UNESCO's Role in Global Educational Development

Titel	UNESCO's Role in Global Educational Development
Quelle	In: Comparative Education Review, 51 (2007) 2, S.229-245 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/512019
Schlagwörter	Educational Development; International Education; International Organizations; Role Theory; Agency Role; Position Papers; Educational Assessment; Agenda Setting; Conferences; Discourse Communities; Agency Cooperation; Benchmarking; Global Approach; Institutional Evaluation + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Internationale Erziehung; International organisation; International organisations; International organization; Internationale Organisation; Rollentheorie; Positionspapier; Education; assessment; Bewertungssystem; Globales Denken
Abstract	This article presents a two-round discussion that centered around the question: "How well has UNESCO framed its own proposed role in meeting Education for All objectives as well as the roles of other UN organizations, national governments, and civil society actors?" The participants reviewed the most recent draft of UNESCO's "Global Action Plan" and provided their perspectives on UNESCO's role in global educational development. The participants further commented on relationships among (1) UNESCO and other multilateral actors, notably the World Bank; (2) Multilaterals and the construction of knowledge concerning education and development; and (3) Governments, civil societies, and international agencies in the promotion of Education for All (EFA). The participants included Peter Smith, Mary Joy Pigozzi, Katarina Tomasevski, Harbans Bhola, Kazuo Kuroda, and Karen Mundy. In both rounds of the dialogue, participants addressed the central question from their unique perspectives. However, two themes arise in each comment and overlap in the 11 contributions. Some of the participants challenged UNESCO to act institutionally in ways that promote the realization of this principle through moral and technical leadership in the Education for All movement. A second common theme is the recognition that UNESCO is not a privileged actor within the economic configuration of power among international assistance institutions. (Contains 4 footnotes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10