Post-education-for-all and sustainable development paradigm [[electronic resource] ] : structural changes with diversifying actors and norms / / edited by Shoko Yamada

• Pubblicazione: United Kingdom : , : Emerald, , 2016
• Descrizione fisica: 1 online resource (316 p.)
• Disciplina: 379
• Soggetto topico: Education - General; Education; Educational equalization
• Altri autori: YamadaShoko
• Note generali: Includes index.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Cover; Title; Copyright; Contents; List of Contributors; Recommendations; Acknowledgements; References; List of Abbreviation; Theorizing the Paradigm Shift in Educational Development; Abstract; The EFA Era and Studies on Global Structures for Education and Development; Reviewing the EFA Process; Theories about Global Mechanisms of International Educational Development; Analysis of the Changing Nature of International Relations; Interactions among Diversifying Actors; Nonstate Channels of Influence; Nontraditional Bilateral Donors; Rationale for Focusing on Actors in the Asia-Pacific Region ; Challenges to International Relations Theories from the Non-WestConclusion; Chapters in This Volume; Notes; References; Part I Post-Efa Discourse in the Historical, Structural, Normative, and Geopolitical Contexts; Education for All as a Global Regime of Educational Governance: Issues and Tensions; Abstract; Introduction; Understanding EFA Architecture as a Global Regime of Educational Governance; The Genealogy of EFA as a Global Regime of Educational Governance; Jomtien and the Development of the EFA Vision; DAC/OECD Report on 'Shaping the 21st Century'; The Dakar Framework for Action ; The Millennium Development Goals as the Dominant Manifestation of EFAThe Fast Track Initiative; The Rome and Paris Declarations on Aid Effectiveness; Conclusion; Notes; References; Post-EFA Global Discourse: The Process of Shaping the Shared View of the 'Education Community'; Abstract; Introduction; Methodology; The Architecture of Consensus Building towards a Post-2015 Education Agenda; The SDG Process and UN Secretariat-Led Mechanisms; The Post-EFA Process and the UNESCO-Led Mechanisms; The Structure of EFA and the Post-EFA Consultation ; Major Forums towards Post-EFA and the Challenges of Setting Unified AgendasActors Involved in the Discourse; Civil Society Actors; Mission-Driven Civil Society Organizations; Constituency-Based Civil Society Organizations; Philanthropies; Multilateral Organizations and Groups; UNESCO and WEF Convening Agencies: UNICEF, UNFPA, UNDP and the World Bank; Global Partnership for Education; Theme-Specific Groups; The Private Sector; State Governments; Issues regarding Actors and Global Governance Structure; Structure, Discourse and Agencies ; Broad-Based Participation and Oligopoly of High-Level DecisionsLegitimacy of Representation; Emergence and Convergence of Key Issues; Review of EFA Experience and Education Targets in SDGs; EFA Reviews; SDG Targets and Means of Implementation; The Pandora's Box Named 'Quality of Education': Key Issues; Achieving Meaningful and Visible Educational Changes: Learning Outcomes, Skills and Assessment; To Operationalize SDG 4 Education Targets: Country Process and Financing; Trends Found in the Large-Sample Quantitative Text Analysis; Conclusion; Notes; Acknowledgements; References ; Asian Regionality and Post-2015 Consultation: Donors' Self-Images and the Discourse
• Sommario/riassunto: As the target year of achieving Education for all (EFA) development goals approached in 2015, there were growing discussions about the post-EFA agenda in the international community of educational development. Regardless of the magnitude of discourse, this transition from EFA should not be understood simply as a normative framework.It has coincided with fundamental changes in structure, actors, modes of interactions, and practices. The emergence of new types of donors who used to be recipients of aid is changing the landscape of international educational development. Being outside of the self-regulating community of traditional donors, they bring different logics and motivations to this field that often go beyond the frame of meaning making among traditional donors. Further, the networks of civil society actors are increasing their influence on the strategies and principles of international educational development, through their global web of mission-driven and expertise-based advocacy.
• Titolo autorizzato: Post-education-for-all and sustainable development paradigm
• ISBN: 1-78441-270-8
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910798572003321
• Lo trovi qui: Univ. Federico II
• Serie: International perspectives on education and society, . 1479-3679 ; ; v. 29.