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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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VII Background information

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VII Background information .......................................................................................................................... 149 1 Vision ........................................................................................................................................... 149 2 Mission ......................................................................................................................................... 151 3 Challenges .................................................................................................................................... 152 4 Dimensions................................................................................................................................... 153 5 Perspectives .................................................................................................................................. 157 6 Objectives..................................................................................................................................... 160 7 Principles ...................................................................................................................................... 163 8 Characteristics .............................................................................................................................. 164 9 Timeline........................................................................................................................................ 165 10 Thrusts .......................................................................................................................................... 166 11 Stakeholders ................................................................................................................................. 167 11.1 United Nations affiliation.................................................................................................. 168 11.2 UNESCO affiliation .......................................................................................................... 173 11.3 Miscellaneous affiliation ................................................................................................... 181 12 Milestones .................................................................................................................................... 186 13 United Nations decades ................................................................................................................ 193 14 Summary ...................................................................................................................................... 195 In what way is DESD grounded and affiliated to evolutions in practice? In this respect context is very important. There is no development without good reason and the same general principle of evolution can also be said to apply to DESD. For this purpose, this chapter will outline the required context by following three principal elements: firstly, an explanation of DESD in terms of strategic reasons based on vision, mission and obstacles followed by programmatic as- pects outlined through perspectives, objectives, focal issues and general princi- ples of conduct; secondly, background information on the characteristics, in- tended schedule and main motivations of DESD as well as brief descriptions of stakeholders; thirdly and finally, contextualisation of DESD in a framework of past developments, current affairs and future obstacles in order to make its cir- cumstances clear. 1 Vision Building visions is a future-oriented and stylised capacity of positive and crea- tive thinking directed towards a desirable steady state.648 “The basic vision of the DESD is a world where everyone has the opportunity to benefit from educa- tion and learn the values, behaviour and lifestyles required for a sustainable future and...

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