Understanding the Roles of Non-State Actors in Global Governance: Evidence from the Global Partnership for Education

Autor/in	Menashy, Francine
Titel	Understanding the Roles of Non-State Actors in Global Governance: Evidence from the Global Partnership for Education
Quelle	In: Journal of Education Policy, 31 (2016) 1, S.98-118 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2015.1093176
Schlagwörter	Educational Policy; Policy Formation; Governance; Partnerships in Education; Government Role; Agency Cooperation; Educational Quality; Private Sector; Stakeholders; Interviews; Documentation; Public Agencies; History; Content Analysis; International Cooperation; Foreign Countries + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Politische Betätigung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Hochschulpartnerschaft; Quality of education; Bildungsqualität; Privater Sektor; Interviewing; Interviewtechnik; Dokumentation; Öffentliche Einrichtung; Geschichte; Geschichtsdarstellung; Inhaltsanalyse; Internationale Kooperation; Internationale Zusammenarbeit; Ausland
Abstract	The study detailed in this paper examines the growing role of non-state actors in the transnational policy-making landscape through a case study of the Global Partnership for Education (GPE)--a partnership of donor and developing country governments, multilateral organizations, civil society, private companies and foundations, dedicated to increasing access to quality education worldwide. Conducted through a constructivist lens, this study examines the roles of non-state GPE partners who collaborate as diverse stakeholders within this single policy-making forum. Via a process-tracing analysis, including an examination of GPE meeting documents and interviews with members of the GPE Board of Directors and Secretariat staff, I trace the past and current roles of non-state partners within the GPE--in particular, civil society, private foundations and private companies. I conclude that the GPE has evolved into a forum in which civil society actors have become relatively influential, while private sector foundations and companies have for the most part been disengaged and made only a tangible impact. These findings can be attributed to the differently constructed identities of each group of actors. The study concludes that shared normative beliefs and worldviews, which characterize epistemic communities, may be a key element to cohesion, functioning, and thereby influence. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01