Show Less

Lead Agency

UNESCO’s Global Leadership and Co-ordination Role for the United Nations Decade of Education for Sustainable Development (2005–2014)

Series:

Martin Gerner

In the future, advocacy in the field of International Relations will increase in importance. Mandates pertaining to particular issues have therefore been announced and officially assigned. In analysing the normative framework of the United Nations Decade of Education for Sustainable Development (2005–2014) the prominent and novel concept of lead agency is introduced, applied and comprehensively discussed. The major characteristics and implications of this concept are illustrated in the context of the United Nations Educational, Scientific and Cultural Organization (UNESCO) and its mandate for global leadership and co-ordination. This publication contributes to the theory and practice of organizational leadership performance by proposing viable criteria for assessing achievements and challenges. The interdisciplinary approach adopted meets the needs of both practitioners in the field of education for sustainable development and scholars dealing with regime theory and new institutionalism.

Prices

Show Summary Details
Restricted access

List of figures

Extract

Figure 1: Official symbol of globally addressing sustainability literacy.......................................................... 2 Figure 2: DESD: Joint challenges – common responsibilities ......................................................................... 3 Figure 3: Linking education stages with pillars of learning ........................................................................... 16 Figure 4: From educating to learning: a framework for quality education .................................................... 18 Figure 5: Sustainability – from term to conception........................................................................................ 21 Figure 6: Key characteristics of sustainable development ............................................................................. 30 Figure 7: ESD – marginal or growing concern? ............................................................................................ 32 Figure 8: Calculating ESD ............................................................................................................................. 33 Figure 9: Three pillars of institutions............................................................................................................. 47 Figure 10: Institutional pillars and respective carriers ..................................................................................... 48 Figure 11: DESD considered as international regime ...................................................................................... 54 Figure 12: Schools of old and new institutionalism: institutional pillars and levels ........................................ 57 Figure 13: Framework for institutional analysis .............................................................................................. 73 Figure 14: Methodological triangulation ......................................................................................................... 96 Figure 15: UNESCO’s functional assignment ............................................................................................... 100 Figure 16: Policy cycles in strategic planning and framework ...................................................................... 104 Figure 17: Creating normative instruments – standard-setting ...................................................................... 110 Figure 18: Gradual normativity in UNESCO standard-setting ...................................................................... 115 Figure 19: Correlation between UNESCO’s global functions ....................................................................... 119 Figure 20: Dual character of leadership ......................................................................................................... 124 Figure 21: Lead agency.................................................................................................................................. 128 Figure 22: UNESCO headquarters staff in DESD co-ordination – ED/UNP/DESD ..................................... 134 Figure 23: DESD financing............................................................................................................................ 135 Figure 24: Intricate budgetary pathway of DESD expenditure ...................................................................... 137 Figure 25: UNESCO inter-sectoral co-operation and financing .................................................................... 139 Figure 26: DESD spending at UNESCO headquarters .................................................................................. 142 Figure 27: Functional relationship between co-ordination, facilitation and implementation......................... 143 Figure 28: Catalogue of DESD implementation criteria ................................................................................ 146 Figure 29: DESD and sustainability literacy.................................................................................................. 151 Figure 30: Dimensions of DESD ................................................................................................................... 157 Figure 31: DESD objectives – a consolidated puzzle .................................................................................... 162 Figure 32: Thrusts...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.