Education and Skills Post-2015 and the Global Governance of Education: Agendas and Architecture
For almost 20 years NORRAG has been aware of the crucial importance of skills development and training policies. This issue of NORRAG News looks at the countdown to the world’s next development agenda from 2015 against the backdrop of global governance of education and training (GGET) and the global architecture of education. Viewing the post-2015 education landscape through the lens of global governance makes visible the multiple actors, state and non-state, seeking to influence the education agenda beyond 2015.
This issue therefore not only be concerned with the traditional bilateral and multilateral actors such as DFID, UNESCO, UNICEF, the World Bank and the OECD, but also with think tanks, international NGOs, emerging, non-DAC donors, foundations, and edu-businesses.
- Editorials and Overviews
- GGET Meanings and Understandings
- Education Post-2015 as a Part of the Global Governance of Education
- National or Global Governance of Education
- Measuring the Post-2015 Education Landscape
- Aid's Relation with the Post-2015 Education Agenda and Landscape
- Skills and Education Architecture of Post-2015
- Concluding Reflections on Global Governance and Post-2015
Selected articles from this issue have been translated into Arabic by the Ministry of Higher Education of the Sultanate of Oman and Chinese Mandarin by the Institute of International and Comparative Education at Zhejiang Normal University, China.