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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.

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IV Methodology

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IV Methodology.............................................................................................................................................. 71 1 Introduction .................................................................................................................................... 71 2 Theory-oriented analysis ................................................................................................................ 73 2.1 Functions ............................................................................................................................. 74 2.2 Criteria ................................................................................................................................ 75 2.2.1 Effectiveness ............................................................................................................ 76 2.2.2 Efficiency................................................................................................................. 80 2.2.3 Compliance .............................................................................................................. 80 2.2.4 Leadership................................................................................................................ 82 2.2.5 Topicality ................................................................................................................. 83 2.2.6 Context..................................................................................................................... 83 2.2.7 Power ....................................................................................................................... 83 2.3 Overview............................................................................................................................. 84 3 Document-based analysis ............................................................................................................... 85 3.1 Primary-source materials..................................................................................................... 85 3.2 Secondary-source materials................................................................................................. 86 4 Data-based analysis ........................................................................................................................ 86 4.1 Qualitative approach ........................................................................................................... 88 4.2 Quantitative approach ......................................................................................................... 93 5 Research assignment ...................................................................................................................... 94 6 Conclusion...................................................................................................................................... 95 Given the theoretical background in which DESD is considered as a regime, appropriate criteria are the conditio sine qua non for the proper elucidation of both assignment and performance. Which methodological approach, in accor- dance with regime theory and new institutionalism, provides a suitable connec- tion between theory and research objectives? This chapter will discuss sets of criteria which will be devised primarily through triangulation, or analysis grounded in three independent sources of theory-oriented, document-based and data-based research. 1 Introduction Form follows function, and that which applies to modern architecture relates to methodological instruments also. They must be derived from the theoretical ori- entation alone. Structures need to support reasoning by facilitating appropriately conducted argumentation. Choosing a methodological approach must depend on theoretical intent alone. Taking into account the notional background of DESD qua regime, analyti- cal methods must reflect, reliably, the nature of theoretical concepts such as new institutionalism (settings), regime theory (conditions) and institutional concep- tions of order (principles). Methodological instruments must therefore be appro- priate and manageable for an examination of UNESCO’s role within DESD with...

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