NORRAG

Global Education Centre of the Geneva Graduate Institute, network of 6,100+ experts from 1829 countries

NORRAG’s core mandate and strength is to produce, disseminate and broker critical knowledge and to build capacity for and with a wide range of stakeholders. These stakeholders inform and shape education policies and practice, both at national and international levels. By doing so, NORRAG contributes to creating the conditions for more participatory, better informed, and evidence-based policy decisions that improve equal access to and quality of education.

28/05/2026

In this week’s blog post, Rosa Tiziana Bruno explores how the Intertextual Narrative Protocol (PNI) can rebuild social cohesion in schools in the aftermath of digital fragmentation and emotional isolation.

Three key insights:

• Emotional distress in classrooms can be transformed into motivational learning through storytelling, intertextuality, and embodied experiences.
• “Stop and go” narrative devices help students regulate impulsive reactions, fostering empathy and reducing relational aggression.
• The PNI offers a scalable, evidence-based framework aligned with UNESCO initiatives and the UN 2030 Agenda for peace-centred education.

From body mapping to symbolic diplomacy, the article highlights how narrative practices can strengthen resilience, empathy, and community in education systems worldwide.

Read more here: https://www.norrageducation.org/beyond-the-digital-turn-the-pni-protocol-as-a-symbolic-infrastructure-for-social-cohesion/

21/05/2026

On the occasion of World Day for Cultural Diversity for Dialogue and Development, we would like to celebrate the importance of education and intercultural dialogue in achieving the SDGs and building inclusive societies.

Join NORRAG’s global network of 7,000+ members across 180 countries and explore diverse perspectives shaping education and international development. ✨

🔗 https://www.norrageducation.org/norrag-network/

21/05/2026

“Whose knowledge counts in the age of AI and climate crisis?”

In this week’s blog post, David Sathuluri reflects on how global education policy continues to privilege dominant Northern frameworks of knowledge, even while speaking the language of inclusion and innovation.

Key reflections:

🔹 AI systems in education often scale dominant ways of knowing while silencing local and community-based epistemologies, particularly from the Global South.

🔹 Climate education frameworks frequently position Southern communities as vulnerable recipients of knowledge rather than producers of ecological wisdom and theory.

🔹 Reclaiming knowledge justice means moving beyond symbolic inclusion towards co-creation, where learners and communities shape what counts as credible knowledge.

🔹 Education must be reimagined not simply as access to learning, but as the collective right to define knowledge, justice, and futures.

Read more: https://www.norrageducation.org/learning-from-the-margins-reclaiming-knowledge-justice-in-the-age-of-ai-and-climate-crisis/

16/05/2026

On the International Day of Living Together in Peace, we invite scholars, practitioners, and stakeholders to contribute to NORRAG’s Blog Series on the Humanitarian-Development-Peace (HDP) Nexus.

Contributions may respond to or challenge our thematic priorities:

• Taking stock: assessing the HDP Nexus in education, including coherence, financing, and lessons learned

• Centring humanity: reimagining education around well-being, psychosocial support, SEL, and resilience

• Teaching at the heart of the Nexus: focusing on teachers’ agency, development, well-being, and role in peacebuilding

• Leading locally: shifting power to local actors, strengthening systems, and addressing funding and coordination barriers

• Making connections: improving coordination, linking child protection and education, bridging evidence systems, and advancing anticipatory action

We welcome reflections, research, and practice-based insights on how education can better connect humanitarian response, development, and peacebuilding in practice.

🔗 : https://www.norrageducation.org/norrag-blog-series-humanitarian-development-peace-nexus/

14/05/2026

“Writing is tested. It is rarely taught.”

In this week's blog post, Aakash Kumar examines how Pakistan’s English writing crisis is less about pedagogy and more about class inequality.

Key reflections:

🔹 Pakistan’s “English-medium” system often functions as a marketing promise rather than meaningful language instruction, especially in low-fee private and government schools.

🔹 Students are expected to write in English for exams, universities, and professional life, yet most are never taught how to draft, revise, or construct original arguments.

🔹 Elite schools cultivate critical writing and independent thought, while working-class students are pushed toward memorisation-based learning that reinforces existing inequalities.

Read more: https://www.norrageducation.org/two-englishes-pakistans-writing-crisis-is-a-matter-of-class-not-pedagogy/

12/05/2026

🔔 Reminder 🌍 Beyond 2030: What Role for Higher Education in the New Global Agenda?

🗓 13 May | ⏰ 15:00–17:00 CET
📍 Online (Zoom)

As 2030 approaches, what comes next for global development and how can universities shape it?

Join us to explore governance, equity, learning, and new development paradigms.

🔗 Register: https://norrag.zoom.us/meeting/register/_cKhhMQ_RZWxAcdIFlWuEw #/registration

11/05/2026

On 13th May, we will launch Beyond 2030: What Role for Higher Education in the New Global Agenda?, bringing together panellists to explore key debates shaping the future of higher education.

Some insights into the speakers’ contributions to the Policy Insight:

🔹 Matthew Witenstein will explore the idea of just transitions, highlighting how movements toward decarbonization must work in tandem with social justice, and the key role higher education can play in advancing these processes.

🔹 Miah Dionne Sears will discuss the need to tackle structural oppression based on caste, race, and other forms of inequality in order to widen participation in higher education.

🔹 Andrea Velásquez Butrón will emphasise the importance of epistemic justice in higher education through the case of Peru, calling for colonial and modernist paradigms to give way to the recognition of Indigenous and ancestral knowledge traditions.

Join the conversation on the future role of higher education in a rapidly changing global landscape.

🕒 15:00 – 17:00 CET
💻 Online (Zoom)

👉 REGISTER to take part: https://www.norrageducation.org/beyond-2030-what-role-for-higher-education-in-the-new-global-agenda/

08/05/2026

Join us on 13 May for the launch of Beyond 2030: What Role for Higher Education in the New Global Agenda?, where our panellists will explore key debates shaping the future of higher education.

Some insights into the speakers' contributions to the Policy Insight:

🔹 Maia Chankseliani will highlight the positive impacts of international student mobility on countries of origin, moving beyond narrow human capital framing to recognise the complexity of graduates’ post-study pathways.

🔹 Savo Heleta will show that international aid to higher education should be reoriented to prioritise strengthening domestic systems, particularly in countries with the greatest need.

Hear more perspectives and join the conversation on the future role of higher education in a rapidly changing global landscape.

🕒 15:00 – 17:00 CET
💻 Online (Zoom)

👉 REGISTER to take part: https://www.norrageducation.org/beyond-2030-what-role-for-higher-education-in-the-new-global-agenda/

08/05/2026

🚀 New Publication!

Following the Money: Where Education Impact Bond Financing Actually Flows 🎯

Where does impact bond financing for education actually end up? Which countries, sectors, and types of learners attract the most investment — and who gets left behind?

The IFE-2-Leave No One Behind project team has released a new factsheet unpacking the financial flows behind 140 education impact bond projects worldwide. The findings reveal striking patterns in how capital is distributed across geographies, income groups, and education subsectors.

🔗 Explore the factsheet: https://resources.norrageducation.org/resource/1023/following-the-money-where-education-impact-bond-financing-actually-flows

Louise Thaller Xiaoying Guo Moira Faul Arushi Terway Georgia Thorne Marina Dreux Frotté

07/05/2026

As we approach closer to the launch of our Policy Insight: Beyond 2030: What Role for Higher Education in the New Global Agenda? Take a look at the scholars who will be presenting their ideas.

🔹 Rowena Shivam will highlight five schools of thought shaping the post-2030 agenda: integrated scientific frameworks, governance reform, localisation, digital and circular transitions, and ethical paradigm shifts—calling for a system that is leaner and more enforceable.

🔹 Maryna Lakhno will address the declining legitimacy of the United Nations and the widening gap between scientific research and global policy, arguing that universities must be positioned as central agents for transforming new knowledge into action.

Join us on 13 May to hear directly from them as part of the discussion:

🕒 15:00 – 17:00 CET
💻 Online (Zoom)

👉 REGISTER to be part of the conversation: https://www.norrageducation.org/beyond-2030-what-role-for-higher-education-in-the-new-global-agenda/

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