Abstract
The position of education in development policies has remained controversial to this day, both in the case of funding institutions (such as the World Bank) and in the case of donor countries (for example, the Federal Republic of Germany and its Ministry of Economic Cooperation and Development – the BMZ). The policy of development cooperation in Germany has fully concentrated on the model and principle of improving the social structure and forced the bearers of socio-structural reform processes to reinterpret their pedagogical development work in a socio-structural sense.
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