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Working effectively with non-state actors to deliver education in fragile states

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  • Chris Berry

Abstract

This viewpoint uses evaluation reports from Nepal, Afghanistan, and Yemen in order to learn lessons about how donors and governments can work more effectively with non-state actors to deliver education in fragile states. The evaluation framework draws on the Development Assistance Committee principles for good international engagement in fragile states. The analysis concludes that a more effective partnership requires better regulation of non-state actors, increased efforts to build community capacity to hold schools and local government to account for the quality of services, and more upfront and systematic analysis of the conflict dynamics of investment in the education sector.

Suggested Citation

  • Chris Berry, 2010. "Working effectively with non-state actors to deliver education in fragile states," Development in Practice, Taylor & Francis Journals, vol. 20(4-5), pages 586-593, June.
    • Handle: RePEc:taf:cdipxx:v:20:y:2010:i:4-5:p:586-593
    DOI: 10.1080/09614521003763103
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