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Document Type:Latin Dissertation
Language of Document:English
Record Number:52737
Doc. No:TL22691
Call number:‭3327032‬
Main Entry:Rosemary Ann Max
Title & Author:The décalage and bricolage of higher education policy making in the world system: A vertical case study of the 1992 CNES reform in Senegal and its outcomeRosemary Ann Max
College:Teachers College, Columbia University
Date:2008
Degree:Ed.D.
student score:2008
Page No:265
Abstract:This dissertation is a vertical case study of a higher education reform process that took place at the Université Cheikh Anta Diop (UCAD) in Senegal from 1992 to 2003. The reform process called the CNES (Concertation Nationale sur l'enseignement supérieur/National Consultation for Higher Education), involved hundreds of participants, stretched over more than a decade and was financed by the World Bank. The aim of the reform was to improve conditions at an overcrowded institution and to help break the cycle of violence and protest that had gripped UCAD for over a decade. A critical understanding of the complex and lengthy reform includes an examination of local, national and international forces that played a role in the implementation and outcome of the reform. In addition to examining the multiple layers of the CNES process itself, situating the reform in the larger macro environment of the time—structural adjustment conditionality—as well as connecting it to a history of colonial education reveals new insights into how international forces affect higher education policy making over time and how local actors have been able to shape higher education in Senegal under the constraints of the world system. The following questions were posed in this dissertation: How have external actors affected the higher education policy-making process in Senegal? How have Senegalese actors influenced the higher education policy-making process in their own country? What have been the long-term outcomes of higher education policy reform at UCAD? This dissertation concludes that the local university community was successful in preventing an international actor from imposing its will on the university in Senegal in the short term. The long term view indicates, however, that the agency displayed by the university community in disrupting the 1992 reform has diminished as the university today is much worse than it was a decade ago. This has resulted in a situation in which the actions of both the international actor and the local actors were disruptive but not transformative. While the reform did not lead to improvements at the university it has had a lasting impact on the higher education landscape in Senegal.
Subject:Social sciences; Education; Higher education; National Consultation for Higher Education; Reform; Senegal; University; World Bank; World Systems Analysis; African history; Educational sociology; 0745:Higher education; 0340:Educational sociology; 0331:African history
Added Entry:F. Vavrus
Added Entry:Teachers College, Columbia University