Harvard Graduate School of Education Assistant Professor Sarah Dryden-Peterson, along with co-author Francine Menashy of the University of Massachusetts Boston, recently published "The Global Partnership for Education and the Evolution of Engagement in Contexts of Conflict and Fragility" on the Network for International Policies and Cooperation in Education and Training (NORRAG) website. An excerpt follows.
Official Development Assistance has historically focused on “good performers.” With evidence that aid works better in countries with stronger institutions and more effective policy regimes, good governance has long been a prerequisite for investment. What does this mean for international support of the education of children living in fragile and conflict-affected settings, which are by definition settings where governance is threatened?
Until recently, the picture was rather bleak. While almost half of out-of-school children globally live in fragile and conflict-affected settings, these countries have historically received only a fraction of all global aid to education. In our recent research on the Global Partnership for Education (GPE), we see evidence of change. The number of fragile and conflict-affected states funded by the GPE has grown exponentially, from 1 in 2003 (when it was the Fast Track Initiative) to 28 in 2015.
Read the full article here.
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Sarah Dryden-Peterson's work is helping us to understand the dimensions of quality education for some of the world's most marginalized children, especially those living in poverty and affected by conflict. How can education provide pathways to strong communities, even in the midst of uncertainty?