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Stephanie Bengtsson is a Research Scholar with the World Population (POP) program, where she is working on education issues, socio-economic progress and human wellbeing. She holds a Doctorate in International Educational Development from Teachers College, Columbia University, an MPhil in Inclusive Education from the University of Cambridge, and a Bachelor of Arts (cum laude) in English Literature from Harvard.
Dr Bengtsson specializes in international development, inclusive education policy, programming, and planning, teacher training and capacity building, and the Sustainable Development Goals (SDGs) and the Education for All (EFA) agenda. Her scholarly work and her work with a range of international partners (including UNICEF, INEE, NGOs, academic institutions, etc.) has centered around the notion of education as a life-saving and life-sustaining right, and ensuring that the most vulnerable have the opportunity to access and participate in quality education.
Last update: 10-JAN-2018
Bengtsson S, Barakat B, & Muttarak R (2018). The Role of Education in Enabling the Sustainable Development Agenda. Routledge. ISBN 9781138307957
Barakat B & Bengtsson S (2018). What do we mean by school entry age? Conceptual ambiguity and its implications: the example of Indonesia. Comparative Education 54 (2): 203-224. DOI:10.1080/03050068.2017.1360564.
Barakat B, Bengtsson S, Muttarak R, & Kebede E (2016). Modelling SDG scenarios for Educational Attainment and Development. CESDEG: Education for all Global Monitoring Report (EFA-GMR). Wittgenstein Centre for Demography and Global Human Capital (IIASA, VID/ÖAW, WU)
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