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As the target year of achieving Education for All development goals
approached in 2015, there were discussions about the post-EFA
agenda, a process parallel to setting the post-Millennium
Development Goals. This transition should not be understood simply
as a normative framework. It has coincided with changes in
structure, actors, modes of interactions, and practices. The
emergence of new types of donors who used to be recipients of aid
is changing the landscape of international educational development.
Transnational networks of civil society actors gained power to set
the discourse at multiple levels, through their global
mission-driven and expertise-based advocacy. Advanced communication
technologies and broader participation increased the amount of
ideas exchanged, while the global governance structure becomes more
centralized in its decision making.
The book analyzed the responses of three east African countries -
Kenya, Tanzania, and Ethiopia - to the changes brought under the
paradigm of EFA and Millennium Development Goals (MDGs) which
spread the virtue of universal basic education and a new
decision-making mechanism fostering partnership with external
stakeholders. International environment since the late 1990s has
effected systematic and wide-spread standardization, which resulted
in less diversity of policies across countries. At the same time,
the responses of the governments towards such external forces were
different according to the conditions such as the respective
countries' historically developed educational system, ways of
decision-making and operation in the bureaucracy, relationship
among key actors, and socio-political, economic, and cultural
contexts. Based on the in-depth interviews with key ministry
officials, aid officials, NGO representatives, and academics
involved in educational policy-making processes, the book shed
light on the things happened in the process of making national
education policies experienced by actors with different
perspectives.
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