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 tables

Extract

Table 1: Chapter-related research questions ................................................................................................... 5 Table 2: The four pillars of education .......................................................................................................... 15 Table 3: Content-based versus structure or strategy-related terminology..................................................... 35 Table 4: Types of institutions ....................................................................................................................... 45 Table 5: Summary scheme distinguishing between network, regime and institution ................................... 51 Table 6: Differences between new institutionalism and classic (old) institutionalism ................................. 58 Table 7: Major approaches in new institutionalism...................................................................................... 61 Table 8: Modes of new institutionalism ....................................................................................................... 62 Table 9: New institutionalism – practice and achievements......................................................................... 65 Table 10: Normative versus interpretative paradigms in research.................................................................. 72 Table 11: Survey of different modes of assessing effectiveness..................................................................... 79 Table 12: DESD catalogue of criteria............................................................................................................. 84 Table 13: Characteristics of qualitative and quantitative research – a synthesis ............................................ 87 Table 14: Opportunities and challenges of semi-structured interviews .......................................................... 91 Table 15: Methodological research assignments ............................................................................................ 95 Table 16: Examples of evaluation guidelines ............................................................................................... 118 Table 17: UNESCO expertise in acting as designated lead agency.............................................................. 132 Table 18: UNESCO’s DESD spending as ratio of DESD expenditures to global budget ............................ 140 Table 19: DESD spending in comparison to UNESCO’s Education Sector budget..................................... 141 Table 20: Examples of relevant DESD issues .............................................................................................. 158 Table 21: SMART objectives on DESD....................................................................................................... 160 Table 22: Milestones of DESD..................................................................................................................... 187 Table 23: International decades designated by the United Nations General Assembly................................ 193 Table 24: Organisational modes of binding.................................................................................................. 206 Table 25: Scholarly doctrine and soft- versus hard-law choices................................................................... 209 Table 26: Advantages and disadvantages of hard law and soft law.............................................................. 213 Table 27: Benefits and challenges of hybrid norms...................................................................................... 214 Table 28: Cross-cutting DESD-related programmes and initiatives............................................................. 260 Table...

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.