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This paper attempts to contribute to ways by which confluence, referring to a meeting point for the different agents to cooperate and communicate on education policy processes, can be understood. Pertinent national education policies in countries receiving aid, in particular, are formed and implemented in a complex nexus. Cultural and context sensitivity can be stimulated through a thorough understanding of this confluence, which subsequently can enable the different policy agents, which function at this meeting point, collaborate to alleviate some of the educational challenges. Comparative and international education, in this respect, has a significant role to play.
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