Organizational Challenges to International Cooperation for Literacy in UNESCO

Autor/in	Limage, Leslie J.
Titel	Organizational Challenges to International Cooperation for Literacy in UNESCO
Quelle	In: Comparative Education, 43 (2007) 3, S.451-468 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
Schlagwörter	Primary Education; International Cooperation; Educational Policy; Literacy Education; International Organizations; Developing Nations; International Education; Adult Literacy; Developmental Programs; Policy Formation; Program Administration; Iraq; United States + Suchen Sie Ihr Suchwort? Primarbereich; Internationale Kooperation; Internationale Zusammenarbeit; Politics of education; Bildungspolitik; International organisation; International organisations; International organization; Internationale Organisation; Developing country; Developing countries; Entwicklungsland; Internationale Erziehung; Entwicklungsplan; Politische Betätigung; Irak; USA
Abstract	The absolute priority given by UNESCO to the promotion of universal literacy is understood as a key policy driver shaping the Organization since its inception in 1946. Grounded in human rights, the commitment has taken concrete form in many and diverse ways, but it is as a shaper of ideas that UNESCO's overall contribution is best judged. In particular, the Organization has persisted in its dual approach to universal literacy through both universal primary education and literacy learning opportunities through formal provision and non-formal learning opportunities for adults and out-of-school youth. Although the latter strategy receded somewhat in prominence in the decade following the World Conference on Education for All (1990), recent years have seen an invigorated and broadly supported multi-pronged approach to literacy emerge in the donor community, if not in UNESCO itself. A major policy shift in 2006 to abandon systematic and programmatic concern for literacy at UNESCO Headquarters comes as something of a surprise, given its historical leadership. The decision is analysed in the context of wider UN reforms, the impact of the United States' return to UNESCO, and the implications for policy-making, management and ethical administration arising for UNESCO following the Independent Committee's report on its involvement in the UN-Iraq Oil for Food Programme. (Contains 5 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10