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A global membership-based network
of international policies and cooperation in education

NORRAG’s core mandate and strength is to produce, disseminate and broker critical knowledge and to build capacity among the wide range of stakeholders who constitute its network. These stakeholders inform and shape education policies and practice, both at national and international levels. Through its programmes, knowledge production and dissemination, NORRAG contributes to enhancing the conditions for participatory, informed, and evidence-based policy decisions that improve equity and quality of education.

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Thematic Areas

International Policy Agendas and Global Governance

Human rights based approaches

Private sector engagement in education

Basic education and skills development

Over the last three decades, globalization has presented a new set of challenges and opportunities for policy-makers and implementers in the field of education. Global actors are reshaping priorities, approaches and agendas of the international community with large repercussions for national and local governments. Similarly, the governance arrangements used to achieve international policy agendas, such as the 2030 Agenda for Sustainable Development, have undergone noticeable changes. In this context, the traditional role of the state is gradually evolving, with the role of non-state national, regional and new international actors mounting.

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The SDG 4 – Education 2030 agenda emphasizes equity and inclusion and echoes to the fact that human rights and the right to education have taken on renewed importance in recent years. The global education agenda can be seen, on the one hand, as another steering mechanism to realize the right to education but, on the other hand, the continued focus on national performance might steer education processes and reforms away from the rights of individuals. Many hurdles persist to realize the vision and values behind the right to education, which remains a loosely defined imperative. Within this cluster a particular focus is put on second-chance education, that is, on those youth that either never enrolled or dropped out from formal schooling. One of the great barriers for never-enrollment or drop-out youth is the language of instruction in schools. As a result, NORRAG pays special attention to bilingual education and community schools.

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As the number and type of private and non-state actors engaging in education and development sector is growing across the world, NORRAG aims to deepen the collective knowledge of the sector and its evolution. It seeks to unpack the engagement of philanthropies, the mounting numbers and modalities of alternative and innovative financing mechanisms, and the private sector in general, in terms of their impact on the provision, quality and equality in education.

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With a growing emphasis being put on the needs to equip youth with the means to adapt to the fast-paced changing relationship between education and the labor market, this thematic cluster focuses on the relationship between basic education and vocational skills development (VSD). Basic education lays the foundations for VSD and provides youth with transversal skills that support them throughout their lives as citizens. Vocational skills are, for many, a mean to be lifted out of poverty. As such, a particular attention is given to interlinked basic education and skills development approaches for marginalized populations and drop-outs for the reintegration into the education system and the labor market.

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Join our network and connect with other NORRAG members in 170 countries. You will also receive regular updates on our activities, and be able to connect with NORRAG working groups on specific research topics. Membership is free of charge.
 

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