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La Educación
Número: (117) I
Año: 1994


Multilateral cooperation for development of education in developing countries is of relatively recent origin. The strategy is essentially a post-war apparatus which developing nations have increasingly engaged to help achieve several major objectives attendant upon the passing of their colonial regimes and the dawn of the new era of political independence. Eradication of ignorance was one of these major goals, and furtherance of this goal was fueled by two major concerns: desire to uphold certain recommendations for human rights made by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) during the 1960s, and interest in engaging education as a lever in economic and social transformation (Bacchus 1981).

These events therefore marked commencement of the recent and present thrusts in education expansion in the Third World, and large-scale projects funded by multilateral agencies have been the major device used to accomplish the expansion agenda. Since political independence, many developing nations have implemented several large-scale projects designed to accomplish specific major feats in education development and, in the process of project planning and implementation, encountered several experiences. More significant, however, is the fact that the experiences gained have had the potential to improve project performances when judiciously applied in subsequent ventures.

The present paper investigates a major experience encountered by a given country in the Latin American and Caribbean realm, as this nation attempted to establish one of its large-scale post-colonial education projects funded by a major multilateral agency, the World Bank.