Swedish foreign improvement Cooperation Agency--the ebook explores what this new method of reduction skill in either thought and perform. It argues that an excessive amount of of the emphasis of knowledge-based relief has been on constructing capability inside of enterprises instead of addressing the expressed wishes of Southern "partners." additionally, it questions no matter if knowledge-based reduction results in higher business enterprise sure bet approximately what constitutes solid improvement.

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Additional resources for Knowledge for Development?: Comparing British, Japanese, Swedish and World Bank Aid

Example text

The second significant shift in aid discourse and practice at the end of the 1960s and the beginning of the 1970s was represented most visibly by a change in leadership at the World Bank. In 1968, Robert McNamara, previously US Defense Secretary, became the Bank’s new President. Under McNamara, the Bank became the leader of the ‘war against poverty’. It was at the forefront of the new focus on meeting the ‘basic needs’ of the poor, especially the rural poor, that spread across many agencies in the early 1970s (McNamara 1981).

March and Simon 1958). It was the work of Argyris and Schön (1978) that was to develop the notion in a rigorous and sustained manner. Much of their attention was focused on the barriers to learning that existed within firms in terms of structures and cultures that prevented learning or discouraged sharing of information. They emphasised the need to move beyond reactive ‘single loop learning’ to develop a systemic and systematic approach to ‘double loop learning’. Such learning requires not just that the problem is solved but that steps are taken to reorganise structure and culture as necessary.

Reich was soon to move from Harvard to become Clinton’s Labour Secretary. In Britain, the Blair Administration was to                       |  find its own ‘knowledge guru’ in the shape of Charles Leadbeater (2000), who was to be an influential adviser to the Department of Trade and Industry. 3 In 1996, coincidentally at the same time that it was setting out the International Development Targets, the OECD produced an influential report on the knowledge economy (OECD 1996).

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Knowledge for Development?: Comparing British, Japanese, Swedish and World Bank Aid by Kenneth King


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