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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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VI Mandate for leadership

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VI Mandate for leadership ............................................................................................................................ 121 1 Competences ................................................................................................................................ 121 2 Leadership .................................................................................................................................... 123 2.1 Lead agency ...................................................................................................................... 125 2.2 Expertise............................................................................................................................ 131 2.3 Resources .......................................................................................................................... 133 2.3.1 Staffing................................................................................................................... 134 2.3.2 Financing ............................................................................................................... 134 3 Scope ............................................................................................................................................ 143 3.1 Co-ordination and facilitation ........................................................................................... 144 3.2 Implementation ................................................................................................................. 145 4 Conclusion.................................................................................................................................... 147 Which features and competences constitute and define the UNESCO mandate for DESD leadership? This chapter will present essential information that re- lates to the DESD mandate. However, the primary focus is on structure and or- ganisation, and focuses to a lesser extent on practical implementation of this mandate. 1 Competences The notion of a mandate consists of three critical elements: • Authority given to do something; • Power assigned for a specific period of time; and • Order given to perform a particular task in an official capacity. There are a number of other United Nations agencies, multilateral bodies and independent institutions entitled to deal with different issues of sustainability.536 Most of them share certain characteristics, such as co-ordination functions,537 but are not necessarily assigned to, or legitimised by, a particular mandate of implementation. Given that there are multiple potentially relevant institutions, UNESCO must prove its unique aptitude to fulfil the DESD mandate better than these other institutions. In this respect, one crucial United Nations principle is the di- 536 E.g., Committee on Sustainable Development (CSD), United Nations Development Programme (UNDP), United Nations Environment Programme (UNEP), United Na- tions Conference on Trade and Development (UNCTAD), etc. Cf. King, Kenneth (2007): Multilateral agencies in the construction of the global agenda on education....

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