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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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X Conclusion

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X Conclusion ............................................................................................................................................... 481 1 Framework of analysis.................................................................................................................. 481 1.1 Research questions ............................................................................................................ 481 1.2 Set of criteria ..................................................................................................................... 482 1.3 Consolidation .................................................................................................................... 483 2 Summary ...................................................................................................................................... 485 2.1 Effectiveness ..................................................................................................................... 485 2.2 Efficiency .......................................................................................................................... 490 2.3 Compliance ....................................................................................................................... 492 2.4 Leadership ......................................................................................................................... 502 2.5 Topicality .......................................................................................................................... 504 2.6 Context .............................................................................................................................. 506 2.7 Power ................................................................................................................................ 508 2.8 Synthesis ........................................................................................................................... 511 3 Implications .................................................................................................................................. 513 4 Prospects....................................................................................................................................... 516 5 En guise de conclusion ................................................................................................................. 516 After detailed and comprehensive consideration, this chapter will finally draw a conclusion. Compared to the initial intentions, what are the principal results of research to be reviewed and critically acclaimed? Starting with the analytic framework, the criteria-based summary represents the core component of a con- clusion drawn on UNESCO’s DESD leadership role. Prior to providing future perspectives, the executive summary includes rather general implications for global leadership mandates. 1 Framework of analysis Analysis has purposefully been designed in a twofold and deductive way, ad- dressing the global research question by splitting its various aspects into single- issue research questions. This approach of document and data analysis is facili- tated by the application of relevant theory-based criteria.2223 1.1 Research questions Recalling the point of departure, the question was how UNESCO fulfils its lead- ership and co-ordination mandate as lead agency in the course of the United Na- tions Decade of Education for Sustainable Development (2005–2014).2224 2223 Cf. chapter I 3 Structure on page 4, and chapter IV 5 Research assignment on page 94. 2224 Cf. chapter I 3 Structure on page 5. 482 X – Conclusion In order to adequately theorise...

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