In the field of global education policy, it is common for scholars to reflect on the progress made toward internationally agreed-upon agendas, such as Education for All (EFA). However, scant research has turned the gaze back on the major multilateral institutions that commit to taking the lead in meeting these agendas in order to ask, what…

For those who focus on the role of education in international development, the approach to education governance of school-based management (SBM) has been the primary means by which the participation of community members has been incorporated into the provision of education. However, while SBM is a well-known approach to governance that has become…

This paper examines the Civil Society Education Fund's (CSEF) impact on the non-governmental organisation education partnership (NEP) in Cambodia. With financial backing from the World Bank and the Fast Track Initiative, the CSEF is an initiative that is managed internationally by the Global Campaign for Education. Its goal is to help national…

Much literature has focused on the influence of the World Bank with regard to policy reform in low-income countries. While this literature has been produced over the course of many decades, the underlying studies have not tended to take a multi-decade approach to examining the way that World Bank influence changes in a given country. Put…

This paper uses Margaret Archer's morphogenetic approach to analyze the emergence of civil society within global educational governance. The purpose is to understand the intersection of historical structures with global actors and spaces that have accompanied the globalization of education. Based on findings from a study on the impact in Cambodia…

This paper explores the relationship between the emergence of global education policies and conflict-affected contexts by analysing the trajectory of community-level education decentralization within and beyond El Salvador from the 1980s, during the country's civil war, to the 2000s, by which point this approach to education governance was being…

This paper explores the nature and quality of the participation that characterises the Bank's consultations with external actors and examines the extent to which the Bank is responsive to such feedback when it comes to defining its policy preferences and strategies in the education domain. It draws on a case study of the participatory process that…

This article analyses the institutional power of the United States Agency for International Development (USAID) in the process of education policy formation in El Salvador during 2003-2005. The results show how bi- and multi-lateral institutions are able to leverage financial and intellectual capital to guide the policymaking process and sway…