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dc.contributor.authorMenashy, Francine
dc.contributor.authorDryden-Peterson, Sarah Elizabeth
dc.date.accessioned2016-02-17T14:23:50Z
dc.date.issued2015
dc.identifier.citationMenashy, Francine, and Sarah Dryden-Peterson. 2015. “The Global Partnership for Education’s Evolving Support to Fragile and Conflict-Affected States.” International Journal of Educational Development 44 (September): 82–94.en_US
dc.identifier.issn0738-0593en_US
dc.identifier.urihttp://nrs.harvard.edu/urn-3:HUL.InstRepos:25378642
dc.description.abstractIn 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.en_US
dc.language.isoen_USen_US
dc.publisherElsevier BVen_US
dc.relation.isversionofdoi:10.1016/j.ijedudev.2015.07.001en_US
dash.licenseOAP
dc.titleThe Global Partnership for Education’s evolving support to fragile and conflict-affected statesen_US
dc.typeJournal Articleen_US
dc.description.versionAccepted Manuscripten_US
dc.relation.journalInternational Journal of Educational Developmenten_US
dash.depositing.authorDryden-Peterson, Sarah Elizabeth
dc.date.available2016-02-17T14:23:50Z
dc.identifier.doi10.1016/j.ijedudev.2015.07.001*
dash.contributor.affiliatedDryden-Peterson, Sarah


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