Regaining legitimacy in the context of global governance? UNESCO, Education for All coordination and the Global Monitoring Report

D. Brent Edwards*, Taeko Okitsu, Romina da Costa, Yuto Kitamura

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

This research note shares insights which resulted from a larger study into the ways in which the United Nations Educational, Scientific and Cultural Organization (UNESCO) – during 2010–2014 – used its position as coordinator of the post-Dakar Framework for Action (initiated at the World Education Forum held in 2000 and designed to reinvigorate the Education for All initiative) to help it regain some of the legitimacy it had lost in the preceding decades. The research study focused on the role of both the UNESCO Education for All Follow-up Unit and the production of the Global Monitoring Report (GMR) during the 2000s because they were at the heart of UNESCO’s efforts to repair its image and renew its impact in one area of global governance, specifically in the global education policy field. The study’s findings were based on an analysis of documents, archives and interviews (n = 17) with key actors inside and outside UNESCO, including representatives of UNESCO’s peer institutions.

Original languageEnglish
Pages (from-to)403-416
Number of pages14
JournalInternational Review of Education
Volume63
Issue number3
DOIs
Publication statusPublished - 2017 Jun 1
Externally publishedYes

Keywords

  • Education for All
  • global education policy
  • Global Monitoring Report
  • legitimacy
  • multilateralism
  • UNESCO

ASJC Scopus subject areas

  • Education

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