Monthly Archives: April 2016

Funding Education in Sub-Saharan Africa: Can the Momentum be Maintained During the Current Economic Slowdown?

By Birger Fredriksen, Results for Development Institute. The impact of good quality education on a country’s economic growth is now quite well understood. The inverse relationship – the impact of economic growth on education — is given less attention. This is … Continue reading

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International Organizations and the Setting of Educational Agendas: The Case of the Arab Regional Agenda for Improving Educational Quality

By Clara Morgan, UAE University There is growing interest among scholars in understanding the internationalization of domestic policy and the important role international organizations (IOs) play in setting educational agendas.[1] With IOs such as the World Bank, UNESCO and the … Continue reading

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Reflections from Geneva – Vocational Education in the Context of Violence Extremism

By Tara Noronha, Mercy Corps. A few weeks ago, the Swiss Agency for Development and Cooperation (SDC) – supported by NORRAG – convened a workshop in Geneva that brought together key practitioners, donors, policymakers, and researchers for thoughtful, honest discussions … Continue reading

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Countering Violent Extremism – can Education and Vocational Training Play a Role?

By Martine Zeuthen, The Royal United Services Institute (RUSI). European specialists in Countering Violent Extremism (CVE) and education programming gathered in Geneva last month, to discuss the role of education and vocational training in CVE programming. I was invited as … Continue reading

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Preventing Violent Extremism: What Role for Education and Training?

By Laetitia Houlmann, Consultant SDC Education Network and Aude Mellet, NORRAG Sadly, a more than topical issue Even if it’s not a new phenomenon, the prevention of violent extremism (PVE) is – sadly enough – a highly topical issue in … Continue reading

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Thinking about the Education Think Tank Phenomenon

By Velibor Jakovleski, NORRAG and the Graduate Institute, Geneva. Gone are the days when the main sites of knowledge production were universities and specialized government agencies. Technological advances, together with the increasing reliance on data to inform policy-making, have resulted … Continue reading

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