Raya Muttarak – författare

The Role of Education in Enabling the Sustainable Development Agenda explores the relationship between education and other key sectors of development in the context of the new global Sustainable Development Goals (SDG) agenda. While it is widely understood that there is a positive relationship between education and other dimensions of development, and populations around the world show a clear desire for more and better education, education remains an under-financed and under-prioritised sector within development. When education does make it onto the agenda, investment is usually diverted towards increasing access to formal schooling, without focusing on the intrinsic value of education as a tool for development within the international development community more broadly.

The authors explore these tensions through a review of literature from a range of disciplines, providing a clearer picture of the relationship between education and other development sectors. The book challenges silo-thinking in the SDGs by exploring how achieving the SDG education targets can be expected to support or hinder progress towards other targets, and vice-versa. Drawing on examples from both low and high income countries, the book demonstrates how ‘good’ education functions as an ‘enabling right’, impacting positively on many other areas.

The book’s scope ranges across education and development studies, economics, geography, sociology and environmental studies, and will be of interest to any researchers and students with an interest in education and the SDGs.

The Role of Education in Enabling the Sustainable Development Agenda explores the relationship between education and other key sectors of development in the context of the new global Sustainable Development Goals (SDG) agenda. While it is widely understood that there is a positive relationship between education and other dimensions of development, and populations around the world show a clear desire for more and better education, education remains an under-financed and under-prioritised sector within development. When education does make it onto the agenda, investment is usually diverted towards increasing access to formal schooling, without focusing on the intrinsic value of education as a tool for development within the international development community more broadly.

The authors explore these tensions through a review of literature from a range of disciplines, providing a clearer picture of the relationship between education and other development sectors. The book challenges silo-thinking in the SDGs by exploring how achieving the SDG education targets can be expected to support or hinder progress towards other targets, and vice-versa. Drawing on examples from both low and high income countries, the book demonstrates how ‘good’ education functions as an ‘enabling right’, impacting positively on many other areas.

The book’s scope ranges across education and development studies, economics, geography, sociology and environmental studies, and will be of interest to any researchers and students with an interest in education and the SDGs.

This book brings together ten original empirical works focusing on the influence of various types of spatial mobility – be it international or national– on partnership, family and work life. The contributions cover a range of important topics which focus on understanding how spatial mobility is related to familial relationships and life course transitions. The volume offers new insights by bringing together the state of the art in theoretical and empirical approaches from spatial mobility and international migration research. This includes, for example, studies that investigate the relationships between international migration and changing patterns of partnership choice, family formation and fertility. Complementing to this, this volume presents new empirical studies on job-related residential mobility and its impact on the relationship quality of couples, family life, and union dissolution. It also highlights the importance of research that looks at the reciprocal relationships between mobility and life course events such as young adults leaving the parental home in international migration context, re-arrangements of family life after divorce and spatial mobility of the elderly following life transitions. The scholarly work included in this volume does not only contribute to theoretical debates but also provide timely empirical evidence from various societies which represent the common features in the dynamics of spatial mobility and migration.