Official development agencies are increasingly supporting civil society lobby and advocacy (L&A) to address poverty and human rights. However, there are challenges in evaluating L&A. As programme objectives are often to change policies or practices in a single institution like a Government Ministry, L&A programmes are often not…

Every child has the right to learn. Yet for far too many, that right remains unfulfilled. Poverty, environmental shocks, conflict, displacement, disability and discrimination continue to keep children out of school or stuck in classrooms without meaningful learning, or disrupt learning altogether. This is especially true for girls and other…

Purpose: The purpose of this paper is to discuss the potential contribution of cross-border vocational education and training (VET) exchange partnerships within the context of tandem exchanges between VET institutions in the Rhine-Waal Euregio region in the Netherlands and Germany. These tandem exchanges offer learners and teachers in VET the…

Theory of change (ToC) is currently "the" approach for the evaluation and planning of international development programs. This approach is considered especially suitable for complex interventions. We question this assumption and argue that ToC's focus on cause-effect logic and intended outcomes does not do justice to the recursive nature…

A phenomenological study explored how five U.S. school counselors-in-training experienced cultural immersion in family life, schools, agencies, and community in the Netherlands. The central phenomenon emerging from reflection papers was that insights about cultural values led to making sense of how school counseling and special education were…

This two-year longitudinal study explores how an earlier international teaching experience influences the way six newly qualified teachers perceive their current teaching practice and professional self-understanding during personally significant experiences. The concept of an experiential continuum, a key concept in these findings, suggests that…

This article explores the perceptions of participants following the first International Summer Institute (SI) on students as partners in higher education, a four-day professional development experience designed to foster student-staff partnerships. Approximately 9 months after the Institute, 10 participants were interviewed to understand their…

The Erasmus+ TeCoLa project (2016-2019) aims to develop and test innovative gamified telecollaboration approaches for secondary schools that address issues of learning diversity in intercultural and Content Integrated Language Learning (CLIL) and teaching. Authentic task-based transnational interactions among peers from different socio-cultural,…

This study sought to identify preservice teachers' perceptions of their student teaching abroad experience and its effectiveness in preparing them to be globally competent educators upon completion of their student teaching as well as two years after. Findings indicate that they perceive their experience to have been both advantageous and…

Virtual exchange is gaining popularity in formal and non-formal education, partly as a means to internationalise the curriculum, and also to offer more sustainable and inclusive international and intercultural experiences to young people around the world. This volume brings together 19 case studies (17 in higher education and two in youth work) of…