出版社：University Library System, University of Pittsburgh
摘要：This article examines the language of global accountability as well as the recommended tools used to assess the quality of higher education as noted in the new World Bank Education Strategy 2020 . This article concludes that intended learning outcomes often reflect ideological dispositions and when imposed on countries considered “developing,” have the potential to replicate the pattern of placing greater value on knowledge produced in “developed” countries. This trend may continue to relegate developing countries to the role of consumers in the knowledge economy.
