Abstract
Drawing on the case of Rwanda, this article investigates why certain global norms are more likely to be ‘translated’ to national educational policies and the differential influence of inter-governmental organizations (IGOs) and international non-governmental organizations (INGOs) in transmitting global norms. Qualitative analysis of national education policy documents and interviews with international development organizations reveal that global norms linked to development, Education for All (EFA), and gender equality are more amenable to ‘translation’ to the local level, while human rights norms are contested and ‘edited’ for a post-conflict context. The restricted political space for civil society constrains the ability of INGOs to openly advocate for contentious issues; thus, IGOs have more financial and normative influence on national education policies. Findings elucidate mechanisms for the adoption of global models in post-conflict settings.
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