case study education international development

International Development

The teaching cases in this section provide a context for training public leaders in key concepts related to international relations and global governance. Through dialogue and debate, students are asked to take an international perspective in considering the inputs and outcomes of projects and policies.

The Belgrade Waste Management PPP: Balancing Adequacy, Affordability, and Sustainability in Solid Waste Management

Publication Date: October 8, 2024

The case traces the actions by the city of Belgrade (Serbia) to replace a waste landfill that was an environmental disaster with both an Energy from Waste (EfW) plant, a new landfill, and a methane-driven district heating facility. The city...

Giant of the Region, Microcosm of Latin America: The History and Political Economy of Brazil

Publication Date: October 3, 2024

Topics covered in the issue brief include: Brazil’s history of extractive colonialism and slavery, unequal land distribution and oligarchy, and key twentieth century periods of democracy, military dictatorship, and re-democratization...

Milestone or Misstep? Corruption, Development, and Democracy After Brazil’s Lava Jato Probe

This case explores Brazil’s Operation Car Wash (Lava Jato in Portuguese), the largest public corruption investigation in history, which led to indictments and convictions of some 359 business executives, government officials, and...

Through a New Lens: Physicians for Human Rights’ Photovoice Research with Kenyan Survivors of Sexual Violence

Publication Date: June 12, 2024

 In 2022, Physicians for Human Rights (PHR), a US- and Kenya-based non-governmental organization, was eager to evaluate the impact of a multi-year project to improve mental health services for survivors of sexual violence in Kenya. In doing...

The Chiapas Puzzle

Publication Date: March 23, 2020

For the twenty years following the Zapatista uprising (1994-2013), the federal government had placed a lot of resources and policy attention in an effort to reduce the large income gaps between Chiapas and the rest of Mexico. Public investment...

Evaluating the Impact of Solar Lamps in Uganda

Publication Date: August 26, 2019

IDinsight, an evaluation company founded by graduates of the Harvard Kennedy School, designs and conducts evaluations that best suit the needs of clients across the developing world, offering timely and rigorous evidence to help decision making...

Rise of China

Publication Date: July 16, 2018

There is little doubt that China will be a significant power in the 21st century. The question is what kind of global actor will it be? This two-part case (presented in a single document) takes a comprehensive look at China's extraordinary...

Fighting Pollution with Data: Environmental Audits and the Gujarat Pollution Control Board Sequel

Publication Date: June 29, 2017

In 2010, the overwhelmed Pollution Control Board in the Indian state of Gujarat faced a difficult path ahead. The agency charged with monitoring and enforcing pollution regulations in the heavily industrialized state had a problematic...

Fighting Pollution with Data: Environmental Audits and the Gujarat Pollution Control Board

Publication Date: January 11, 2016

Female Genital Cutting: Confronting the Power of Tradition in Senegal

Publication Date: October 15, 2015

What does it take to change age-old social norms that are harmful or unjust? Can societies reflect upon their own social practices, recognize that it is in the best interests of their members to change them, and do so voluntarily? In the 1990s,...

Buchanan Renewables: Bringing Power to Liberia

Publication Date: December 18, 2014

This case focuses on a proposal to build two, 17 megawatt facilities to provide power to Monrovia, the capital of Liberia. The country has just come out of a bitter civil war in which almost all of its power system was destroyed. The case can be...

Primary Education in Pakistan: Show Me the Evidence

Publication Date: April 30, 2014

This case has two parts, a text-based case and a supplemental PowerPoint presentation. The case traces the evolution of an evidence-based research study on the education sector in Pakistan. In 2003, Atish (fictionalized character), a...

The Case for Case Studies: Methods and Applications in International Development

In this section.

• Faculty Publications
• Publications by Centers & Initiatives
• Student Publications

HKS Authors

See citation below for complete author information.

Postgraduate taught

MA Comparative Education and International Development

Learn how educational challenges vary across the globe and how to counter them

Year of entry: 2025 (September)

1 year full-time

Department of Education

September 2025 ( semester dates )

Apply for this course

Join us online or in person to find out more about postgraduate study at York.

Globally education systems are witnessing unprecedented mobility, competition and disparities.

For students interested in a career addressing global educational challenges as a teacher, policymaker or researcher this course provides engagement with crucial contemporary issues:

• What are the key educational goals and problems the world is facing?
• How do cultural, economic and political differences between countries shape these problems and solutions?
• Can different countries learn from each other’s policies and pedagogies?
• Do international development goals recognise different educational realities?

Through a discussion of such questions, this course will help you develop an understanding of comparative education and how development goals relate to education.

It was a year of fun and learning - learning from great scholars, access to huge resource banks, making friends, learning about different cultures, and the wonderful overall experience of being in York and belonging here. I decided to stay longer, and have continued at York for my PhD in Education. Ghazal, MA Global Citizenship Education

Leading research

Ranked 5th in the UK for research according to the Times Higher Education’s ranking of the latest REF results (2021).

Global networking

We host the Centre for Research on Education and Social Justice , meaning you will have opportunities to connect with researchers and students from across the world.

We're ranked 9th in the UK and World Top 50 for Education (QS World Rankings by Subject, 2023)

Course content

You will explore key debates in education and international development in the global context. You will develop a critical understanding of how development goals relate to education and how international agencies like the OECD and the World Bank shape education policies and programmes. You will examine how various national governments have responded to global educational agendas and challenges. You will develop an awareness of how nation-building projects, social stratification and austerity have shaped education policy and practice in the global north and south.

You will learn how to compare education systems and policies across nations and some key historical milestones in national and global education programmes. You will explore emerging debates within comparative education and methods of comparing  educational systems, processes and outcomes in diverse contexts. You will learn how macro factors like culture, politics and economics play out at the micro level in education, that is, in teaching-learning, textbooks and assessment.

You will take a total of 180 credits, including four core modules, two option modules and a dissertation.

Dissertation

Core modules.

• Social Justice & Education
• Comparative Approaches to Education
• Education and Development in the ‘Global North’ and ‘South’
• Research Methods for Education I: Researching Questions
• Research Methods for Education II: Researching Answers or  Professional Practice in Education *

*You must choose this module in Semester 2 if you want to take the Professional Practice Dissertation .

Option modules

You will also study one option module. In previous years, options have covered topics such as:

• Contemporary Issues in Teaching
• Evaluating UK Classroom Practice
• Gender, Sexuality and Education
• Higher Education in the 21st Century
• Intercultural Communication in Education
• Language and Power
• Migration and Education
• Motivation in Education
• Teaching and Learning with Technology
• Teaching World Englishes

Some option modules combinations may not be possible. The option available to you will be confirmed after you begin your course.

Our modules may change to reflect the latest academic thinking and expertise of our staff, and in line with Department/School academic planning.

• Independent Study Module (Dissertation)
• Professional Practice Dissertation (you need to choose the Professional Practice in Education module in Semester 2 to take this option)

You'll develop, design, implement and manage your own original research project, supervised by a member of staff with the relevant experience for your topic. To complete this masters, you will produce a 12,000-word dissertation based on your research project.

Previous studies have included an examination of global education in schools and elsewhere, universities as sites of global citizenship, and the role of the media.

The York approach

Every course at York is built on a distinctive set of learning outcomes. These will give you a clear understanding of what you will be able to accomplish at the end of the course and help you explain what you can offer employers. Our academics identify the knowledge, skills, and experiences you'll need upon graduation and then design the course to get you there.

Students who complete this course will be able to:

• Identify key advantages and critiques of comparative approaches in education.
• Demonstrate understanding of theoretical and methodological debates in comparative education.
• Critically evaluate some of the key policy and political issues in education across global 'north' and 'south' contexts, as well as evaluating the labels, 'north' and 'south' in terms of degrees of 'development'.
• Interrogate their own understanding of the idea of development and the meaning of development in the context of sustainable development goals, especially, demonstrating an understanding of the importance of context in evaluating education and development programmes.
• Apply their knowledge of comparative education and development to specific case studies in a range of national and institutional contexts.
• Identify key challenges in dominant development discourses and agendas using feminist, critical and/or postcolonial lenses.
• Reflect independently and collectively (e.g., through group work as part of their seminars and assignments) on possible ways to address some of the challenges in education identified in the programme.
• Conceptualise and undertake independent research projects by engaging in thorough planning, rigorous ethics procedures and selection and application of appropriate methods.

Fees and funding

Annual tuition fees for 2025/26.

Students on a Student Visa are not currently permitted to study part-time at York.

Fees information

UK (home) or international fees?  The level of fee that you will be asked to pay depends on whether you're classed as a UK (home) or international student.  Check your fee status .

Find out more information about tuition fees and how to pay them.

• Postgraduate taught fees and expenses

Additional costs

There are no mandatory additional fees, but we do recommend that you set aside some money for photocopying. Course books will be available from the Library and online reading packs are available for most modules, but you may wish to buy your own copies. Each book typically costs £20 to 40.

Funding information

Discover your funding options to help with tuition fees and living costs.

We'll confirm more funding opportunities for students joining us in 2025/26 throughout the year.

If you've successfully completed an undergraduate degree at York you could be eligible for a  10% Masters fee discount .

Funding opportunities

• UK government Masters loans
• Funding for UK students
• Funding for international students

Chevening Scholarships

We are pleased to work with Chevening Scholars to offer funding for our Masters programmes. Chevening Scholarships provide one year of fully-funded postgraduate study in the UK for international (including EU) students. The scholarships are open to early and mid-career professionals who have the potential to become future leaders.

Departmental scholarships

We offer some departmental scholarships. View details of funding and scholarship opportunities .

• Chevening scholarships

Awarded by British embassies and high commissions, Chevening Scholarships provide one year of fully-funded postgraduate study in the UK. They are offered to early and mid-career professionals with the potential to become future leaders. We have hosted 34 Chevening Scholars in the past five years and welcome further enquiries and applications.

Living costs

You can use our  living costs guide  to help plan your budget. It covers additional costs that are not included in your tuition fee such as expenses for accommodation and study materials.

Teaching and assessment

You’ll work with world‐leading academics who’ll challenge you to think independently and excel in all that you do. Our approach to teaching will provide you with the knowledge, opportunities, and support you need to grow and succeed in a global workplace.

Teaching format

You will be taught through a combination of formal lectures, seminars, tutorials, practical exercises and workshops.

You'll spend time working on your own, reading assigned texts and researching supporting materials, as well as working with others in seminars to discuss and present your work.

There will also be opportunities to attend  seminars  from visiting scholars on a wide variety of educational topics.

You'll be supported academically and pastorally by a tutor who you will have one-to-one meetings with.

Teaching location

You will be based in the Department of Education on Campus West. Teaching for this course takes place at various locations on Campus West, including Vanbrugh, Derwent and Alcuin Colleges; and the Spring Lane teaching building.

About our campus

Our beautiful green campus offers a student-friendly setting in which to live and study, within easy reach of the action in the city centre. It's  easy to get around campus  - everything is within walking or pedalling distance, or you can always use the fast and frequent bus service.

Assessment and feedback

You'll be assessed in a variety of ways. The actual methods will depend on your choice of modules. Some common methods of assessment include:

• Assessed essays of up to 3500 words
• Lessons plans and commentary
• Series of blog posts
• Presentations (group and individual)
• Online exams
• Policy briefs
• Research proposal
• Portfolio work (reflective, critical analysis)
• Dissertation on an original piece of your own research.

Most modules will involve short assessed tasks through the course of the term. These do not form part of your final mark, although you will be given feedback on your performance so you can prepare for the formal assessment.

Career opportunities

• Executive for an NGO or think-tank
• Social researcher
• Policymaker
• Edu entrepreneur
• Study abroad programme facilitator
• Editor in press

Transferable skills

• Qualitative and quantitative research methods
• Data analysis
• Design and completion of original research
• Critical reasoning
• Communication skills (including intercultural communication)
• Academic and professional language skills in English

Entry requirements

English language.

If English isn't your first language you may need to provide evidence of your English language ability. We accept the following qualifications:

For more information see our postgraduate English language requirements .

If you haven't met our English language requirements

You may be eligible for one of our pre-sessional English language courses . These courses will provide you with the level of English needed to meet the conditions of your offer.

The length of course you need to take depends on your current English language test scores and how much you need to improve to reach our English language requirements.

After you've accepted your offer to study at York, we'll confirm which pre-sessional course you should apply to via You@York .

You can apply and send all your documentation online. You don’t need to complete your application all at once: you can start it, save it and finish it later.

• How to apply

Get in touch if you have any questions

• Professor Paula Mountford
• [email protected]
• 01904 324638

• Postgraduate Admissions team
• [email protected]
• +44 (0)1904 323316

Related courses

MA in Social Justice in Education

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Explore campus and city life and hear what our current students have to say about living here.

Lively, full of culture and beautiful, York is regularly voted one of the best places to live and visit in the UK.

Find out more about York. Chat to staff and students and take the tour, on campus or online.

College of Education and Human Development

Department of Organizational Leadership, Policy, and Development

Comparative and international development education PhD

This comparative and international development education (CIDE) track program prepares you to conduct research and provide sophisticated consultation into how schools and educational systems across the world reflect varied cultural, economic, and political contexts, and how forces like globalization, internationalization, and intercultural and educational exchanges influence individual and community learning and experiences.

Your contributions to research will help policymakers, scholars, and school systems all over the world to understand more deeply how education can aid in the creation of equitable and just communities through the design of policies and programs that support authentic learning and development.

A unique feature of this program is its cohort approach to doctoral education. Students in both the on-campus program and in the blended Leadership in Intercultural and International Education (LIIE) cohort form life-long professional relationships with their peers through common courses designed to build community and establish supportive networks. Although the curriculum allows students to select many of their own classes, our graduates consistently note the beneficial nature of the common core courses for their professional development.

Doctoral students in Comparative and International Development Education gain the capacity to:

• Articulate and analyze historical and contemporary challenges in education across international and intercultural contexts.
• Design meaningful, relevant research projects; collect, analyze, and interpret qualitative and quantitative data; and provide clear and actionable insights for policymakers and practitioners.
• Develop and teach courses in comparative, international, and intercultural education; research methods; and allied fields (e.g., applied linguistics, inclusive education, leadership, and teacher education).
• Become faculty members in top internationally-oriented academic programs across the nation and globe who apply theory to practice and use practice to build theory in addressing some of our most challenging educational issues and problems.
• Become leaders in international development, international education, and intercultural education institutions who use their expertise to improve policy, school organization, classroom practices, and formal and informal learning in international and intercultural contexts.

Here are some career paths taken by recent PhD alumni:

• Professor in the areas of education, education policy, and sociology
• Associate provost for international programs
• Chief of party, US Agency for International Development
• Fellow in the Center for Universal Education at The Brookings Institution
• Grants manager at The Ford Foundation
• Reconceptualizing Social Capital Theory: Life Stories of Kazakhstani Youth from Rural or Lower Socioeconomic Backgrounds
• The Influence of Intercultural Sensitivity on the Adaptive Leadership of US Army Civil Affairs Officers Serving in International Post-Conflict Contexts
• Claiming Space: Older Adult Students’ Lived Experience and Sense of Belonging on an Age-Friendly University Campus
• Aspirational Meaning Making: A Qualitative Case Study of Education for Global Citizenship in U.S. Higher Education
• Intergenerational Identity, Poverty, and Maternal Voices of Color in a Breathing World Wrestling with Whiteness: Complexities and Contexts of White Educator Identities
• Contending Purposes of Pre-Kindergarten: A Comparative Case Study of Early Childhood Education Policy in Minnesota Predicting Fundraising Performance in International Schools
• Kneading our daughters: Pedagogies of nation-building and girls’ schooling in (post)colonial Bahrain
• “Stories as Theories”: Illuminating Human Rights Education Through the Narratives of Human Rights Educators
• (Dis)Covering Routes: Affective Turnover and Black American Teachers’ Transnational Migration to the United Arab Emirates
• Teach Me Too: The Educational Realities of Children with Disabilities in Morocco
• Higher Education Participation Inequities for Giay and Hmong Vietnamese Thirty Years after Doi Moi 
• International Internships: A Stepping Stone to Employment?
• Imagining and Navigating the Future: Educational Aspirations and Agency of Economically Disadvantaged Ethiopian Secondary School Students
• Chinese National Applicants’ Perceptions of the Fairness of Undergraduate Admission Methods Used by U.S. Higher Education Institutions

About our students

Quote from obafemi ogunleye.

In thinking of what it will take to develop African countries for the 21st century and beyond, the most effective solution, I see, is quality education. Specifically, quality higher education is key due to its ability to produce a pool of working professionals while supporting the development of growing industries. My role as a scholar is to observe and critically analyze how institutions might benefit, or be harmed, by the effects of an increasingly globalized higher education system. Obafemi Ogunleye

72 credits (48 coursework / 24 thesis) completed in 3-5 years for full time students. 

Departmental core (16 credits)

Professional socialization seminar

• OLPD 8011—Doctoral Research Seminar I (1 cr) [Take Fall term of first year]

Research courses

• OLPD 8015—Inquiry Strategies in Educational and Organizational Research (3 cr) [Take Spring term of first year]
• Quantitative methods course (3 cr inside or outside of department; with approval of advisor)
• Qualitative methods course (3 cr inside or outside of department; with approval of advisor)
• Additional methods course (6 cr; with approval of advisor)

Program core

Includes the OLPD 8121 series, specialization courses for one of the two CIDE specializations, and CIDE electives; courses not specifically listed below should have advisor approval.

Doctoral seminars in CIDE

Take 9 credits; 3 credits in each of 3 semesters starting in the spring term of the first year.

• OLPD 8121-section 002—Doctoral Seminar: CIDE I (3 cr)
• OLPD 8121-section 003—Doctoral Seminar: CIDE II (3 cr)
• OLPD 8121-section 004—Doctoral Seminar: CIDE III (3 cr)

Additional coursework (12 or more credits)

Minimum of 12 credits required. These credits can be used to meet the requirement that a minimum of 12 credits be taken outside the CIDE track or for a minor. Courses not specifically listed should have advisor approval.

Take at least 5 credits from the following list. Any specialization core course not being used as core class can become an elective.

• OLPD 5044—Introduction to the Economics of Education (3 cr)
• OLPD 5056—Case Studies for Policy Research (3 cr)
• OLPD 5061—Ethnographic Research Methods (3 cr)
• OLPD 5080—Special Topics [various]
• OLPD 5107—Gender, Education, and International Development (3 cr)
• OLPD 5128—Anthropology of Education (3 cr)
• OLPD 8022—Education and Globalization: Anthropological Perspectives (3 cr)
• OLPD 8087—Seminar [various topics]
• OLPD 8102-Dynamics of Intercultural Communication (3 cr)
• OLPD 8104—Innovative Systems Thinking in Education and Culture (3 cr)
• OLPD 8302—Educational Policy Perspectives (3 cr)

Specialization courses

Take 6 credits in a specialization; at least one course must be at 8xxx level.

Specialization: Comparative and International Development Education

• OLPD 5103—Comparative Education (3 cr)
• OLPD 5104—Strategies for International Development of Education Systems (3 cr)
• OLPD 5121—Educational Reform in International Context (3 cr)
• OLPD 5702-Global Higher Edcuation (3 cr)
• OLPD 8101—International Education and Development (3 cr)
• OLPD 8103—Comparative Education (3 cr)

Specialization: Intercultural/international education

• OLPD 5048—Cross-Cultural Perspectives on Leadership (3 cr)
• OLPD 5124—Critical Issues in International Education and Educational Exchange (3 cr)
• OLPD 5132—Intercultural Education and Training: Theory and Application (3 cr)

Thesis credits (24 credits)

All Ph.D. students are required to register for 24 semester thesis credits after completing the preliminary oral exam. The 24 credits must be taken over two or more terms.

• OLPD 8888—Thesis Credits: Doctoral

How to apply

Admission deadline.

Application deadline: December 1 for a Fall semester start.

Fall semester start only.

Applicants may only apply to one OLPD track.

Applications are not complete until ALL required materials and fees have been received. If anything is missing, your application may not be considered. It is strongly recommended to apply at least two weeks before any submission deadlines.

Applications are processed by the Graduate School. A decision for admission notice will be emailed to you once your application is carefully reviewed by the department's admission committee and your transcripts and any credentials (test reports, diploma copies, etc.) are authenticated by Graduate School officials.

Admission Requirements

Degree : Master's degree or equivalent

GPA : Undergraduate 3.0; Graduate 3.5

GRE : Applicants should not submit GRE scores, as they will not be considered in the review process.

TOEFL/IELTS Scores (Not required for U.S. students): 

TOEFL: Internet based = 79 or above (21 writing/19 reading) IELTS = 6.5

Tuition and funding

Tuition information: CEHD | OneStop

Financial aid: CEHD | OneStop

Readmission

If a graduate student in an OLPD program has become inactive they must follow the readmission procedures .

Whether you seek reactivation after accidentally being discontinued this term or want to return after a long absence these are the steps needed to re-apply.

• Complete the proper online readmission application . If you have been away from the program less than five years use the Express Readmission Application and email it to [email protected] . All others must submit the Online Application for Readmission  
• Once received, the department will forward your application to the appropriate admissions committee. Readmission decisions are normally determined by the program’s admissions committee, not any one individual faculty member. Readmission is never guaranteed. Decisions for readmission are based on a review of previous progress toward degree completion, the proposed timeline for completion, the availability of faculty resources, and/or any additional application materials they may request from you. Individual programs/tracks reserve the right to readmit students under the current graduate program requirements, rules, and guidelines. They may also request an applicant to provide additional information prior to making a decision.  
• Once the committee makes their recommendation, the department’s DGS will sign off on the decision and forward the result to the central Graduate Admissions Office for processing. Once processed, you will be notified of the decision.

Individual department programs and tracks reserve the right to require readmitted students to retake coursework if they deem it appropriate. Readmitted students are also required to abide by current time-to-degree policies as determined by the University, which may differ from the policy in place when they first started the degree program.

Individuals seeking readmission to the Ph.D., Ed.D., and M.A. program tracks in the former EDPA, WHRE, and WCFE majors can only reapply to the appropriate program track under the Organizational Leadership, Policy, and Development (OLPD) major name.

Detailed application instructions

Click here to access the online application for admission.

Required fields in the application for admission are: Personal Information, Application Information, Educational Background, Languages, Awards & Activities, Employment/Residence Information, Financial Support, Applicant Statements #1 & #2, Recommendation Letters (limit 2), and  Resume or CV.  All other fields or application materials are optional , but will be taken into consideration if submitted.  

Fees:  Review information about application fees here.

Transcripts : Unofficial transcripts or academic records should be uploaded directly to the online application. Please do not mail in paper copies of your transcripts, there is no need for official transcripts or academic records for initial review. If you are admitted, the University will then request official copies of this material. Click here for more information about transcripts and credentials.

GRE scores are not only not required, they are not considered for applications to this program.

Statement #1, Personal Statement (required): Please provide a statement outlining your immediate educational and long-range career objectives in relation to your chosen field. If there is a particular faculty member with whom you wish to study, please give that person’s name and explain why you want to study with that person. You may also wish to include other information, such as any undergraduate research experience, internships, or other experiences you may have had to document your preparation for advanced study in your chosen field. If you are applying for the Ph.D.—CIDE/Leadership for Intercultural and International Education (LIIE) or the Ph.D—EPL/Executive cohort programs, indicate this in your statement as well. [Please do not exceed two pages.]

Statement #2, Diversity Statement (required): Enrolling and graduating a diverse student body is central to the University of Minnesota’s mission. Please write a statement that identifies the distinctive qualities, characteristics, and life experiences you would contribute to your graduate program and to the education of fellow students at the University of Minnesota. You may wish to include examples that address your contribution to the diversity of the student body and illustrate your motivation to succeed by setting high standards for accomplishing intellectual and other goals, overcoming obstacles to achievement, and/or helping others to gain access to the resources necessary for success. [Please do not exceed one page.] 

Statement #3: Extenuating Circumstances (optional): If your grades and/or test scores are not strong, and you would like to provide an explanation, please do so. [Limit 1200 characters.]

Two letters of recommendation (required). The strongest recommendations typically come from current or former professors who can assess your potential for graduate work. Other recommenders, such as employers, are also acceptable.

English Language Test Scores (TOEFL, IELTS, etc.) Click here for more information about TOEFL Scores . 

Common Ground Consortium Fellowship: If you wish to be considered for a Common Ground Consortium fellowship for African-American students indicate this by uploading your statement in the "Program Supplementary Information -Upload #1" section. The statement should briefly address the following: Given that the UMN is a public land grant institution, it is imperative that CGC scholars can both benefit personally from their membership in the program as well as further the university’s founding mission to contribute to scholarship that benefits the local and greater communities. Please describe how your participation as a CGC scholar would do the following: (a) enhance your graduate student experience, (b) prepare you for your chosen career, and (c) benefit the public.

We’re here to help. Simply complete this form and a member of our department will be in touch.

• Get involved

Case studies of sustained and successful development cooperation - Supporting Transformational Change Booklet

October 30, 2015.

UNDP has been engaged in development cooperation for more than 50 years. While the modalities of its projects and programmes have evolved, the ultimate purpose of its work has remained the same: to assist UN Member States to improve the living standards and life opportunities of their citizens (empow¬ered lives) by supporting the development of national capacity so that member states can manage their own development programmes (resilient nations). UNDP has not been the only development agency which has worked towards this objective, and indeed it has always worked as an integral part of the wider UN System in each country, as well as alongside many other multilateral, bilateral and non-governmental practitioners. Nonetheless, UNDP is one of those with the longest engagement, the broadest mandate, the most partner countries and the most extensive country representation.

The value of development cooperation is under renewed challenge and UNDP is embarking on a process of institutional renewal. The time is ripe, therefore, for UNDP to identify and document examples of successful and sustained development cooperation that have contributed to transformational change at the country or subregional level. These examples — presented here — help to identify generic lessons for successful development cooperation that can be applied in future programme design and implementation.

Document Type

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Designing Development

Case Study of an International Education and Outreach Program

• © 2013
• Aditya Johri 0 ,
• Akshay Sharma 1

Virginia Tech, USA

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Part of the book series: Synthesis Lectures on Global Engineering (SLGE)

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About this book

Table of contents (6 chapters), front matter, introduction.

Aditya Johri, Akshay Sharma

Development of the Program: Personal Trajectories Meet Professional Opportunities

Intellectual positioning of the program: sociomaterial infrastructures and capable and convivial design, case study–quick response (qr) code based immunization solution, design for development course and outreach initiative, conclusion–lessons learned, back matter, authors and affiliations, about the authors, bibliographic information.

Book Title : Designing Development

Book Subtitle : Case Study of an International Education and Outreach Program

Authors : Aditya Johri, Akshay Sharma

Series Title : Synthesis Lectures on Global Engineering

DOI : https://doi.org/10.1007/978-3-031-02126-8

Publisher : Springer Cham

eBook Packages : Synthesis Collection of Technology (R0) , eBColl Synthesis Collection 4

Copyright Information : Springer Nature Switzerland AG 2013

Softcover ISBN : 978-3-031-00998-3 Published: 25 January 2012

eBook ISBN : 978-3-031-02126-8 Published: 01 June 2022

Series ISSN : 2160-7664

Series E-ISSN : 2160-7672

Edition Number : 1

Number of Pages : XI, 105

Topics : Engineering, general , History of Technology , Economy-wide Country Studies , Religious Studies, general

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Education and international development: theory, practice and issues

2014, Comparative Education

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At the end of the 30th volume of IJED and in the year that the journal published its 1000th paper, it is appropriate to look back at the journal's development. In doing so, this article will discuss a series of important issues regarding the future of the field of international education and development and how it engages with development studies. The paper concludes that the challenge for IJED and for the wider work of its readership is to start imagining a more radical future in which we seek more purposefully to build bridges with other disciplines, engage with new methodological tools and encourage fresh voices but above all else communicate more clearly what we do and do not know about the wonderful complexity of the education–development relationship.

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