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| PB | NN40 - POLICY BRIEF (to follow)
By NORRAG
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| 2-7 | Introduction to the Special Issue
By Kenneth King, NORRAG, Edinburgh University, Edinburgh
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| 10-16 | EDITORIAL: THE MANY FACES OF SUSTAINABILITY
IN EDUCATION EXPANSION, INNOVATION AND ECONOMIC GROWTH
By Kenneth King, NORRAG, Edinburgh University, Edinburgh
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| 18-20 | Making Educational Development and Change Sustainable:
Insights from Complexity Theory
By Mark Mason, University of Hong Kong
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| 20-21 | Education and Development in a Global Era: Strategies for Successful Globalisation
By Andy Green and Angela Little, London Institute of Education
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| 21-22 | Sustainable Mozart: The Overlooked and Neglected Dimension of Culture in the Discourses on Sustainability
By Wolfgang Gmelin, NORRAG, formerly DSE, Bonn
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| 23-25 | Engendering Sustainable Development through a Synthesis of Struggles for Cultural Liberty
By Chambi Chachage, independent researcher and policy analyst, Dar es Salaam
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| 25-27 | What are the Ground Rules for a Sustainable Donor Agency Intervention?
By Hiroaki Nagaoka, Community Action Development Organisation (CanDo), Tokyo
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| 27-29 | How Long Should Donors Support those Countries who cannot currently Afford Education for All?
By Ingemar Gustafsson, Stockholm University
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| 29-33 | Increased Aid for Education in Sub-Saharan Africa: Increased Risk of Aid Dependency?
By Birger Fredriksen, World Bank
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| 33-35 | Growth Based Development and the Sustainability of Educational Access: Prospects for Ghana
By Caine Rolleston, London Institute of Education
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| 35-39 | Education and Training in a Model of Endogenous Growth with Creative Wear-and-Tear
By Adriaan Van Zon [a] and Roberto Antonietti [b], a – Maastricht University; b - University of Padua
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| 40-45 | Sustainability of economies and of education systems
By Roy Carr-Hill, University of York and Institute of Education, University of London
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| 45-46 | A growing demand for secondary and tertiary education ill-adapted to the possibilities of most countries today
By Dakar Pôle, BREDA, UNESCO
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| 48-49 | Education, Skills, Sustainability and Growth: Complex Relations
By Kenneth King, University of Edinburgh and NORRAG
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| 50-52 | Growth, Development, EFA, and the MDGs
By Steven J. Klees, University of Maryland
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| 52-54 | Globalisation: An Impediment to Sustainable Educational Development in Sub-Saharan African Countries?
By Emefa Takyi-Amoako, St Anne’s College, University of Oxford
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| 54-55 | Skills Development, Employment and Sustained Growth in Ghana: Sustainability Challenges
By Robert Palmer, University of Edinburgh and NORRAG
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| 56-59 | Technical and Vocational Education and Training: Meeting the challenge of sustainable development
By Rupert Maclean, UNESCO-UNEVOC, Bonn
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| 59-61 | Donor Community Development Initiatives & The MDGs:
Past Imperfect – Future Conditional
By Chris Smith, University of Bolton
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| 62-64 | Economic Growth and Curriculum Reform in Southern Africa
By Linda Chisholm, HSRC, South Africa
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| 66-68 | Universalising Primary Education in Kenya: Is it Beneficial and Sustainable?
By Nobuhide Sawamura , CICE Hiroshima University
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| 68-71 | National policies and practices for education, skills and sustainable growth: The Kenyan case
By Lillian Boit, Kenyatta University
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| 71-72 | Indigenous Knowledge Systems, Sustainable Development and Education
By Anders Breidlid, Oslo University College
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| 73-75 | Paving a Sustainable Electronic Highway to Africa’s Schools?
By Karim Toledano, EduVision, The Education Company, Switzerland
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| 75-79 | Education for All, Fee Abolition, and Sustainability: Lessons from Ghana, Kenya, Malawi, and Uganda
By Mikiko Nishimura, Kobe University
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| 79-81 | Sustaining the Mechanic Village (out-of-school Vocational) Schools in South Eastern Nigeria Using Information Communication Technology
By Ben Ogwo, Pennsylvania State University
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| 81-84 | Universal Primary Education in Ethiopia: Going Beyond Increasing Numbers and Considering the Diversity of Out of School Children
By Jana Zehle, Addis Ababa University
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| 85-86 | Implementation of the Universal Post-Primary Education and Training (UPPET) Programme and Economic Growth in Uganda
By J.G. Mbabazi, Ministry of Education and Sports, Kampala
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| 88-89 | Alice in Wonderland: The reality of popular education in the world of development policy
By Chris Martin, formerly Ford Foundation, Mexico
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| 89-92 | Skills Training in Rural Secondary Schools: Sustainability Challenges of a Meaningful Experience in Mexico
By Enrique Pieck, Universidad Iberoamericana (Mexico)
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| 92-93 | Are Expansion and Quality Both Sustainable in Latin American Secondary Education?
By Claudia Jacinto, Redetis, IIEP, Buenos Aires
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| 95-97 | Education and Sustainable Growth in Africa: Following the Path of a Beijing Consensus?
By Bjorn H. Nordtveit, University of Hong Kong
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| 97-102 | The Impact of Compulsory Education: a Layman’s Explanation
of “Instrumental Variable” Techniques and Findings from Taipei,China
By Chris Spohr, Asian Development Bank Resident Mission in the PRC
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| 102-104 | Gaps for effective skills development in low income developing countries
By Kazuhiro Yoshida, Hiroshima University
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| 104-108 | Translucent Agenda: OECD Education Policy, Supranational Polity, and the Invented Parity of the Training-Learning Continuum
By Joel Aaron Lentzner, University of Leiden
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| 110-113 | Going for Growth or Development? Fractured State and Ruptured Policy: the National Qualifications Framework in South Africa
By Rosemary Lugg, University of Sussex
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| 113-115 | Private Vocational Education and Training for Sustainable Individual and National Development - Evidence from South Africa
By Salim Akoojee[a] and Simon McGrath[b], a- Manufacturing, Engineering and Related Services Sector Education and Training Authority, Johannesburg; b- University of Nottingham
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| 115-117 | Actioning Change - Responding to Growth and Development Imperatives for Education
By Fiona Lewis, Provincial Government Western Cape, South Africa
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| 119-22 | Financing Education: Thinking Holistically Toward Skills Development Beyond Basic Education
By Derek Elias and Joel Bacha, UNESCO Bangkok
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| 122-124 | Skills Formation for Economic Development in India: Fostering Institutional Linkages between Vocational Education and Industry
By Okada, Aya, Nagoya University
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| 124-126 | NGO sustainability in an aid dependency situation
By Mogens Jensen, consultant, formerly with Danida
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| 126-127 | Whither Nepalese Education and Skill Development?
By Takayoshi Kusago, Osaka University & Kamal Phuyal, Purbanchal University, Nepal
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| 129-134 | Breaking the Cycle of Intergenerational Illiteracy and Poverty: the Role of Education and Skill Initiatives in the Unorganized Sector in India.
By Madhu Singh, UNESCO Institute for Lifelong Learning, Hamburg
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| 134-137 | Creation of Literacy Skills for Sustainable Development
Results from a Study in India
By Mohd. Muzammil, University of Lucknow, India
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| 137-138 | Non-formal education: An alternative bridge to wage employment or a dead end? A case study from Mali
By Frédérique Weyer, Graduate Institute of International and Development Studies, Geneva
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| 140-142 | A Sociology of International Research Partnerships for Sustainable Development
By Claudia Zingerli [a] and H. Andrés Uzeda Vásquez [b] a - University of Zurich; b - Universidad Mayor de San Simón, Bolivia
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| 142-144 | Limited Sustainability of Development Research in Austria?
By Birgit Habermann [a] and Margarita Langthaler [b] a – Austrian Academy of Sciences; b - Österreichische Forschungsstiftung für Internationale Entwicklung - ÖFSE
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| 145-147 | EFA and the Global Agenda for Education and Development: Addressing Critical Questions and Omissions
By Antoni Verger and Mario Novelli, Amsterdam Institute for Metropolitan and International Development
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| 147-149 | Education and the coming global ‘Great Transition’ – but which one?
By Des Gasper, Institute of Social Studies, The Hague
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| 151-154 | NORRAG Survey 2007: Summary of the Findings and Recommendations
By Robert Palmer, NORRAG
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| 154-155 | A New Tool to Disseminate the Work of NORRAG: Policy Briefs in Six Languages
By Stéphanie Langstaff, NORRAG, and Graduate Institute of International and Development Studies, Geneva
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| 155-156 | NORRAG Cluster Meeting in Switzerland
By Thibaut Lauwerier - NORRAG, Graduate Institute of International, Geneva
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2008
