Abstract
This article analyses the perceived role of Finnish education experts working in development cooperation for education. We interviewed 31 education experts working in international organisations representing Finland. A theoretically pluralist approach is utilised combining complexity thinking with a multiple streams approach. The analysis demonstrates that the context of educational development cooperation is ambiguous and complex. Influencing policymaking is a strategic, non-linear task which takes time, resources, and personal skills. Policy entrepreneurs need to understand the dynamics of development cooperation, identify actors that trust them, and recognise when policy windows are likely to open.
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