100 years of international cooperation in education: Some takeaways from my 55 years of involvement

This article reviews my involvement since the late 1960s in education development, largely in developing countries. It focuses on what became the two cornerstones of my career: (i) Achieving universal primary education (UPE), especially in sub-Saharan Africa (SSA), and (ii) Promoting international cooperation in education. Half of my career was spent working as staff or consultant for the World Bank. The remainder was spent as staff of UNESCO (ten years), OECD (two), and Norwegian institutions (five), and as an independent consultant. While the issues have evolved over time, the world community still faces major and urgent challenges in the afore-mentioned areas. A large proportion of young people in poor countries, especially in SSA, continue to enter adulthood without basic literacy and numeracy skills. And, while it is more needed than ever, effective multilateral cooperation -- that goes beyond pious wishes voiced at global conferences to actual implementation -- faces complex new challenges in today’s increasingly interdependent, multi-polar world. Though progress has been mixed in the two areas to which I have devoted my career, I do not regret having done so. More than ever, progress in both areas is vital for securing the brighter future we all want, and I am happy to have been part of my generation’s efforts in this regard. I hope that the next generations will turn past lessons into stronger and more effective actions. The onset of the COVID pandemic gave a strong impetus to improved education cooperation. I hope that the many urgent challenges threatening our common future -- challenges that no country, however strong, can handle alone – will give the global community the necessary jolt to strengthen the ability of the multilateral system to deliver more effectively the global public good functions needed to address these challenges.