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Staff Profile

Raoul J. Davion

Associate Director, Girls' Secondary Education

Raoul Davion is the Associate Director of the Foundation's work on Girls' Secondary Education in Developing Countries.

His grantmaking portfolio spans the range of the Foundation's involvement in secondary education internationally, including programming in Nigeria, India, and East Africa, as well as global engagement to strengthen policy and improve the evidence base for more girls to access quality, secondary level learning opportunities. Davion previously co-chaired the Foundation’s initiative in higher education in Africa and represented MacArthur in the Partnership for Higher Education in Africa, a collaboration of seven U.S. foundations that invested $440 million over 10 years. He serves on the steering committee of the Africa Grantmakers Affinity Group.

Prior to joining the Foundation in 2001, Davion was based in sub-Saharan Africa, including six years in South Africa with the Institute of Natural Resources, monitoring and evaluating impacts of proposed large scale development projects. Within the Institute’s focus on rural development, he also worked with local government in South Africa on rural development planning and to build community engagement with conservation and promote sustainable access to natural resources. Davion has also served in the African Development Bank’s Social and Environmental Policy division and at the Center for Neighborhood Technology in Chicago.

He obtained his undergraduate degree from Princeton University, where he received the Henry Richardson Labouisse Fellowship. His master’s degree focused on rural development and was awarded by the University of KwaZulu Natal.

Raoul J. Davion works on the following MacArthur programs and projects:

Girls' Secondary Education in Developing Countries

Higher Education in Russia & Africa

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Investing in Girl's Secondary Education in Developing Countries

The MacArthur Foundation's Girls' Secondary Education in Developing Countries program aims to improve participation by marginalized girls in quality, relevant secondary education, with the expectation that advances will have positive implications for both girls and ... Read More