Partners

The initial group of strategic partners is composed of ACER, FHI360 and the Nazarbayev University Graduate School of Education (NUGSE) in Kazakhstan.

ACER works very closely in East and South Asia and in the Pacific region. The two liaison members at ACER who will serve as the main counterparts for the RLP-3, are involved with ACER’s Global Education Monitoring Centre and cooperate closely with UNICEF, UNESCO (IIEP-UNESCO and UNESCO Asia and Pacific Regional Bureau for Education), UNESCO Institute for Statistics, and the Global Learning Metrics Task Force in the area of student assessments, monitoring, and quality measurement. 

FHI 360 has been a partner in USAID’s Middle Eastern Bureau on the Middle East Education Research and Support (MEERS) program and has extensive experience working in FCACs, including in Afghanistan, South Sudan, and Yemen. NORRAG and FHI 360 have jointly established the INEE (Inter-Agency Network for Education in Emergencies) Data and Evidence Collaborative. 

The Nazarbayev University Graduate School of Education or NUGSE entertains institutional agreements with the Ministries of Education of Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan and employs faculty members in its Graduate School of Education from Kyrgyzstan, Tajikistan, and Pakistan. It has initiated the establishment of the Eurasian Higher Education Leaders Forum and hosts the annual event.

Furthermore, the Graduate Institute, Geneva is able to draw on existing collaboration agreements with the American University of Central Asia (Kyrgyzstan) and the Asian Institute of Technology (Vietnam), established for an Executive Education program on “Development Policies and Practices.”

Over the course of the project, additional strategic partners will join the hub, such as UNESCO and UNICEF, as well as other organisations operating in the region.

In addition to these institutional partners, NORRAG can count on its 253 NORRAG members in the region who work for governments, universities, civil society organizations, or the private sector.


This work was supported by the Global Partnership for Education Knowledge and Innovation Exchange, a joint endeavour with the International Development Research Centre, Canada

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