The shifting policy landscape of development education

The contributions in this issue of Policy and Practice provide reflections on the state of development education and recent policy shifts in the UK and Ireland. This issue revisits the theme of the changing policy landscape, a theme initially covered in Issue 5, in 2007. At that point, the time seemed right to reflect upon a decade or so of great constructive change, increased government commitments and greater policy engagement. The policy environment for development education became more strongly linked with official aid policy after the UK and Irish governments issued White Papers on International Development. Substantial government funding and broad support for development education followed, resulting in development awareness and education activities becoming more programmatic, and aligned with government commitments. An ambitious agenda began to emerge around the mainstreaming, formalization and professionalization of development education. Academic support for development education increased (Bourn, 2007) and a tentative research agenda began to emerge in an atmosphere of greater engagement and dialogue between development education practitioners, academics, development practitioners and government