24 Nov 2014
The Graduate Institute; Authors: Gilles Carbonnier, Michel Carton and Kenneth King
Education has been a priority sector when considering foreign aid allocation since the 1970s. Aware that the stated objectives will not be met universally, the major actors involved in the post-2015 debate are turning back to the concept of learning. The authors discuss in this paper how the central notions of skills, learning, and both formal and non-formal education have evolved in conjunction with ideological shifts. They examine the tensions between public and private education as well as between individualised and standardised delivery modes. To conclude, the authors question the current focus of major stakeholders on post-2015, post-EFA agendas.