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NN49 Policy Brief

By:NORRAG
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1-2  

Foreword

Kenneth King, NORRAG, Edinburgh
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3-6  

Editorial: Post-1990, Post-2000, Post-2015 – Education and Skills – North & South

Kenneth King, NORRAG
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7-12  

Education and Skills in the Post-2015 Jigsaw: Post-MDGs, SDGs and Post-EFA

Robert Palmer, NORRAG
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14-15  

Education and the UN High Level Panel on Post-2015: Reflections from David Cameron's Envoy

Michael Anderson, The Children's Investment Fund Foundation, London
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16-17  

Conflict-Affected and Fragile States: Perspective on Post-2015

Haleh Homaei Advisor to Post-2015 High Level Panel, Min. of Finance, Timor Leste
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17-18  

Japan’s Priorities for African Development and TICADV: Echoing Japanese and African Voices in the Post-2015 Agenda

Kei Yoshizawa, JICA, Tokyo
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19-20  

Squaring the Circle: Relevance of Post-2015 EFA and Development Agenda at the Country Level

Manzoor Ahmed, Institute of Educational Development, BRAC University, Dhaka
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21-22  

The Post-2015 Agenda for Educational Development: Reflections on China’s Experiences of International Cooperation for Millennium Development Goals (MDGs)

Jun Li, Chinese University of Hong Kong
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22-24  

Toward Universal Learning: Filling the Data Gap and Building National Capacity for the Post-2015 Agenda

Allison Anderson, Brookings, and Dzingai Mutumbuka, LMTF & ADEA, Washington
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24-26  

Broadening the Discourse on Education Quality within the Context of the Post-2015 Landscape

Dierdre Williams, Open Society Foundations, New York
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26-28  

A Radical Post-2015 Agenda

Steven J. Klees, University of Maryland
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29-31  

Education Aid and the “Transformative Shifts” Called for by the Post-2015 Agenda

Birger Fredriksen, Consultant, Washington, formerly World Bank
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31-33  

Global Development Goals: The Need for a “Monterrey 2.0”

Heiner Janus and Stephan Klingebiel German Development Institute, Bonn
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35-36  

Development of the Post-2015 Education Agenda: Maintaining the EFA Brand

Abhimanyu Singh, UNESCO, Beijing
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36-37  

Education and Development in the Post-2015 Landscapes: Will Education Reform be Successful in Burma?

Thein Lwin, National Network for Educational Reform, Yangon
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38-39  

Development and Minority Languages

Bob Adamson, Hong Kong Institute of Education
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40-41  

China’s National Consultations on Post-2015: from Yunnan to Beijing

Niina Mäki, UNDP China
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41-42  

Any National Debate about Post-2015 in South Korea?

Soyeun Kim University of Leeds; Re-shaping Development Institute, South Korea
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43-44  

UNESCO in Korea and the Post-2015 Preparation

Bong Gun Chung, Seoul National University
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44-46  

Consultations on Education in the Post-2015 Agenda in Asia and the Pacific

Chang Gwang-Chol, Education Policy and Reform Unit, UNESCO Bangkok
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46-47  

The Taiwan ICDF’s Vision 2022

Phil Barber, TaiwanICDF, Taipei
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47-48  

Taiwan Strides Towards the United Nations Post-2015 Development Agenda: Who Upholds the Vision of Sustainable Development?

I-Hsuan Cheng and Sheng-Ju Chan, Taiwan
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49-51  

A Road to Post-2015 Agenda Setting: The Japanese Case

Shoko Yamada, Nagoya University
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51-52  

The Post 2015 Education and Development Road - Oman’s Prospects

Yahya Al Manthri, State Council, Oman
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53-54  

Skills Development Post-2015

Hana M. Ameen, Ministry of Higher Education, Sultanate of Oman
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54-55  

Education and Development in the Post-2015 Landscapes: Financing Education: Oman Challenges

Alkhattab G Alhinai, State Council, Sultanate of Oman
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57-59  

Skills Development in India: Lots of Noise & fury, but Little Action

Subhash Agrawal, India Focus, New Delhi
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61-62  

Latin America: A Post-2015 Education Agenda

José Joaquín Brunner, Professor, Universidad Diego Portales, Chile
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63-64  

Latin American will Meet the Access Goal, but will Fail the Any Quality Post-MDG

Ernesto Schiefelbein and Paulina Schiefelbein, Universidad Autónoma de Chile
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66-68  

Crafting the MDGs in African Fashion: Consultation and Transparency in Action

Salim Akoojee, University of the Witwatersrand, Johannesburg
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69-70  

School Infrastructure Challenges – Ways to Link with the 2015 Debates

Ann Skelton, UNESCO Chair: Education Law in Africa, University of Pretoria
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71-72  

The Post 2015 Quality Challenge: Lesson From the South African Experience of Improving Literacy and Mathematics in a Poorly Performing System

Brahm Fleisch, University of the Witwatersrand
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72-74  

Managing Quality Education by Numbers: the Case of Tanzania

Sonia Languille, School of Oriental and African Studies, London
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76-77  

Reading Polanyi in Hong Kong: Why the Post-2015 High Level Panel Bypasses Our Region’s Poor

Trey Menefee, The University of Hong Kong
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77-79  

Early Childhood Development in the Post-2015 Development Agenda

Sheldon Shaeffer, Consultative Group on Early Childhood Care and Development
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79-81  

Teachers and Quality Education in the Post-2015 Framework: A Rights-based Approach is the Only Way Forward

Antonia Wulff, Education International, Brussels
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81-83  

UNESCO and the Post-2015 Education Agenda: What have we done So Far?

Qian Tang, Assistant Director-General for Education, UNESCO
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83-85  

Skills, Work and Development in the High Level Panel’s Post-2015 Vision

Simon McGrath, University of Nottingham
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85-88  

Education has Reached the HLP Finishing Line in the Post-2015 Olympics, But with a Few Injuries en Route

Kenneth King, NORRAG, Edinburgh
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89-91  

Adult Literacy: Trends and Prospects Post-2015

Clinton Robinson, Consultant, Paris
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91-92  

“Leaving No One Behind”: A View from the Cheap Seats

Barbara Trudell, SIL Africa, Nairobi
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92-94  

Coordination and Compromise in Researching New Goals

Jordan Naidoo, UNICEF, New York
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94-96  

Higher Education and the Post-2015 Development Agenda: the Implicit Goal

Ad Boeren, Nuffic, The Hague
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96-97  

Donors’ Goals and Children’s Perspectives: Antecedents and Incongruities of Present-Day International Development Assistance to Education

Mike Douse, Consultant, County Clare, Ireland
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99-100  

Donor Policies and Priorities in Support of Education over the Past Decade: Some Questions for the Post-2015 Agenda

Malcolm Mercer, Consultant, and BAICE, Powys
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101-103  

The Future of Innovative Financing for Education in Fragility

Christine Smith Ellison, UNESCO Centre, University of Ulster
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104-105  

Can Education Play a More Powerful Role in the Achievement of the Millennium Development Goals, not only those Related to Education?

Helen M Hill, Victoria University, Melbourne
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106-107  

EFA Skills Development - Palestinian Experience and Recommendations for Post-2015 Goals

Randa Hilal, OPTIMUM for Consultancy and Training, Ramallah
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108-109  

Aid to Education in Fragile States: an Unresolved Issue

Thomas Poirier, Iredu - University of Burgundy, Dijon
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110-111  

High Level Panel’s Recommendation for a New Data Revolution

Roy Carr-Hill, University of London Institute of Education
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112-114  

Publications: “China’s Aid & Soft Power in Africa: The Case of Education and Training”

Kenneth King
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