This Handbook takes shape during a period of significant change in the field of international education and development. Indeed, one of the purposes of the volume is to reflect upon the current international debates in education and development at this key moment in the history of the field. As we approach the 2015 end date of the Millennium Development Goals (MDGs) and the Education for All (EFA) goals, the landscape of education and development is quickly shifting with a global architecture under reconstruction. One of the hallmarks of this reconstruction phase, often referred to as the post-2015 process, has been an opening up of debate through wider global consultation than had previously been seen in 1990 at Jomtien (leading to the World Declaration on Education for All) or in 2000 at Dakar or New York (leading to the Dakar Framework for Action and the Millennium Development Goals, respectively). Arguably, the post-2015 process has remained a largely Northern-led initiative (King and Palmer 2013) and has been met by some criticism about the consultation processes as being tokenistic and lacking in genuine opportunity for stakeholder engagement that truly counts towards post-2015 goal and target development (Green 2013; Stecher 2013).