Amy North

TL;DR: Five interwoven guiding principles are proposed for a post 2015 development project: holism, equity, sustainability, ownership, and global obligation, and their possible implications in application are explored.

TL;DR: This article reviewed ten years of political and analytical discussions regarding the global development agenda on girls schooling and gender equity and found that the difficulties of realizing a womens rights agenda that linked education to other forms of empowerment are confirmed by critical reflections on participation in the conference convened to review ten years' work of the United Nations Girls Education Initiative (UNGEI).

TL;DR: In this article, the authors explore understandings of gender equality and education and the nature of global goal and target setting, drawing on empirical data collected in central and local government departments in Kenya and South Africa reflecting on their implementation of Millennium Development Goal (MDG) 1, concerned with poverty, MDG 2 concerned with education, and MDG 3 concerned with gender equality, raising questions about the ownership of the MDGs and the reasons for the kinds of changes in meaning about gender and rights made by differently situated officials.

TL;DR: In this article, the authors examine how blame and disconnection from the lives of the poor feature in a nexus of ideas about implementing education policy articulated by education officials and teachers in Kenya.