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date: 28 February 2021

Abstract and Keywords

Education is essential for economic and human development. The effectiveness of education governance, however, is severely inhibited by the condition of (limited) statehood. This chapter sets out to present an overview of the specific characteristics that define education governance, how its effectiveness is assessed, who the main actors are and how they and their interplay strengthens or inhibits education effectiveness in areas of limited statehood (ALS). Empirically, the chapter mainly draws upon sub-Saharan Africa as a region that is prone to exhibit ALS. After providing an overview of empirical findings on the effectiveness of the activities of state and non-state actors—and their joint activities—in ALS, the chapter concludes by formulating policy recommendations for increasing education effectiveness under conditions of limited statehood.

Keywords: education, governance, non-state provision, sub-Saharan Africa (SSA), (limited) statehood

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