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Free keywords:
Learning crisis; political settlements; social policy; equity; austerity;
privatization; developing countries
Abstract:
Abstract
This review article critically examines the role of political economy variables in shaping education policy in the context of a global learning crisis. It surveys the literature on how factors such as democracy, institutional arrangements, ideology, and transnational dimensions influence the promotion of equitable learning. The article assesses the role of these factors in the case of Egypt through a review of educational developments over the past three decades in a country that shares many challenges with low- and middle-income countries. Presenting novel data and key indicators on Egypt and a framework for analysing equitable learning elsewhere, the article maps the dimensions of the learning crisis that has developed in parallel to the adoption of a new global learning agenda supported by international agencies. The analysis suggests that democracy and institutional features are not robust explanatory variables for the adoption or successtion of effective education policy. Instead, the article shows how commitment to equity, patterns of privatization, and levels of international debt and development assistance are the critical elements of understanding the learning crisis.
Impact Statement
The article conducts a thorough review of literature on political factors affecting educational policies in developing nations, with a specific focus on Egypt’s learning crisis. It emphasizes corruption, equity, and debt as pivotal political variables influencing policy adoption and implementation. Contrary to common assumptions, it suggests that privatization, commitment to equity, and transnational factors play a more significant role than democracy or political competition in promoting equitable learning policies. Additionally, the article presents a detailed update on quantitative indicators of investment, equity, and learning outcomes in Egypt’s educational landscape, integrating unique indicators and calculations not found elsewhere. This comprehensive framework is transferable and applicable to the analysis of education systems in other contexts.
