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The Global Partnership for Education’s evolving support to fragile and conflict-affected states

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  • Menashy, Francine
  • Dryden-Peterson, Sarah

Abstract

In this study, we trace the history of policy development within the Global Partnership for Education to discern the drivers behind the uptake of its shifting policies relating to education in fragile and conflict-affected states. In order to elucidate how and why this international organization has altered its policy stance and funding modalities, we employ a process tracing analysis of document and interview data. Moreover, we provide three country case studies of Global Partnership for Education financing to Liberia, Madagascar, and the Democratic Republic of the Congo.

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  • Menashy, Francine & Dryden-Peterson, Sarah, 2015. "The Global Partnership for Education’s evolving support to fragile and conflict-affected states," International Journal of Educational Development, Elsevier, vol. 44(C), pages 82-94.
    • Handle: RePEc:eee:injoed:v:44:y:2015:i:c:p:82-94
    DOI: 10.1016/j.ijedudev.2015.07.001
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    Cited by:

    1. Morgan Bazilian & Debabrata Chattopadhyay, 2015. "Considering Power System Planning in Fragile and Conflict States," Cambridge Working Papers in Economics 1530, Faculty of Economics, University of Cambridge.
    2. Justino, Patricia, 2016. "Supply and demand restrictions to education in conflict-affected countries: New research and future agendas," International Journal of Educational Development, Elsevier, vol. 47(C), pages 76-85.
    3. Langthaler, Margarita & Obrovsky, Michael, 2019. "Globale Partnerschaften in der Entwicklungszusammenarbeit: Mit einem Fokus auf den Bildungssektor," Briefing Papers 23, Austrian Foundation for Development Research (ÖFSE).

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