Search

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 networks of non-governmental organizations participate in education decision-making and to serve as a watchdog for progress related to internationally agreed upon goals. Through the CSEF, the deployment of various strategies, and other external factors, the NEP was able to able to achieve recognition, legitimacy and influence at the national level. However, the NEP has had to balance workingwiththe state and workingforthe state. This case study highlights strategies used by civil society actors to engage state actors, the efficacy of international support, and the conflicts inherent in both. [ABSTRACT FROM PUBLISHER]

Copyright of Development in Practice is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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 of the Civil Society Education Fund – sponsored by the Global Campaign for Education – we first identify the relevant sociocultural, political-economic, and governance structures within which the politics of education is embedded in Cambodia. Then, we detail the relational processes through which Cambodian civil society has been able to join and, in so doing, modify the structures of education governance. The value of the morphogenetic approach is its treatment of time – that is, the way that it temporarily separates structure and agency in order to make possible an analysis of the dynamics of global education governance. While this approach is not new, we suggest that a morphogenetic approach can help in understanding the ways actors come together to create the processes and co-constitute the spaces through which existing educational structures and policies are made and remade across time. [ABSTRACT FROM PUBLISHER]