9 - Constructing Knowledge Societies? The World Bank and the New Lending Policy for Tertiary Education
Journal of Higher Education in Africa,
Vol. 2 No. 3 (2004): Journal of Higher Education in Africa
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- Coimbra, 2003, ‘Should the Coimbra Group Protect the Meaning of “University”?’.Retrieved in September 2004 from http://Coimbra-group.be.2004/World Historical Universities.
- Dezalay, Y., and Sugarman, S., 1995, Professional Competition and Professional Power. New York: Routledge.
- Halvorsen, T., and Michelsen, G. G., 2002. ‘Identity Formation or Knowledge Shopping: Globalisation and the Future of University Education and Research in Africa’, in N. Akam and R. Ducasse, Quelle Université pour l‘Afrique?, Bordeaux, France: Maison des sciences de l’homme d’Aquitaine.
- Michelsen, G. G., 2003, Institutional Legacies at Work in African Telecommunications. Report for the Institutt for administrasjon og organisasjonsvitenskap, Universitetet i Bergen. Report No. 80.
- Nowotny, S., and Gibbons, M., 2001, Re-Thinking Science: Knowledge and the Public in an Age of Uncertainty, Cambridge, England: Polity Press in association with Blackwell Publishers, Ltd.
- Unesco and the World Bank, 2000, Higher Education in Developing Countries: Peril and Promise, Report by the Task Force on Higher Education and Society. Washington DC: World Bank. Van Damme, D., Van der Hijden, P., and Campbell, C., 2003, International Quality Assurance and Recognition of Qualifications in Tertiary Education in Europe, Paper presented at OECD/Norway Forum on Trade in Educational Services: Managing the Internationalisation of Post-Secondary Education, Trondheim, Norway, 3–4 November.
- World Bank, 2002, Constructing Knowledge Societies: New Challenges for Tertiary Education, Washington, DC: World Bank.
- World Bank, 1998, The State in a Changing World, Washington, DC: World Bank. World Bank, 2003, World Development Report 2004 [sic]: Making Services Work for Poor People, Oxford: Oxford University Press and World Bank.
References
Coimbra, 2003, ‘Should the Coimbra Group Protect the Meaning of “University”?’.Retrieved in September 2004 from http://Coimbra-group.be.2004/World Historical Universities.
Dezalay, Y., and Sugarman, S., 1995, Professional Competition and Professional Power. New York: Routledge.
Halvorsen, T., and Michelsen, G. G., 2002. ‘Identity Formation or Knowledge Shopping: Globalisation and the Future of University Education and Research in Africa’, in N. Akam and R. Ducasse, Quelle Université pour l‘Afrique?, Bordeaux, France: Maison des sciences de l’homme d’Aquitaine.
Michelsen, G. G., 2003, Institutional Legacies at Work in African Telecommunications. Report for the Institutt for administrasjon og organisasjonsvitenskap, Universitetet i Bergen. Report No. 80.
Nowotny, S., and Gibbons, M., 2001, Re-Thinking Science: Knowledge and the Public in an Age of Uncertainty, Cambridge, England: Polity Press in association with Blackwell Publishers, Ltd.
Unesco and the World Bank, 2000, Higher Education in Developing Countries: Peril and Promise, Report by the Task Force on Higher Education and Society. Washington DC: World Bank. Van Damme, D., Van der Hijden, P., and Campbell, C., 2003, International Quality Assurance and Recognition of Qualifications in Tertiary Education in Europe, Paper presented at OECD/Norway Forum on Trade in Educational Services: Managing the Internationalisation of Post-Secondary Education, Trondheim, Norway, 3–4 November.
World Bank, 2002, Constructing Knowledge Societies: New Challenges for Tertiary Education, Washington, DC: World Bank.
World Bank, 1998, The State in a Changing World, Washington, DC: World Bank. World Bank, 2003, World Development Report 2004 [sic]: Making Services Work for Poor People, Oxford: Oxford University Press and World Bank.