Sarah Fuller

Teachers College, Columbia University, International and Transcultural Studies, Graduate Student

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Sarah Fuller holds a Master degree in International Educational Development from Teachers College Columbia University. She is currently an education research consultant for UNICEF Europe and Central Asia Regional Office. She also conducts research on gender equality in and through education for UNESCO. Her research interests include international education policy and planning, immigrant integration policies in education, and inclusive and intercultural learning.
Supervisors: Dr. Gita Steiner-Khamsi and Dr. Fenot Aklog

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Education Diplomacy at the Intersection of Gender Equality and Quality Education

Childhood Education, 2019

This article discusses the role of education diplomacy in the recent UNESCO publication, The Inte... more This article discusses the role of education diplomacy in the recent UNESCO publication, The Intersection of Gender Equality and Education in South-East Europe: A Regional Situation Analysis of the Nexus Between Sustainable Development Goal (SDG) 4 (Quality Education) and SDG 5 (Gender Equality), authored by Sarah Fuller for the UNESCO Regional Bureau for Science and Culture in Europe (Venice, Italy).

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Mapping the Availability of Data to Monitor Progress toward SDG4 in South-East Europe

Current challenges at the national and regional levels impede data collection and monitoring prog... more Current challenges at the national and regional levels impede data collection and monitoring progress toward the 2030 Agenda for Sustainable Development and the Sustainable Development Goals. A study to map existing gaps in the availability of SDG4 data for South-East Europe was therefore undertaken by Sarah Fuller for the UNESCO Regional Bureau for Science and Culture in Europe. This study involved consulting international databases and national documents to review the availability of data corresponding to SDG4 indicators for the following countries: Albania, Bosnia and Herzegovina, Bulgaria, Croatia, Montenegro, the Republic of Moldova, Romania, Serbia, Slovenia, and the former Yugoslav Republic of Macedonia. It assessed the availability of data corresponding to SDG4's 10 targets and their indicators nationally and regionally, in addition to highlighting outdated data and the need for data disaggregation. Thus, the corresponding report shows where progress that has been made in monitoring capacity and where the need for capacity-strengthening persists.

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The Sociolinguistic Situation of Romani in Bulgaria: A Literature Review

The Roma number between five and twelve million worldwide, living both nomadic and sedentary live... more The Roma number between five and twelve million worldwide, living both nomadic and sedentary lives in Europe, western Asia, the Americas, and Australia. Historically, the numerous Roma groups have been subjected to persecution, discriminatory policies, violence, racism, and poverty. Their language, Romani, is the most widespread language geographically in Europe. As a macrolanguage with over 50 varieties, Romani is more diverse than most European languages, but is not recognized by the EU as an official language. The sociopolitical status of the Romani language and its varieties, however, greatly affects Roma education. This literature review analyzes the current status of the Roma and the Romani language through a case study of Bulgaria. It examines existing linguistic and educational policies, compares the situation of Romani in Bulgaria with that of other minoritized languages such as Sámi in Norway and Romani in Romania. Furthermore, it offers suggestions in light of recent research on language-in-education policy.

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Early Childhood Education in Albania: A Subsector Review

As a member of NATO and a candidate for membership in the EU, Albania has focused on integration,... more As a member of NATO and a candidate for membership in the EU, Albania has focused on integration, and the 2014-2020 National Strategy for Development and Integration has influenced the creation of its 2014-2020 Pre-University Education Development Strategy. Although very little policy focus is given to preschool education, the MoES has established the goal of implementing a mandatory preprimary year before grade 1 by 2018. With one of the youngest populations in Europe, Albania has great potential to take advantage of the benefits of preprimary education. Nonetheless, barriers to achieving this persist, including low enrollment, lack of budgetary attention, poverty gaps, disparities in enrollment among minority groups and those with disabilities, and insufficient public supply of preprimary education services. This subsector review analyzes these challenges, provides an overview of recent donor involvement, and considers ways to improve the quality of preprimary services in light of best practices.

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Education Diplomacy at the Intersection of Gender Equality and Quality Education

Childhood Education, 2019

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Mapping the Availability of Data to Monitor Progress toward SDG4 in South-East Europe

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The Sociolinguistic Situation of Romani in Bulgaria: A Literature Review

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Early Childhood Education in Albania: A Subsector Review

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