Merging Education Ministries: Lessons learned from international practices (original) (raw)
Merging and Demerging Education Ministries in Malaysia
MERGING AND DEMERGING EDUCATION MINISTRIES IN MALAYSIA
There is little research about the potential effects of large-scale institutional changes. Mergers and demergers of educational ministries provide an example of such changes, with their impact on the detailed workings of the organizational mechanics of education systems. The case study reported here is based on the perceptions of the frontline actors concerned by mergers/demergers, none of whom expressed enthusiasm for the merger. Overall, the Malaysian merger, and the demerger two years later, had little overall effect. The short time of the merger was a factor, as well as the existence of autonomous agencies assuring key functions
Directions in educational planning: International experiences and perspectives
International Review of Education, 2012
The views and opinions expressed in this book are those of the authors and do not necessarily represent the views of UNESCO or IIEP. The designations employed and the presentation of material throughout this book do not imply the expression of any opinion whatsoever on the part of UNESCO or IIEP concerning the legal status of any country, territory, city or area or its authorities, or concerning its frontiers or boundaries. The publication costs of this study have been covered through a grant-in-aid offered by UNESCO and by voluntary contributions made by several Member States of UNESCO, the list of which will be found at the end of the volume.
The Formation and Workings of a Global Education Governing Complex
Springer eBooks, 2019
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Developing the concept of international education: Sixty years of UNESCO history
Prospects, 2011
This article is an analysis of official UNESCO documents-General Conference resolutions and Executive Board decisions for the period 1946 to 1999-that address international education. It shows that international education has been key to UNESCO's mission since the organization began, and illustrates various trends in its acceptance and implementation. It argues that, because such education is essential to academic and technical progress, it must be incorporated in all the activities and materials of any educational system. It also argues that implementing it as UNESCO has recommended can relieve many types of conflict.
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. Résumé ((The French translation of the final edited abstract will be added here later))
Educational multilateralism in a changing world order: Unesco and the limits of the possible
International Journal of Educational Development, 1999
This paper provides a critical re-valuation of Unesco's work in education over the last five decades, updating this story to include the most recent decade of crisis and reform within the organization and within the United Nations more broadly. Drawing on interviews within Unesco, a wide range of Unesco documentation and secondary sources, the paper addresses two main questions. First, what can Unesco's 52 years of experience in the field of education tell us about the possibilities and limits of multilateral cooperation in education? Second, how (and how successfully) has Unesco adapted to changes in world order over the last two decades?
International Cooperation in Education
The International Journal of Learner Diversity and Identities, 2013
East Timor is a sovereign nation since 2002. Previously East Timor was a Portuguese colony for 450 years and in 1974 Indonesia illegally occupied the territory. In 1999, after a referendum where the Timorese expressed their will to become independent, there was a period of severe violence. Consequently, the country was almost ruined, and lost its qualified workforce in all sectors, including education. To ensure national independence it is necessary to reconstruct and build the basic infrastructures for all sectors, and mainly, prepare a technical and professional elite expected to ensure the autonomy of the society and the sovereignty of the state. In this context, education plays a key role. The transformation of an outdated and fragile education system in East Timor is a critical factor required for ensuring the building of an economically, culturally and politically sustainable future. The Timorese Government has embarked upon several approaches to empower the national education, namely through teacher education. Due to the lack of skilled professionals in education, East Timor has resorted to the support of international cooperation with institutions such as the Aveiro University, in Portugal. In this paper we describe and discuss how a module of a bachelor's course carried out in East Timor was designed and implemented by Portuguese teachers. Moreover, we reflect upon the singularities of such experience, stressing the challenges and the barriers found by the Portuguese trainers and the Timorese trainees. Opportunities for future development strategies considering Timorese science education are also highlighted.
The designations employed and the presentation of material throughout this document do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The ideas and opinions expressed in this document are those of the authors; they are not necessarily those of UNESCO and do not commit the Organization. Designed and printed by UNESCO The printer is certifi ed Imprim'Vert®, the French printing industry's environmental initiative.
Ministry-of-education-a-glimpse
Editorial Team M r . M a h a s h a r m S h a r m a , M o E C h a i r p e r s o n M r . B a b u R a m P o u d e l , D o E M e m b e r M r . Y o g R a j P o k h r e l , M o E M e m b e r M r . G o p a l P r a s a d B h a t t a r a i , M o E M e m b e r M r . G e h a N a t h G a u t a m , M o E M e m b e r M r . D i p e s h S i n g h , U G C M e m b e r Mr. Bal Mukunda Neupane, CTEVT Member M r . S a r o j K u m a r S h a r m a , T U M e m b e r Mr. Shekhar Prasad Dhungana, KU Member M s . S u n i t a S h a k y a , M o E M e m b e r M r . S i t a R a m K o i r a l a , M o E M e m b e r S e c r e t a r y