@article{d2ff92f820864b2e964348c2d0eaa2b9,
title = "Regaining legitimacy in the context of global governance? UNESCO, Education for All coordination and the Global Monitoring Report",
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{\textquoteright}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{\textquoteright}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{\textquoteright}s peer institutions.",
keywords = "Education for All, global education policy, Global Monitoring Report, legitimacy, multilateralism, UNESCO",
author = "Edwards, {D. Brent} and Taeko Okitsu and {da Costa}, Romina and Yuto Kitamura",
note = "Funding Information: These obstacles were not experienced by the GMR. Indeed, since the GMR was an independent entity housed within a multilateral organisation, financially supported by outside organisations (mostly with funding from bilateral donors), well-staffed, and exempt from the internal politics of UNESCO, its experience was the opposite to that of UNESCO{\textquoteright}s EFA leadership generally. Due to its privileged position, the GMR was able to meet and perhaps surpass its own expectations as a report which would monitor and assess the world{\textquoteright}s progress towards the EFA goals. Indeed, it went beyond simply monitoring progress to also impacting the work of UNESCO and others. Publisher Copyright: {\textcopyright} 2017, Springer Science+Business Media Dordrecht and UNESCO Institute for Lifelong Learning.",
year = "2017",
month = jun,
day = "1",
doi = "10.1007/s11159-017-9646-1",
language = "English",
volume = "63",
pages = "403--416",
journal = "International Review of Education",
issn = "0020-8566",
publisher = "Springer Netherlands",
number = "3",
}
