This timely Handbook takes stock of the range of debates that characterise the field of international education and development, and suggests key aspects of a research agenda for the next period. It is deliberately divergent in its approach, recognising the major ideological and epistemological divides that characterise a field that draws on many traditions. Leading and emergent voices from different paradigms and contexts are afforded a space to be heard and each section puts current debates in larger historical contexts through section introductions and historical pieces.

1. International Education and Development: Using Multiple Lenses or Remaining in Multiple Silos? Part 1: Rethinking the Relationship Between Education and Development 2. Human capital and development 3. Education as a humanitarian response as a global objective 4. Education and political development: contradictions and tensions in relationships between education, democracy, peace and violence 5. Education for sustainable development: the rising place of resilience and lessons from small island developing states 6. Reframing gender and education for the post-2015 agenda: a critical capability approach 7. Education and rural development: proposing an alternative paradigm Part 2: Learning, Teaching and Schooling for Development 8. Building global consensus on measuring learning: debates and opportunities 9. Literacy and development 10. Teaching and learning for all? The quality imperative revisited 11. Language, education and development: implications of language choice for learning 12. The Heyneman/Loxley effect: three decades of debate 13. Nutrition in international education and development debates: the impact of school feeding 14. Does educational exclusion explain health differentials among children? An empirical analysis of children in Ethiopia using Young Lives data 15. Spaces for 21st century learning 16. Inclusive education and international development: multilateral orthodoxies and emerging alternatives 17. Low-cost private schools: What we need to know, do know, and their relevance for education and development Part 3: Beyond Schools: Adult, Vocational and Higher Education for Development 18. The importance of early childhood for education and development 19. "115 million girls ...": Informal learning and education, an emerging field 20. Vocational education and training for human development 21. The impact of higher education on development 22. Economic globalisation, skill formation and development 23. Universities as a public good 24. Meaning, rationales and tensions in the internationalisation of higher education 25. Trends, issues and challenges in internationalisation of higher education: where have we come from and where are we going? 26. Transnational flows of students: in whose interests? For whose benefits? Part 4: International Cooperation in Education and Development 27. The history and future of international cooperation in education 28. Lessons from 25 years of Education for All 29. Education and the Post-2015 development agenda 30. Aid for human resource development: the rise of Asia 31. The role of civil society in education for development 32. Public-private partnerships and international education policies 33. Conclusion: Looking beyond 2015: the future of international education and development research

Simon McGrath is Professor of International Education and Development at the University of Nottingham, UK. He is also an Extraordinary Professor at the University of the Western Cape, South Africa, and a research associate of the Human Sciences Research Council of South Africa.

Qing Gu is Professor of Education at the University of Nottingham, UK. She is Vice Chair of the British Association for International and Comparative Education.