In the context of globalisation and of the 2030 SDG’s, various issue domains – including education and training – are increasingly addressed at both regional and global levels. However, unlike other fields like human rights, trade or health, education has not been rigorously studied from a global governance perspective.
Beyond purely academic debates, the governance of education and training also has significant implications for policy. Given its pivotal role in social and economic development, education and training policies have been taken up by various regional and global initiatives. The education and development related SDG’s have brought to light several phenomena and trends which are indicative of changes relating to the actors involved, visions of education and development, as well as instruments deployed to influence education and training on a global as well as national scales.
This way of thinking about education in connection with globalisation goes along with a growing attention to internationally comparable data for policy development, implementation and evaluation. The number and scope of large-scale learning assessments has considerably extended from the 1990s to now. The “data revolution”, a term coined by the UN High Level Panel in 2013, should increasingly allow the monitoring of education systems at the global, institutional and individual levels.
NORRAG’s Global Governance of Education and Training programme of work aims to unpack these phenomena and critically reflect on shifting governance trends in the field. By connecting governments, researchers, policy makers, practitioners and other types of non-state actors, we also contribute to policy dialogue through the launch of NORRAG's Geneva Conference Series on the Global Governance of Education and Training (see Activities).