Future-perfect/present-imperfect: Contemporary global constraints on the implementation of a post-2015 education agenda

Faul, Moira V.

doi:10.1016/j.ijedudev.2014.07.011

Cited by 17 publications

(14 citation statements)

References 24 publications

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“…The relative prestige of donor states and multilateral agencies compared to other actors in this issue area, and their preferential ties with private sector actors, contravenes the discourses of partnership mobilised in the formal organisational design. These informal institutional arrangements have the potential to affect the participation of both privileged and marginalised actors and shape the policy‐making process in certain directions and not others (Faul, ).…”

Section: Discussionmentioning

confidence: 99%

Networks and Power: Why Networks are Hierarchical Not Flat and What Can Be Done About It

Faul

2015

Global Policy

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Many scholars, policy makers and practitioners associate new, networked forms of collaboration and governance with positive attributes such as speed, flexibility, adaptability and ‘flatness’. This article contrasts the assumptions that networks essentially moderate external asymmetries of power with the network theoretical view that networks may amplify existing hierarchies. The case study network explored supports the network theoretical view that existing power relations may be increased when a multistakeholder partnership network is established. The use of Social Network Analysis facilitates the comparison of the structures and relationships into which global policy actors are organised (the formal network) with the relationships and relational structures into which they choose to organise themselves (informal network). In the conclusions, I introduce the practice of network rewiring that could overcome the network mechanisms that amplify existing power relations. Further research is required that adds more case study evidence in order to raise (and begin to answer) questions that will give a wider view of the social structuring of power in partnership networks in international development, such as those referred to in the recently‐adopted Sustainable Development Goals (SDGs).

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Section: Discussionmentioning

confidence: 99%

Networks and Power: Why Networks are Hierarchical Not Flat and What Can Be Done About It

Faul

2015

Global Policy

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“…Neoliberal. Treating education as an economic good, 'to boost human capital and economic competitiveness in a global knowledge economy', and promoting market and new public management measures to boost equal access to highperforming schools (such as school choice and voucher schemes, and league tables of school and country performance) (Faul, 2014;Klees and Qargha, 2014;Cairney et al, 2021a).…”

Section: Education Equity: Use Critical Policy Analysis To Challenge ...mentioning

confidence: 99%

Lessons from policy theories for the pursuit of equity in health, education and gender policy

Cairney

Denny²,

Kippin

et al. 2022

Policy &Amp; Politics

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We highlight practical lessons from policy theories on how to promote equity through transformational changes in policymaking. Health, education and gender are at the heart of such equity policy agendas. Their advocates seek transformational changes to: policy, to reject a ‘neoliberal’ paradigm and address the social and economic causes of unfair inequalities, and policymaking, to foster collaboration and holistic government. However, they also report a wide gap between aspirations and outcomes, and many seek insights from policy studies on how to close it. Our aim is to use their common engagement with policy theories to connect their agendas, foster intersectoral dialogue, and ensure that their contributions are greater than the sum of their parts. A common take-home message is to be cautious about any attempt to turn a provocative transformational political project into a technical process containing a ‘toolbox’ or ‘playbook’.

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“…In 2000, six EFA goals with an integrated approach towards education in all sectors were adopted. Despite this, the WB's sector-specific policy found place in the MDGs and most EFA goals were left for private action (Faul, 2014;Singh, 2018). While Education for Development policy for the South became limited to sector-specific policy, education in the North prepared for knowledge economy through lifelong learning reforms and integrated qualification frameworks.…”

Section: Policies On Education For Developmentmentioning

confidence: 99%

From Global North-South Divide to Sustainability: Shifting Policy Frameworks for International Development and Education

Singh

2020

RIMCIS

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Education policies are becoming increasingly oriented towards employability (economic returns) and subjected to measurements especially post-2015. Despite resistance from different stakeholders, employability has become a global norm and funds for programmes with non-economic objectives, especially in low and middle-income countries have been cut tremendously (Singh & Ehlers, 2020). Is this a short term crisis, a faulty and confused policy decision, or a part of a long term policy agenda aimed at bigger changes with deeper policy linkages? Who is promoting it with what intentions? How should the actors in the education sector deal with it? This paper answers these questions by mapping and analysing the shift in policy framework for International Development from Global North-South Divide (1970s-2015) to Sustainability (2015 onwards) and its impact on the policy of education for development. It shows how International Organisations (IOs) used knowledge, information and policy linkages to gain control over states and UN created a narrative about sustainability rooted in environment to facilitate an obscure OECD agenda for sustainable economic growth, backed by World Bank and the IMF’s measurement and control tactics. It further explains how and why the development policies (reflected in education) of low, middle and high income countries converged post-2015.

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Future-perfect/present-imperfect: Contemporary global constraints on the implementation of a post-2015 education agenda

Cited by 17 publications

References 24 publications

Networks and Power: Why Networks are Hierarchical Not Flat and What Can Be Done About It

Networks and Power: Why Networks are Hierarchical Not Flat and What Can Be Done About It

Lessons from policy theories for the pursuit of equity in health, education and gender policy

From Global North-South Divide to Sustainability: Shifting Policy Frameworks for International Development and Education

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