Merging Education Ministries: Lessons learned from international practices (original) (raw)
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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.
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?
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
In the field of global education policy, it is common for scholars to reflect on the progress made towards internationally agreed upon agendas, such as Education for All (EFA). However, scant research has turned the gaze back on the major multilateral institutions that commit to taking the lead in meeting these agendas in order to ask: What implications do such agendas have for these organizations? This paper responds by investigating the way in which UNESCO used its position as the coordinator of EFA to help this institution regain some of the legitimacy that it had lost in the preceding decades. To do so, the paper first elaborates a tripartite conceptualization of organizational legitimacy and then applies it to the two prongs of UNESCO's strategy—EFA coordination and the production of the Global Monitoring Reports (GMRs) during a key period, 2000-2014—that were at the forefront of UNESCO's efforts to re-brand and re-position itself in the context of multilateralism.
United Nations Educational, Scientific and Cultural Organization (UNESCO)
Encyclopedia of Quality of Life and Well-Being Research, 2014
The designations employed and the presentation of material throughout the publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or of its authorities, or concerning the delimitation of its frontiers or boundaries. This publication may be reproduced in whole or in part in any form for education or nonprofit use, without special permission from the copyright holder, provided acknowledgement of the source is made. As a courtesy the authors should be informed of any use made of their work. No use of this publication may be made for commercial purposes.