An examination of the USAID Leading through Learning Global Platform Project through the lens of Collective Impact Theory

• In Event: Decolonization of Education Technical Assistance through Networks: theory and practice.

Proposal

Decolonization refers to the devolution of power and leadership to local actors–a commitment made in USAID through multiple channels, including: USAID Administrator Power’s address, the USAID Local Capacity Development Policy draft, the USAID Local Systems Framework. Collective impact is predicated on the idea that decentralized and concerted collective action leads to sustainable change, the aim of international education development. This paper examines the project’s global network of education stakeholders through the lens of collective impact theory. Collective impact, as defined by the Collective Impact Forum, brings people together in a structured way to affect change. It harnesses networked members’ experience and expertise, regardless of their geographic location, towards achieving a common agenda. The Global Platform project aims to advance the donor’s education priorities by co-creating and implementing evidence-based products with a network of the donor and implementing partners. The Global Platform structure includes a regional hub and three learning networks: Higher Education Learning Network, the Global Reading Network, and the Education in Crisis and Conflict Network. The presenter first outlines the Global Platform project overview. She then explores the Global Platform through the lens of the five components of collective impact: a common agenda, shared measurement, reinforcing activities, continuous communication, and a dedicated team. Third, based on this analysis, the presenter summarizes the Global Platform’s strengths and areas for development. Finally, the paper makes recommendations for how the Networks and Hub can harness collective impact to decolonize education technical assistance.

Author

• Cynthia Koons, Education Development Center