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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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A Accountability ......................................... See Compliance Added value28, 30, 86, 240, 425, 459, 491, 497, 510, 555 Affidavit of means....................................................... 363 Affiliation~............................................. See Stakeholders Africa region ............................................................... 392 African Union ..................................... 178, 393, 555, 570 Agenda 21 .................. See United Nations Conference on Environment and Development Analysis Communication....................................................... 165 Content~ ........................................... 85, 230, 457, 557 Data-based~ .................................................. 73, 86, 87 Document-based~ ......................................... 73, 85, 95 Framework.......................................... 47, 54, 481, 482 Methodological triangulation.......... 72, 86, 95, 96, 572 Qualitative~ ..72, 87, 88, 164, 269, 304, 339, 395, 430, 447, 476, 569 Quantitative~ ..72, 87, 88, 93, 164, 304, 327, 328, 339, 395, 430, 435, 569 Questionnaire.90, 92, 93, 117, 376, 431, 454, 457, 569 Theory-oriented~ .......................................... 73, 87, 88 Arab region ................................................................. 390 Asia and the Pacific region.......................... 367, 372, 388 ASPnet ............See UNESCO Associated Schools Project Network Assessment................................................ See Evaluation Assignment..................................................See UNESCO AU........................................................See African Union Awareness-raising .26, 144, 169, 196, 220, 282, 286, 308, 311, 323, 329, 458, 471 B Belgrade Declaration................................... 407, 409, 555 Best practices ..74, 99, 123, 127, 130, 172, 182, 251, 274, 323, 346, 356, 375, 396, 416, 421, 433, 454, 464, 473, 555, 556, 561 Best Practices and Local Leadership Programme See Best Practices Biennium......140, 141, 178, 304, 341, 346, 347, 356, 556 Binding.................................................... See Compliance BLP See Best Practices and Local Leadership Programme Bologna Declaration.................................... 190, 414, 556 Bona fide ................................67, 203, 222, 232, 556, 568 Bonn Declaration ................................................ 193, 556 Bottom up......87, 163, 167, 181, 213, 244, 268, 306, 312, 339, 458, 459, 556 Briefing ........................................... 86, 92, 455, 456, 556 Brundtland Report ..See Report...

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