Read ebook - International Perspectives on Education and Society: Post-Education-For-All and Sustainable Development Paradigm : Structural Changes with Diversifying Actors and Norms 29 (2016, Hardcover) in TXT, MOBI, FB2
9781784412715 1784412716 As the target year for achieving Education for All (EFA) development goals approaches in 2015, there are growing discussions about the post-EFA agenda in the international community of educational development. Regardless of the magnitude of discourse, this transition from EFA should not be understood simply as a matter of the normative framework. It coincides with fundamental changes in structure, actors, mode of interactions, and practices. The emergence of new types of donors who used to be recipients of aid is changing the landscape of international educational development. Being outside of the self-regulating community of traditional donors, they bring different logics and motivations to this field that often go beyond the frame of meaning making among traditional donors. Further, the networks of civil society actors are increasing their influence on the strategies and principles of international educational development, through their global web of mission-driven and expertise-based advocacy., As the target year of achieving Education for All (EFA) development goals approached in 2015, there were growing discussions about the post-EFA agenda in the international community of educational development. Regardless of the magnitude of discourse, this transition from EFA should not be understood simply as a normative framework. It has coincided with fundamental changes in structure, actors, modes of interactions, and practices. The emergence of new types of donors who used to be recipients of aid is changing the landscape of international educational development. Being outside of the self-regulating community of traditional donors, they bring different logics and motivations to this field that often go beyond the frame of meaning making among traditional donors. Further, the networks of civil society actors are increasing their influence on the strategies and principles of international educational development, through their global web of mission-driven and expertise-based advocacy., As the target year of achieving Education for All development goals approached in 2015, there were discussions about the post-EFA agenda, in the international community of educational development. This process was parallel to that on setting the post-Millennium Development Goals (MDGs). Regardless of the magnitude of discourse, the transition from EFA and MDGs, should not be understood simply as a normative framework. It has coincided with fundamental changes in structure, actors, modes of interactions, and practices. The emergence of new types of donors who used to be recipients of aid is changing the landscape of international educational development. The transnational networks of civil society actors gained power to set the discourse at multiple levels, through their global mission-driven and expertise-based advocacy. Furthermore, advanced communication technologies and the broadened basis of participation increased the amount of ideas exchanged, while the global governance structure becomes even more centralized in its decision making. This book sheds light on the nexus of factors driving the paradigm shift, closely examining the collective processes for developing a set of education targets for the post-2015 development agenda at global regional, and national levels. Chapters also highlight the roles played by emerging state and non-state actors. Special attention is given to across in the Asia-Pacific region, which simultaneously demonstrate diversity and common regional features. Based on interviews with key figures in the discourses and extensive qualitative and quantitative analysis of texts published regarding the post EFA agenda, the book untangles the nature of the Post-EFA paradigm shift, at the global, Asia-Pacific regional and national levels. Book jacket.
9781784412715 1784412716 As the target year for achieving Education for All (EFA) development goals approaches in 2015, there are growing discussions about the post-EFA agenda in the international community of educational development. Regardless of the magnitude of discourse, this transition from EFA should not be understood simply as a matter of the normative framework. It coincides with fundamental changes in structure, actors, mode of interactions, and practices. The emergence of new types of donors who used to be recipients of aid is changing the landscape of international educational development. Being outside of the self-regulating community of traditional donors, they bring different logics and motivations to this field that often go beyond the frame of meaning making among traditional donors. Further, the networks of civil society actors are increasing their influence on the strategies and principles of international educational development, through their global web of mission-driven and expertise-based advocacy., As the target year of achieving Education for All (EFA) development goals approached in 2015, there were growing discussions about the post-EFA agenda in the international community of educational development. Regardless of the magnitude of discourse, this transition from EFA should not be understood simply as a normative framework. It has coincided with fundamental changes in structure, actors, modes of interactions, and practices. The emergence of new types of donors who used to be recipients of aid is changing the landscape of international educational development. Being outside of the self-regulating community of traditional donors, they bring different logics and motivations to this field that often go beyond the frame of meaning making among traditional donors. Further, the networks of civil society actors are increasing their influence on the strategies and principles of international educational development, through their global web of mission-driven and expertise-based advocacy., As the target year of achieving Education for All development goals approached in 2015, there were discussions about the post-EFA agenda, in the international community of educational development. This process was parallel to that on setting the post-Millennium Development Goals (MDGs). Regardless of the magnitude of discourse, the transition from EFA and MDGs, should not be understood simply as a normative framework. It has coincided with fundamental changes in structure, actors, modes of interactions, and practices. The emergence of new types of donors who used to be recipients of aid is changing the landscape of international educational development. The transnational networks of civil society actors gained power to set the discourse at multiple levels, through their global mission-driven and expertise-based advocacy. Furthermore, advanced communication technologies and the broadened basis of participation increased the amount of ideas exchanged, while the global governance structure becomes even more centralized in its decision making. This book sheds light on the nexus of factors driving the paradigm shift, closely examining the collective processes for developing a set of education targets for the post-2015 development agenda at global regional, and national levels. Chapters also highlight the roles played by emerging state and non-state actors. Special attention is given to across in the Asia-Pacific region, which simultaneously demonstrate diversity and common regional features. Based on interviews with key figures in the discourses and extensive qualitative and quantitative analysis of texts published regarding the post EFA agenda, the book untangles the nature of the Post-EFA paradigm shift, at the global, Asia-Pacific regional and national levels. Book jacket.