Karen Mundy
University of Toronto, OISE, Faculty Member
... Key INGOs in the education field in Tanzania include Oxfam, Save the Children, ActionAid, PLAN, CARE, World Vision, Aga Khan Foundation and University, and volunteer sending organizations such as VSO and CUSO. Th
In 1987 the Canadian Government presented a new strategy for Canadian development assistance which put human resources development at the centre of Canadian aid activities. HRD was pronounced “the lens through which all development... more
In 1987 the Canadian Government presented a new strategy for Canadian development assistance which put human resources development at the centre of Canadian aid activities. HRD was pronounced “the lens through which all development activities will be examined” and the “goal of the Canadian development assistance program.” This paper explores the domestic and international factors which have determined the selection of HRD as the focus for CIDA's activities. In evaluating Canadian HRD programs, I suggest that CIDA's new HRD strategy has concentrated on activities which are aimed primarily at developing competitive Canadian knowledge services.En 1987 le gouvernement canadien présenta une nouvelle stratégie concernant l'aide canadienne au développement qui eut pour effet de placer le développement des ressources humaines (DRH) au centre de l'effort du Canada en matière d'assistance. Cet article se propose d'examiner les efforts de l'ACDI dans les domaines de l'éducation et de la formation au cours des trois dernières décennies, et d'explorer les facteurs internes et internationaux qui ont déterminé la sélection du DRH en tant que nouvelle préoccupation des activités de l'ACDI. Il y est soutenu que la nouvelle stratégie du DRH a contribué à lier l'aide canadienne au « savoir canadien », provoquant la mise en veilleuse de formes d'assistance éducationnelle plus innovatrices et plus efficacies.
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ABSTRACT
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Over the past decade, the achievement of universal primary education, under the somewhat misleading rubric of ‘Education for All’ (EFA), has steadily built momentum in international forums as a focus for discussion and action. The present... more
Over the past decade, the achievement of universal primary education, under the somewhat misleading rubric of ‘Education for All’ (EFA), has steadily built momentum in international forums as a focus for discussion and action. The present study looks critically at the evolution of consensus about EFA within the international community. The first section of this contribution provides an overview of ‘education for development’ in the form in which it has been inherited from the 20th century. The second describes what has changed in the context, rhetoric and practice of such ‘education for development’. The final section reflects on two questions: ‘Why has EFA now moved beyond international rhetoric to action?’; and ‘What can our experience with EFA tell us about the prospects for multilateralism and global governance in the 21st century?’ über die letzten zehn Jahre hat die Errungenschaft allgemeiner PrimÄrbildung unter der ein wenig irreführenden überschrift, Bildung für alle’ (Education for All/EFA) in internationalen Foren als ein Zentrum für Diskussionen und Aktionen stetig mehr Beachtung gefunden. Die vorliegende Untersuchung wirft einen kritischen Blick auf die Entwicklung von Einigkeit in Bezug auf EFA innerhalb der internationalen Gemeinschaft. Der erste Abschnitt dieses Beitrages bietet einen überblick über, Bildung für Entwicklung’ in der Form, in der das Konzept aus dem 20. Jahrhundert ererbt ist. Der zweite Abschnitt beschreibt, was sich im Kontext der Rhetorik und der Praxis einer solchen, Bildung für Entwicklung’ verÄndert hat. Der letzte Abschnitt stellt Reflexionen über zwei Fragen an: Warum ist EFA nun über internationale Rhetorik hinaus zur Umsetzung fortgeschritten, und was kann uns unsere Erfahrung mit EFA über die Aussichten für multilaterale VerhÄltnisse und globale Lenkung im 21. Jahrhundert sagen? Durant la derniére décennie, la réalisation d’une éducation primaire universelle, sous la rubrique quelque peu trompeuse de 1’« éducation pour Tous » (EPT) a continuellement donné une impulsion aux forums internationaux en étant au centre de la discussion et de l’action. La présente étude jette un regard critique sur l’évolution du consensus à propos de l’EPT au sein de la communauté internationale. La premiére section de cette contribution offre une vue d’ensemble de « l’éducation pour le développement » selon la forme qui nous a été léguée par le XXe siécle. La seconde décrit ce qui a changé dans le contexte, la rhétorique et la pratique d’une telle ‘éducation pour le développement’. La derniére section est une réflexion sur deux questions : ‘Pourquoi l’EPT a-t-elle maintenant dépassé la rhétorique internationale pour favoriser l’action’ ; et ‘Que peut nous apprendre notre expérience de l’EPT à propos des perspectives du multilatéralisme et du gouvernement global au XXIe siécle ?’ A lo largo de la ultima década, el objetivo de lograr una educación primaria universal bajo el titulo un poco equivoco de “Educación para Todos≓ (EPT) ha impulsado permanentemente los foros internacionales como foco de debates y de acción. El présente estudio echa una mirada critica a la evolución de un consenso en cuanto a la EPT dentro de la comunidad internacional. La primera parte de esta contributión provee una visión sinóptica de la ‘educación para el desarrollo’ en la forma en la que este objetivo se ha heredado del siglo XX. La segunda, describe qué es lo que ha cambiado en el contexto, la retórica y la práctica de esa ‘educación para el desarrollo’. La parte final reflexiona sobre dos interrogantes: ¿Por qué la EPT no ha pasado de la retórica internacional a la actión?; y ¿Qué nos puede decir nuestra experiencia con la EPT sobre las perspectivas de multilateralidad y gobernabilidad global en el siglo XXI? НА пРОтьжЕНИИ пОслЕ ДНЕгО ДЕсьтИлЕтИь УспЕхИ, ДОстИгНУтыЕ В О ВсЕОБЩЕМ НАЧАльНОМ ОБРАжОВАНИИ, пРОВОжг лАшЕННОМ пОД лОжУНгОМ «ОБРАжО ВАНИЕ Дль ВсЕх» (EFA), сООБ ЩАУт НЕпРЕРыВНыИ ИМпУльс И НАхОДьтсь В цЕНтРЕ ДИскУссИИ И РЕ шЕНИИ МЕжДУНАРОДНых ФОРУМОВ. ДАННОЕ ИсслЕ ДОВАНИЕ кРИтИЧЕскИ РАссМАтРИВАЕт ЁВОлУ цИУ ЕДИНОгО ВжгльДА НА EFA ВНУтРИ МЕж ДУНАРОДНОгО сООБЩЕс тВА. В пЕРВОИ ЧАстИ ДАННОИ стАтьИ пРЕДлАгАЕтсь ОБжОР «ОБРАжОВАНИь Д ль РАжВИтИь» В тОИ ФОРМЕ, В кОтОРОИ ОНО БылО жАИМ стВОВАНО Иж 20 ВЕкА. ВО В тОРОИ ЧАстИ стАтьИ РАссМАтРИВАЕтсь, ЧтО ИМЕННО ИжМЕНИлОсь В к ОНтЕкстЕ, ДИскУссИьх И НА пРАктИкЕ тАкОгО «ОБР АжОВАНИь Дль РАжВИтИ ь». В жАклУЧИтЕльНОИ ЧАст И ОБсУжДАУтсь ДВА ВОпР ОсА: «пОЧЕМУ В НАстОьЩ ЕЕ ВРЕМь EFA ВышлО жА РАМкИ ОБсУжДЕНИИ НА МЕжДУН АРОДНОМ УРОВНЕ И пЕРЕ шлО к пРИНьтИУ кОНкРЕтНых РЕшЕНИИ?» И «ЧтО НАш Оп ыт пО EFA гОВОРИт НАМ О пЕРспЕктИВАх МНОгОстОРОННОстИ И г лОБАльНОгО УпРАВлЕН Иь В 21 ВЕкЕ?»
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In this paper we consider the negotiating positions adopted by the US and Japan for the liberalisation of trade in educational services under the General Agreement on Trade in Services (GATS). We argue that the US adopts a position of... more
In this paper we consider the negotiating positions adopted by the US and Japan for the liberalisation of trade in educational services under the General Agreement on Trade in Services (GATS). We argue that the US adopts a position of hegemon and freerider in the development of a liberalisation regime in education. The aggressive character of the US position is
Research Interests: Sociology, Political Economy, Higher Education, International Trade, European Union, and 13 moreWorld Trade Organization, Economic Crisis, Federal Government, Legislation, New Zealand, Public Education, Comparative Analysis, Iron, Comparative Advantage, Control Education, Theoretical Framework, Service Provider, and General Agreement on Trade in Services
... Purves, eds., Literate Systems and Individual Lives (New York: State University of New York at Albany, 1991); Harvey Graff, The Labyrinths of Literacy (London: Falmer Press, 1987), and "The History of... more
... Purves, eds., Literate Systems and Individual Lives (New York: State University of New York at Albany, 1991); Harvey Graff, The Labyrinths of Literacy (London: Falmer Press, 1987), and "The History of Literacy," Interchange 17 (1986): 122-34; Ian Winchester, "The Standard ...
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Over the past half-decade, references to “globalization” in media, academic and policy circles have become ubiquitous. No one can be unfamiliar with the idea that globalization makes new demands of national systems of education, requiring... more
Over the past half-decade, references to “globalization” in media, academic and policy circles have become ubiquitous. No one can be unfamiliar with the idea that globalization makes new demands of national systems of education, requiring a severe reform of the status quo. Yet the attribution is vague. What is globalization? Does it matter to education, and if so, how? Furthermore, does globalization have the potential to change the way policy makers from other domains engage education as a policy problem?
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This paper presents a review of the origins of the human resources development policies and activities of the Canadian International Development Agency. It then explores these policies through two cases studies of Canadian bilateral aid,... more
This paper presents a review of the origins of the human resources development policies and activities of the Canadian International Development Agency. It then explores these policies through two cases studies of Canadian bilateral aid, in Zimbabwe and Zambia, between 1991 and 1993.Cet article examine les origines des politiques du développement des ressources humaines et des activités de l'ACDI, pour ensuite analyser ces politiques duns deux études de cas portant sur l'aide bilatérale canadienne au Zimbabwe et en Zambie entre 1991 et 1993.
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The Life Skills course is offered to Namibian students in grades eight through twelve. It includes lessons on HIV/AIDS, imparting information and equipping them with the necessary psycho-social skills to assist in reducing the risk of... more
The Life Skills course is offered to Namibian students in grades eight through twelve. It includes lessons on HIV/AIDS, imparting information and equipping them with the necessary psycho-social skills to assist in reducing the risk of becoming infected. Teachers are the impetus for the success of the course. As such, research was undertaken to understand the knowledge, attitudes, and concerns of Namibian Bachelor of Education students in order to be effective HIV/AIDS educators. Findings determine a gap in knowledge about HIV/AIDS-related issues. Moreover, many students indicated reluctance and a lack of self-efficacy to properly implement HIV/AIDS education.
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... Sense Publishers. Rose, P. (2006). Collaborating in Education for All: Experiences of government support for non-state providers of basic education in south Asia and sub-Saharan Africa. ... American Journal of Political Science 49(2),... more
... Sense Publishers. Rose, P. (2006). Collaborating in Education for All: Experiences of government support for non-state providers of basic education in south Asia and sub-Saharan Africa. ... American Journal of Political Science 49(2), 343-358. Stein, E., Tomassi, M., et al. (2006). ...
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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... more
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?
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Page 1. Focus on World Order Educational Multilateralism and World (Dis) Order KAREN MUNDY ... See, eg, R. Cox, "The Crisis in World Order and the Challenge to International Orga-nization," Cooperation... more
Page 1. Focus on World Order Educational Multilateralism and World (Dis) Order KAREN MUNDY ... See, eg, R. Cox, "The Crisis in World Order and the Challenge to International Orga-nization," Cooperation and Conflict 29, no. ...
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... 243-57; Dieter Rucht, "The Transnationalization of Social Movements: Trends, Causes, Problems," in SocialMove ... TRANSNATIONAL ADVOCACY, GLOBAL CIVIL SOCIETY ... this trend toward fragmentation and marginalization... more
... 243-57; Dieter Rucht, "The Transnationalization of Social Movements: Trends, Causes, Problems," in SocialMove ... TRANSNATIONAL ADVOCACY, GLOBAL CIVIL SOCIETY ... this trend toward fragmentation and marginalization was not the case: that of literacy and adult education. ...
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ABSTRACT