Multilateral Agencies in the Construction of the Global Agenda on Education

Autor/in	King, Kenneth
Titel	Multilateral Agencies in the Construction of the Global Agenda on Education
Quelle	In: Comparative Education, 43 (2007) 3, S.377-391 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
Schlagwörter	Foreign Countries; Educational Development; International Organizations; Agenda Setting; Developing Nations; Conferences (Gatherings); Policy Formation; Objectives; Educational Policy; Politics of Education + Suchen Sie Ihr Suchwort? Ausland; Bildungsentwicklung; International organisation; International organisations; International organization; Internationale Organisation; Developing country; Developing countries; Entwicklungsland; Politische Betätigung; Goal definition; Zielsetzung; Politics of education; Bildungspolitik; Educational policy
Abstract	This article traces the construction of the educational dimension of the global development agenda over the period 1990 to 2006. It argues that the multilateral agencies, and notably the World Bank, UNICEF, UNESCO and UNDP, played vital roles in designing the architecture of this world agenda, supported at a key stage by the Development Assistance Committee (DAC) of the OECD. The milestones in this process were the World Conference on Education for All in 1990, the OECD DAC Report on "Shaping the 21st Century" in 1996, the World Forum in Dakar in April 2000, and the Millennium Summit of September 2000. These processes identified a series of goals and targets, including in education, that were time-bound and circumscribed in their range and coverage. The enthronement of the Millennium Development Goals (MDGs) following the Millennium Summit of 2000 as the centrepiece in the world's development agenda, is particularly worthy of careful analysis. It is suggested that the multilateral agencies played the dominant role in the construction both of the MDGs and of their predecessors, the International Development Targets (IDTs), and that, as a consequence, these may well not be strongly owned by developing countries in the way that is often claimed that they are. (Contains 2 figures and 14 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10