Developing countries spend more and more scarce resources on education. They want to enhance their ability to absorb scientific knowledge through education, so as to improve economic benefits and embark on the traditional road of "development". Second, these countries use education to establish and maintain a national consciousness, which reflects national identity and independence, contains their cultural values, and maintains the freedom to choose different factors from foreign systems. Therefore, education is not only a means to develop the economy measured by discount rate and rate of return. Education also has a broader social and cultural nature, which must be taken into account when measuring the role of education in national development. The success or failure of the education system depends largely on whether the development plan meets the comprehensive needs of all countries and societies.

Many developing countries are particularly eager to maintain their unique culture and values. Many countries, even those that were independent before the Second World War, were influenced by the suzerain model. In some countries, not only the school structure, curriculum and certificates are directly copied from the suzerain, but also the judicial and administrative systems are followed by the suzerain. In other countries, such as my country (Ethiopia), although the impact is not so direct, there is still strong pressure in the end, which makes all cultures in the world look similar and makes various beliefs and behavior patterns spread everywhere, just like industrial products or airport facilities all over the world. Some cultural differences have disappeared, which most developing countries deeply regret. It is not surprising that they want to maintain their traditional culture with their own education system.

These countries also need to acquire, produce and impart science, technology and knowledge through education. Generally speaking, local scientific strength is very important to explain and absorb foreign technology; Any country that lacks these capabilities will suffer. Only with local scientific talents can we avoid activities that hinder production-to understand to what extent slag will affect fishery production; To what extent will the meat packaging industry meet the requirements of product trademarks; And to what extent social planning will have their claimed economic and social nature. The World Development Report 1980 correctly points out that people who are illiterate, ignorant of science or ignorant of the wider outside world can only stay in a state of "underdeveloped intelligence and cannot fully contribute to the development of the country".

However, the cost of education is very high, which not only refers to direct costs, but also refers to resource consumption. In many countries, the environment is not conducive to children completing their studies. Regarding the characteristics of primary education in a West African country, a UNESCO document pointed out that:

Students account for 94% of the total number of students in school ... 90% of teachers and 62.4% of public education funds. However, the enrollment rate of school-age children is only 13%, and 25% of them repeat. Only 28 students out of every 100 freshmen graduate, and each graduate has to pay 19 for primary education.

On the premise that education must become the central link of development, this paper will review the experience of the World Bank in providing education loans since 1963. According to the different needs of Member States, World Bank funds are used in various ways-from providing more school places to developing computer facilities and educating women on nutrition and family planning. Although the World Bank generally lends money to projects with economic benefits, the diversity of loans reflects that the World Bank cares about the development of human beings and society in all aspects. There are many problems in the process of this work: expanding the school system often means paying more teachers, which puts pressure on the budget; Providing teaching technology equipment also means that these equipment must be maintained; Pay too much attention to individual projects and too little attention to the long-term needs of the country. On the other hand, in the face of political and economic turmoil, the World Bank's investment in middle schools has shown obvious vitality, which shows that there is a strong demand for this kind of investment and proves that these investments can be effective. Because we all know that a solid education system can show to a great extent why a country can successfully develop production resources and preserve social and cultural characteristics.