What We Do
What We Do
Adea inter-country quality node on technical and vocational skills development (ICQN/TVSD)
Al Qasimi foundation for policy research
Atelier de recherche en éducation au burkina faso (AREB)
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Center for researching education and labor (REAL)
International Policy Agendas and Global Governance
Policy Dialogue and Knowledge Dissemination
Reform of Education Systems
Research and Knowledge Production
Terms of Agreement
What We Do
Youth and Skills Development
Zhejiang Normal University
Posts by category
“(Mis-)Educating the Ghettoes of our world” – is there a Collective Neglect of the Role of Education for Youth in Violent Cities Around the World?” on URBANET
NORRAG News 54 is now available in Arabic
“Towards a renewed vision of Development Studies” published in the Graduate Institute’s International Development Policy
NORRAG is recruiting an Intern
Series Announcement – Philanthropy in Education: Global Trends, Regional Differences and Diverse Perspectives
“International Education Development Challenges and Agenda 2030”: Key takeaways on Youtube
We are delighted to welcome Dr. Arushi Terway and Patrick Montjouridès as new members of our research team
NORRAG’s visit to China in early May
NORRAG has a new website!
Call for Papers – Philanthropy in Education Symposium Series
Launch of NORRAG News 54 in China and international seminar on the Belt and Road initiative and Agenda 2030
22-25 August, Copenhaguen- The European Conference on Educational Research (ECER)
20-23 August, Bergen- EADI 2017 Globalisation at Crossroads Rethinking Inequalities and Boundaries
22-24 November Geneva – Inaugural Symposium “Philanthropy in Education: Global Trends, Regional Differences and Diverse Perspectives”
20 June Geneva – Summer School Higher Education in Emergencies – Public Panel on Forced Migration: How Higher Education contributes Pathways to Solutions
20 June Geneva – “Financing Education Systems Change to Reach Every Child” with Dr. Karen Mundy, Chief Technical Officer, Global Partnership for Education (GPE)
7 May 2017 in Jinhua – Launch of NORRAG News 54 in China and international seminar on the Belt and Road initiative and Agenda 2030
16 May 2017 in Ouagadougou – One-day public workshop in Burkina Faso
“Learning, if you use it, increases”: a database of African education research to inform policy and practice by Rafael Mitchell and Pauline Rose
Towards a Learning Generation in Africa: From the Nairobi Workshop, a Newfound Value for ‘Ruthless Prioritization’ by Veronica Dzeagu
Everything is in Place to Track Global Progress on Education: Except the Data by Silvia Montoya and Dankert Vedeler
The Pressure is On! Powering Ahead with the Technical Cooperation Group for SDG 4 – Education 2030 Indicators by Silvia Montoya and Jordan Naidoo
Creating Productive Jobs for Africa’s Youth: A Huge Challenge with Global Implications by Birger Fredriksen
Skin in the Game: Employer’s Ownership in Skills Training for an Emerging Workforce by Santosh Mehrotra
We Need a Wide Range of Providers to Quickly Overcome the Huge Shortage of Schools Across Africa by Marcus WLEH
Russia and Education Assistance: Searching for its Role as a Returning Donor by Tuomas Takala and Nelli Piattoeva
As Liberia Privatizes its Schools, An Unforeseen Result: Hungry Students by Ashoka Mukpo
The Education SDG and Leaving No One Behind: Training Teachers Matters by Monica Mincu
The Cost of Ignorance Revisited: A Reply by Silvia Montoya
The Cost of Ignorance Revisited: Imitating the OECD or Learning to Be Critical? By Hikaru Komatsu and Jeremy Rappleye
Lost in Translation? Is the Road to an SDG Heaven – or to the Other Place – Paved with Inadequate Global Indicators? By Kenneth King
Why we need a Flagship Indicator for Education: all Children in School and Learning By Bridget Crumpton and Silvia Montoya
Unfinished Business in Global Education by Nicholas Burnett
Taming Educational Privatization by Fazal Rizvi
Outsourcing Liberia’s Education System: A New level of Absurdity in Education Provisioning by Salim Akoojee
The Education Commission Report: Will We Achieve EFA and the Education SDG? By Steven J. Klees
Transversal Competencies and their Assessment: Perspectives from the Asia-Pacific by Ramya Vivekanandan
Financing Education and All the Other SDGs: Global Taxation is Needed by Steven J. Klees
Agenda 2030 – SDG4 Education 2030 – One Year On: Challenges and Opportunities by Jordan Naidoo
Do the SDGs Matter? A Teacher’s View By Desmond Bermingham
For Global Learning Metrics, Ask Cognitive Scientists by Helen Abadzi
2017: Reshaping the Landscape for International Policies and Cooperation in Education and Training by Kenneth King
SDG? What is That? By Claudio de Moura Castro
Might the Ambitious Targets for Post-Basic Education Further Delay Achievement of Universal Basic Education Beyond 2030 in Sub-Saharan Africa? By Birger Fredriksen
A Global Offer for Learning: Rewards for Testing and Educational Progress by William Savedoff
Education SDG Indicator on Learning Outcomes Gets a Major Upgrade by Luis Benveniste
Pakistan’s Educational Foresight and Alignment with the Education SDG by Sajid Ali
Is the Meister Vocational High School More Cost-Effective in South Korea? By Kye Woo LEE and Dae Hong KIM
Education, Training and Agenda 2030: What Progress One Year On? By NORRAG
How to Reach a Consensus on Reporting Learning Globally by Aaron Benavot
Did EFA Leadership and the Global Monitoring Report Contribute to UNESCO’s Legitimacy during 2000-2015? By D. Brent Edwards Jr
Aligning Key Initiatives in Monitoring Learning by Luis Crouch and Silvia Montoya
Innovative Financing for Education: Interesting Ideas or Actionable in Education 2030? By Saba Saeed
Why Skills Development? In Asia, a Basic Education is Not Enough Anymore by Sungsup Ra
Calling All Partners: How to Diagnose and Treat Data Gaps that Threaten the Achievement of the Global Education Goals by Luis Crouch
Making the “Learning Generation” a Reality: Let’s Act on the Education Commission Report by Baela Raza Jamil
Digitisation and the School by Mike Douse
The Privatisation of Education: a Global Phenomenon with Multiple Faces by Antoni Verger, Clara Fontdevila and Adrián Zancajo
The Governance of Education and Training: Agenda 2030 and Beyond by Radu Barua, Laetitia Houlmann and Velibor Velibor Jakovleski
The Roles and Responsibilities of Non-State Actors: The Case of Education and Training by Ezgi Yildiz
UNESCO Institute for Statistics Charts a Course to Monitor the Education 2030 Agenda by Silvia Montoya
China and the Global Governance of Education and Training by Xiulan Wan
The Governance of Education and Training Agenda 2030 and Beyond: Perspectives from Sub-Saharan Africa
PISA for Development: Expanding the Global Education Community Esperanto or Developing a Dialect?
Can the Measurement of Learning Outcomes Lead to Quality Education for All?
International Geneva, Conflict and Peacebuilding: What Role for Education?
ICTs in Technical and Vocational Skills Development: Reaching the Poorest Populations?
“(Mis-)Educating the Ghettoes of our world” – is there a Collective Neglect of the Role of Education for Youth in Violent Cities Around the World?
Can African Universities Deliver Knowledge for ‘Transforming our World’ Without Decolonizing the Academy?
Have Your Say about NORRAG
Towards a Global Landscape of Inequality? The Afghans and the ‘Refugee Crisis’ in Europe
Lessons Learnt from 67 Years of UNWRA Support to the Education of Palestinian Refugees
Moving on? The Impact of Education for Refugees in First Asylum Countries
Humanitarian Aid for Refugee Education: Why More is Needed
Refugees, Displaced Persons and Education: New Challenges for Development and Policy
How Shanghai Does It
The Education Cannot Wait Fund: Imperfect, but a Great Start in an Imperfect World
Weak Institutional Capacity: A Growing Barrier to Reaching the Education Sustainable Development Goal in sub-Saharan Africa
How to Bridge the Skills Gap? The Scientific Benefits of Old-Fashioned Drill
Funding Education in Sub-Saharan Africa: Can the Momentum be Maintained During the Current Economic Slowdown?
International Organizations and the Setting of Educational Agendas: The Case of the Arab Regional Agenda for Improving Educational Quality
Reflections from Geneva – Vocational Education in the Context of Violence Extremism
Countering Violent Extremism – can Education and Vocational Training Play a Role?
Preventing Violent Extremism: What Role for Education and Training?
Thinking about the Education Think Tank Phenomenon
China’s New Pledges with Africa: 2016-2018 Multi-dimensional Support to Human Resource Development?
Education in Star Wars: Any Lessons for Our Planet?
Through Aditi’s Eyes: The Importance of Early Grade Assessment in Tracking Children’s Learning
Vocational Training – Crucial, But Not Everything
Workplace-Based Learning in South Africa: Towards System-Wide Implementation
Expanding the Conception of Vocational Education and Training: Why the Reorganisation of South Africa’s Post-Schooling System offers New Opportunities
The Glass is Half Full! Technical and Vocational Education and Training and the Sustainable Development Goals
Emerging Donor Finance to Technical and Vocational Education and Training
ASER 2015 Results from Pakistan: Making the Invisible Visible
Syria Donors Conference: A ‘Vision of Hope’ for the Next School Year?
Measuring Learning: the Cost of Ignorance
Why the Syria Donors Conference Matters Globally
Refugees, Displaced Persons and Education: New Challenges for Development and for Policy
What does the UK Aid Strategy mean for Education and Development?
NEET: “Time to Look at the Whole Picture of Youth”
Education and Work’s New Lease of Life: The End of Post-2015 and the Start of 2030?
Disadvantage at the Starting Gate: Early Childhood Education in Pakistan
Rethinking Education: Towards a Global Common Good? UNESCO’s New Humanistic Manifesto?
Rebranding TVET to Attract Youth in Ghana: The Use of Competency-Based Training and the National TVET Qualification Framework
How can Teachers be Supported to Provide Quality Learning in Emergency and Conflict Situations? The Experience of South Sudan
The Role of Education in Preventing Urban Violence and Countering Violent Extremisms
Vocational Education and Training, Human Rights, Human Development and Equality in the Occupied Palestinian Territory
Learning Assessments as Public Goods?
The Need for an SDG Demonstration in Education: Why Wait Till 2030?
Without a Proper Financing Plan, Let’s Kiss the Education SDG Good Bye
What is New for TVET and TVSD in the SDGs’ Agenda?
Whose Learning Should be Prioritized?
What does it mean in Curriculum Terms for Education to Prepare People for Work?
Technical Vocational and Skills Development and the Sustainable Development Goals: Implications for Developing Countries and for Research
A Roadmap to Better Data on Education Financing
Research and Teaching in International Education and Development: New Paradigms and Perspectives in the Post-2015 Era
The 100-year Background and History of the 33 Lines in the Sustainable Development Goal (SDG) and Targets for Education
Education May Not Be a Very Sustainable Development Goal
What will happen to the Education Christmas Tree in January 2016? Global Governance and the Implementation of the Sustainable Development Goal for Education
International Literacy Day of Reckoning
Calling Time on the MDGs
Technology for Sustainable Development: Towards Innovative Value Driven Solutions
The Sustainable Development Goals (SDGs), Education and Decent Work
Skills Development vs. TVET vs. Education vs. Work: Who is the Winner after Shanghai, Incheon and Kuala Lumpur Conferences?
NORRAG NEWS 52: Reflections on the World Education Forum / Financing Education and Skills
Drifting Basis for International Norms in the 3rd Financing for Development Conference
Quality Education – at all Levels – for Everyone? Education in the Outcome Document on Post-2015 Development Goals
Do Teacher Incentives Improve Learning Outcomes?
What Happened to Education in the Financing for Development Conference, 13-16 July 2015, Addis Ababa?
The Politics of Indicator Development in the Education 2030 Framework for Action
What’s Missing from the Education SDG Debate?
The World Education Forum (WEF) at Incheon: What Reflections, Memories, Legacy?
Why the World Needs a Global Fund for Education
Building Consensus towards an Indicator Framework to Monitor Education Beyond 2015
TVET and Sustainable Development: Learning from Experience. What are we waiting for and why?
Clarifying the Obscure: Facing the “Measurement” Challenge of the Education Post-2015 Targets
Global Governance of the Draft SDG Education Goal and its Targets: Critical Challenges for both North and South
World Education Forum: Songdo Takeaways
The Implications of Changing Private Rates of Return to Schooling
Rethinking Education: Towards a Global Common Good?
National Policy on Education: Issues in Financing of Higher Education in India
Low-fee Private Schools in Peru
Skills Development in India: a Daunting Task
The Young Lives Longitudinal Study – Methodological Considerations
In Search of Sustainable TVSD Financing: It’s Not (Only) About the Money, Money Money
Where do the Proposed Education Targets Fall Short? The View of the EFA Global Monitoring Report 2015
India’s Skills Challenge: Reforming Vocational Education and Training to Harness the Demographic Dividend
Strengthening International Co-operation in Education
The Biggest NGO in Government
International Benchmarking and Measuring the Quality of Learning
Education as a Stronghold? The Ambiguous Connections between Education, Resilience and Peacebuilding
The Global Partnership for Education and the Evolution of Engagement in Contexts of Conflict and Fragility
Learning in Africa’s Informal Economies, 1965-2015
Global and Asian Perspectives on the Post-2015 Discussion
ASER 2014: Engaging Citizens to Measure Learning Outcomes and Spark Change in Pakistan
Education in Situations of Urban Violence: Examples from Latin America
Getting to Grips with Institutional Culture to Improve TVET in Developing Countries: Lessons from the UK
Seven Muscat Targets for Education and Skills Post-2015: Is there a Case for an 8th?
Global Governance of Education and Training in the Age of Globalization: The Growing Importance of Cross-Border Externalities of National Education Policies
Global Education Governance – How Real?
Post-2015 Education: Calling for Your Feedback by 30th January 2015
The Challenge of Monitoring the Post-2015 Education Goals and Targets
Learning Targets and Cognitive Science: How much Knowledge Do Low-income Children Catch in their Memory Nets?
NORRAG NEWS 51 now online! Education and Skills Post-2015 and the Global Governance of Education: Agendas and Architecture
From Education Post-2014 to Post-2015: That Was the Year That Was!
Indicators for Universal Versus National Coverage of Goals and Targets
Development Inc. and the Ghost in the Machine: the Idea of Global Governance
Rethinking Pedagogy? Student-centred Pedagogy and its Unintended Consequences
Avoiding Post-2015 Education Pipe-dreams?
The Countdown to Defining What Counts: Measurement and Education Post-2015
An Open Invitation to the Technical and Vocational Skills Community: It’s Time to Gate-Crash the Post-2015 Party
Education Post-2015: Recurring Themes
Education Post-2015: What Destination, Whose Journey?
Transfer of the Dual System of Vocational Education to Developing Countries – Help or Hindrance for Development? Reflections from an Austrian Perspective
Education Diplomacy – Towards a Common Understanding
The Challenges of Promoting Transfer of the Dual Model of Vocational Training in International Cooperation
Without Theory, there are only Opinions
Are Brazilians Masochists? Why do they Insist on PISA?
The Global Influence of the OECD in International Education Policies
Situating Post-2015: the Global Architecture of EFA, GCE, ESD and the World Education Forum
The Elephant in the Post-2015 Education Room: What about the Global Governance of Education and Training? (Part 2)
The Elephant in the Post-2015 Education Room: What about the Global Governance of Education and Training? (Part 1)
From EFA post-2015 to EFA 2030: A Reflection on the Asia-Pacific Regional Education Conference
Human Resource Development Strategies and Structure in South Africa: Planning, Plumbing, or Posing?
Learning and Working in the Informal Economy – What do we Know and What Should we Do? A German perspective
Sustaining Literacy in Africa: Developing a Literate Environment
Africa Must Invent its Own Economic Model
Training without a Soul
Back to the ‘Vocational Education’ Drawing Board: Do we Need Some Serious Re-visioning?
The Post-2015 EFA Agenda: UNESCO and the New Global Education Network
Beyond Armed Conflict and Emergency: the Role of Education and Training in Tackling Urban Violence
Lessons From Chengdu (2): The Political Economy of Learning Metrics
Lessons From Chengdu: The Case For ‘Open-Source’ Learning Metric Methods
The Post-2015 Agenda: Examining the Youth Perspective and their Partnership Potential
The Challenges of Implementing Assessment to Improve Learning – the Latest Report from the Learning Metrics Task Force
Rebalancing Progress in Education: How to Deliver on Improvements in Access and Quality?
From Government to Governance: Reflections on Global Education Governance and the Global South
Breaking Down the Silos: Learning Knowledge and Skills for Agriculture and Rural Livelihoods
10 Policy Disjunctures Undermining Education’s Potential to Contribute to Peacebuilding in Conflict Affected Contexts
Demand and Supply of Skills in Ghana: How Can Training Programs Improve Employment?
Metrics on Policies and Learning Outcomes for Post-2015: Some Words of Caution
DeMOOCratizing Higher Education? Massive Open Online Courses for Developing Countries
What about Good Global Governance and Education?
Expanding PISA: The OECD and Global Governance in Education
Teaching and Learning: Achieving Quality for All – What the EFA Global Monitoring Report has to Offer
The Global Politics of Teaching and Learning
The Legitimation of OECD’s Global Educational Governance?
Skills for Work is High on the Post-2015 Agenda, but are we Still on Track for Another Vague Target?
The Post-2015 EFA Agenda: The Role of UNESCO
Re-envisioning Research on Teachers’ Work in South Africa
The Central Role of Teachers in the GMR2013-14
Four GMR Strategies to Provide the Best Teachers: What’s Missing?
Who Owns Learning?
New Pedagogy, Old Practice: Conflicts of Culture in Teaching and Learning
From Teaching and Learning to Teachers and Students: The Real Story of Educational Cultures and Contexts
A NEET Indicator for Post-2015? Let’s be More Precise
NEETS is Not a Neat Concept
Will Skills Training Get Short-Changed in the Post-2015 Agenda?
‘Big Data’ Does Not Mean Good Data
Understanding EFA within a Political Economy Perspective
International Private Sector Entities and Education Reform: a View from the CIES Conference
The SDSN’s Proposed Indicators for the SDGs: Some Commentaries on the Treatment of Livelihoods and Skills
Tell Us What You Think About NORRAG
MoVE: Carrying Vocational Education and Training beyond Barriers
Putting Equity at the Centre of Your Education Strategy: it can be done! There is No Need to wait for the Final Post-2015 Agenda
Medium of Instruction and Professional Status of Teachers: Exploring the Public vs Private Schooling Debate
The Growing Gender and Educational Inequalities – Addressing the Marginalized!
Can we avoid another Vague Skills Goal?
Public-Private Partnership Schools: A Better Option for Quality Education for All in Pakistan?
Universal Basic Education?
Education for ‘Global Citizenship’: Beyond the ‘Fuzzword’
PIAAC (the PISA for Adults): a Powerful Tool for the OECD Skills Strategy
Making PISA in Shanghai
PISA in Peru: Achieving Poorly, But Improving
PISA for Development: One World, One Measure for Learning?
PISA in Low and Middle Income Countries
PISA for Development and the Post-2015 Agenda
LEARNING AND NOT LEARNING: That Was the Year That Was – 2013
Education and Skills Goals and Targets Post-2015: What Use of Evidence by the UN-Related Education Post-2015 Processes?
Education Among Goals Ahead of the Post-2015 Game
Education Saves Lives: Ensuring the Right to Education in the Post-2015 Development Agenda
Building Basic Human Capital in Sub-Saharan Africa (SSA) by 2030: A Huge but Feasible Funding Challenge
In Indonesia, Tackling Education Inequality Through Better Governance
The South African Education and Training System and the Post-2015 Development Agenda
Learning Assessment: Not a Threat, but a Necessity. How to Take the Best from the Data and Give Priority to the Learning Process
Who are the Competitors in the Global Measurement Sweepstakes?
Link Post Format
The Post-2015 Data Revolution for Education and Development: One Measurement to Rule Them All?
The Global Education Conference– South Korea, May 2015: Debates About Education Beyond 2015 and the EFA Goals
Beyond Learning Outputs: Reflections on the Measurement of ‘Education for All’ in the Post-2015 Scenario
Many Different Carriers are Offering Flights to a Post-2015 Destination!
Funding Global Public Goods in the Education Sector: A Growing Challenge
Let ‘Children are Enjoying Learning’ be the Paramount Post-2015 Educational Goal
The Future of Innovative Financing for Education in Fragility
Education, Skills and the Post-2015 Window: Synching Post-MDGs, SDGs and Post-EFA for the Final Countdown
Business, As Usual, Distorts Education (Part II)
Business, As Usual, Distorts Education (Part I)
The Right to Education in Situations of Conflict-Affected and Fragile States – a Post-2015 Priority?
The Post-2015 Debates and the Challenges for the International Education and Development Research Community
Post-1990; Post-2000; Post-2015 – Education and Skills – North & South
Education Aid and the “Transformative Shifts” Called for by the Post-2015 Agenda
Lifelong Learning in a Learning Society – Making it Happen by Building Partnerships
Is the Proposed Post-2015 Skills Target Unmeasurable?
Undoing Myths about Teacher Education Effects and Protecting New Teachers as they Begin to Teach
Education, Knowledge and Evidence in the Post-2015 High-Level Panel Report: Utopian, Poetic or Technocratic? All Three! (Part 3)
Education, Knowledge and Evidence in the Post-2015 High-Level Panel Report: Utopian, Poetic or Technocratic? All Three! (Part 2)
Education, Knowledge and Evidence in the Post-2015 High-Level Panel Report: Utopian, Poetic or Technocratic? All Three! (Part 1)
Ban Ki-moon, Post-2015 and Education. Can you fix it? Yes we can!
Innovative Financing: the Need for More than Finance
Innovative Financing in Education: Is it Over Before it Began? No, We just need to Pivot our thinking
Much Ado about Low-Fee Private Schools
Chalkboards and Cheeseboards – Resisting the Workplace’s Colonisation of the Schoolroom
More Effective Education Aid: The Challenge of Achieving More Evidence-based Aid Allocation
Whither Post-2015? A Critique of the Post-2015 High Level Panel’s Education and Economic Goals
The Red Threads of China’s Education and Training Cooperation with Africa
Acronym Stew: Why Some New Ingredients in International Development are Best Left Uncombined
Education Post-2015: Where are we going? How are we getting there?
What’s Wrong With Low-Cost Private Schools for the Poor?
Educating the Poor: Social Entrepreneur Style
Education and the Sustainable Development Goals: Open Working Group Discussion Today – 17th June
Post-2015 Development Agenda: the Devil will be in the Details
Skills, Work and Development: Initial Reactions to the High Level Panel’s Post-2015 Vision
Thank Goodness! Education has Made it to the Finishing Line in the Global Post-2015 High Level Panel Olympics
Future Education – Global Mega -Trends and the Post-2015 Agenda for Education
Technical and Vocational Skills and the Post-2015 Agenda: Let’s Take the Bull by the Horns
NORRAG News 48 on “2012: The Year of Global reports on TVET, Skills & Jobs – Consensus or Diversity?” NOW ONLINE
The UNESCO World TVET Report
Post-2015 Global Thematic Consultation on Education: What Role for, and What Voice of, the South in the E-Discussions?
The Meaning of Skills in Global Reports
If Data is Not Wisdom, then Non-Data Certainly is Not
Don’t Get Lost – Focus on Quality
Transforming Education into Better Jobs and Better Lives
Post-2015 Agendas: NORRAG Paper on the Case of Education and Skills
Is a Skills Goal Feasible for Post-2015?
The Future of Education Financing – Mobilizing Domestic Savings?
Post-2015 Agendas: Northern Tsunami, Southern Ripple? The Case of Education and Skills
Education Post-2015: Re-Invigorating the Agenda, or Reshuffling the Lobbies? NORRAG Panel at CIES 2013
Coming Full Circle? Reflections on the International Education Agenda for 2015 and Beyond
The 2013 Human Development Report: education, skills and decent work matter; just don’t ask us what any of these mean!
Brookings, UNESCO and the Post-2015 Metrics Steamboat
Skills Development: Mantra for Many Objectives?
What Room for Education (and Training) in the Sustainable Development Goals?
Private TVET in Africa: Preserving Traditional Forms Differently – Managing Novel Ones Creatively
Recommendations of the Commonwealth Ministerial Working Group on the Post-2015 Development Framework for Education
TVE(T?) and the GMR: Counting and Comparing Apples and Oranges
A Fair Shot at Meeting an Education MDG: Learning Goals for a Post-2015 Agenda
Five Questions about Education and Development post-2015
Beyond Informal and Towards a Science of Learning through Practice
Equitable Access to Education: Toward a Post-2015 Agenda
Weaving a Stronger Approach to Development: How Education Links our Global Goals
What Learning is Important? How should it be Measured? How can such Measurement Improve Quality?: An Update of the Learning Metrics Task Force
Policy Transfer in Vocational Skills Development: Dual System and NQF Promises
Global Reports on TVET, Skills Development, Work and Jobs
2012: The Year of Global Reports on TVET, Skills & Jobs Consensus or diversity? Forthcoming issue of NORRAG NEWS
More Strategic Use of Education Aid to Promote Education Equity
Education, Equity and Learning Post-2015 (part 2)
Education, Equity and Learning Post-2015 (part 1)
Education, Skills and Jobs: Seeing the Global Monitoring Report as part of a Triptych of Reports
Post-2015 Education Planning under Occupation: A View from Palestine
New Perspectives on Dutch Programmes for Cooperation in Post-Secondary Education and Training
How Shadow Education can Undermine the EFA Goals: The Expansion and Implications of Private Tutoring
The Role of Education and Skills in Any Post-2015 Development Agenda
L’après-2015 Au Burkina Faso: Entre Enjeux Nationaux Et Internationaux
Baking the Cake after 2015: Do the EFA Goals have the Right Ingredients?
Education in Conflict Emergencies in Light of the Post-2015 MDGS and EFA Agendas
Jobs for Development? Reading the WDR 2013 from a Skills Perspective
Educational Goals in Latin America: How do ‘Skills’ Enter into this Agenda?
What Can We Learn From the Past 50 Years of Education-for-Development in Africa for the Beyond 2015 Debate?
Education and Skills Post-2015: What Education; What Development?
Debates and Propositions around Education and Skills Post-2015 (part 2)
Debates and Propositions around Education and Skills Post-2015 (part 1)
Health Professional Education and Training Post-2015
Tackling the Python: EFA in East Africa, and Beyond
Education, Research, and Inter-Generational Poverty: Addressing the Challenges to 2015 and Beyond
India’s Approach to the Certification of Vocational Skills
New Trends in International Cooperation in TVET
The Busan Discourse on Results, Effectiveness, Impact, and Value for Money: what do they Mean for Emerging Donors?
Whose Development Results Count?
Value for Money in Education
Beyond the Impoverishment of Vocational Education and Training for Development
Life After 2015: Who is Speaking, and Who is Listening?
Training the Poor in Times of Unemployment
TVET for a Changing World: Global Developments, Local Resonance
Towards a New Global World of Skills Development? Or to Boldly Go Where TVET has Gone Before?
Why Professions and Higher Education (HE) Matter for Development
From the GMR to UNESCO to Education Results for Development
Results and Value-for-Money: from Results 1.0 to Results 2.0
Value For Money In International Education: A New World of Results, Impacts And Outcomes?
The Post-2015 Bus: Is there Room for Education?
The Post-2015 Agenda: What Room for Education and Skills?
3rd TVET Congress Shanghai May 2012: A Milestone towards a New Global World of Skills Development?
The UNESCO World VET Report and the Purposes of VET
Ensuring the Relevance of any International Education Agenda Beyond 2015
Education International – Report “Partnership Schools for Liberia: a critical review”
16 November “For forgotten children and youth: education in emergencies”- Bern (RECI)
11 July in Paris- IIEP Strategic Debate “Privatisation or Public Investment in Education?”
African Network for Internationalization of Education Annual Conference 4-6 October, Kigali, Rwanda
UIA Round Table 21-22 September, Chiang Mai, Thailand
26 juin à Paris – Conférence-débat de l’AFD “États réformateurs et éducation arabo-islamique en Afrique”
31 May in Bern- Launch of the The SDC’s Education Strategy on Basic Education and Vocational Skills Development and the SECO Position Paper on Skills Development
13 June in Bern – Swiss Commission for UNESCO Education Platform 2030
3-4 May in Nairobi, Kenya- State of Education in Africa
25 May- Join the Geneva Challenge 2017 on Employment
11-12 May in Geneva- The International Labor Organization is hosting a Conference on Jobs and Skills Mismatch
Nibh Sem Sit Ullamcorper
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