TY  - BOOK
AU  - Yamada,Shoko
AU  - Wiseman,Alexander W.
TI  - Post-Education-For-All and Sustainable Development Paradigm: Structural Changes with Diversifying Actors and Norms
T2  - International Perspectives on Education and Society Series
SN  - 9781784412708
AV  - L7-991 
U1  - 379.26 
PY  - 2016///
CY  - Bingley
PB  - Emerald Publishing Limited
KW  - Educational change
KW  - Electronic books
N1  - Cover -- Title -- Copyright -- Contents -- List of Contributors -- Recommendations -- Acknowledgements -- References -- List of Abbreviation -- Theorizing the Paradigm Shift in Educational Development -- Abstract -- The EFA Era and Studies on Global Structures for Education and Development -- Reviewing the EFA Process -- Theories about Global Mechanisms of International Educational Development -- Analysis of the Changing Nature of International Relations -- Interactions among Diversifying Actors -- Nonstate Channels of Influence -- Nontraditional Bilateral Donors -- Rationale for Focusing on Actors in the Asia-Pacific Region -- Challenges to International Relations Theories from the Non-West -- Conclusion -- Chapters in This Volume -- Notes -- References -- Part I Post-Efa Discourse in the Historical, Structural, Normative, and Geopolitical Contexts -- Education for All as a Global Regime of Educational Governance: Issues and Tensions -- Abstract -- Introduction -- Understanding EFA Architecture as a Global Regime of Educational Governance -- The Genealogy of EFA as a Global Regime of Educational Governance -- Jomtien and the Development of the EFA Vision -- DAC/OECD Report on 'Shaping the 21st Century' -- The Dakar Framework for Action -- The Millennium Development Goals as the Dominant Manifestation of EFA -- The Fast Track Initiative -- The Rome and Paris Declarations on Aid Effectiveness -- Conclusion -- Notes -- References -- Post-EFA Global Discourse: The Process of Shaping the Shared View of the 'Education Community' -- Abstract -- Introduction -- Methodology -- The Architecture of Consensus Building towards a Post-2015 Education Agenda -- The SDG Process and UN Secretariat-Led Mechanisms -- The Post-EFA Process and the UNESCO-Led Mechanisms -- The Structure of EFA and the Post-EFA Consultation; Major Forums towards Post-EFA and the Challenges of Setting Unified Agendas -- Actors Involved in the Discourse -- Civil Society Actors -- Mission-Driven Civil Society Organizations -- Constituency-Based Civil Society Organizations -- Philanthropies -- Multilateral Organizations and Groups -- UNESCO and WEF Convening Agencies: UNICEF, UNFPA, UNDP and the World Bank -- Global Partnership for Education -- Theme-Specific Groups -- The Private Sector -- State Governments -- Issues regarding Actors and Global Governance Structure -- Structure, Discourse and Agencies -- Broad-Based Participation and Oligopoly of High-Level Decisions -- Legitimacy of Representation -- Emergence and Convergence of Key Issues -- Review of EFA Experience and Education Targets in SDGs -- EFA Reviews -- SDG Targets and Means of Implementation -- The Pandora's Box Named 'Quality of Education': Key Issues -- Achieving Meaningful and Visible Educational Changes: Learning Outcomes, Skills and Assessment -- To Operationalize SDG 4 Education Targets: Country Process and Financing -- Trends Found in the Large-Sample Quantitative Text Analysis -- Conclusion -- Notes -- Acknowledgements -- References -- Asian Regionality and Post-2015 Consultation: Donors' Self-Images and the Discourse -- Abstract -- Introduction -- 'Asianism' as Imagination -- Pieces of Culture and History Employed in Asianism -- Perspectives on Education in Traditional Asian Philosophies -- Perspectives on Development in Traditional Asian Philosophies -- Donor Countries in Asia: Actors with Vertical Decision-Making Mechanisms -- Japan: Traditional Donor with Asian Face -- South Korea: Emerging Actor Trying to Lead Both Traditional and Nontraditional Donors -- Elements of the So-Called Korean Model -- Trust in Education Demonstrated through the Knowledge Sharing Programme -- Bridging the New and Traditional Paradigms; China: A Giant in Thirst for Hegemony -- Equality and Support for Self-Reliance -- Africa and Soft Power -- Education and Human Resource Development -- What Is Unique about the 'Chinese Model'? -- India: A History of Nonalignment and Geopolitics -- Thailand: Sub-Regional Coordinator for ASEAN Integration -- Capacity Development and Education for Regional Integration -- Horizontal Networks in the Region -- SEAMEO: Intergovernmental Forum for Regional Networking in Education -- ASPBAE: Regional Body for Coordinating/Representing CSOs -- Interplay among National Interests, Universal Values and Regionality in the Context of Post-2015 Discussions -- Asia in the Imagination: Common Historical and Cultural Bases for the Philosophies of Asian Donors -- Background of Claimed Asianness -- The Region as an Intermediate Stage in the Global Discourse -- Conclusion -- Notes -- References -- Part II Perspectives from Asia and Pacific: Cases of Traditional and Non-Traditional Donors -- Japanese Educational Aid in Transition: The Challenge to Transform from a Traditional Donor to a New Partner -- Abstract -- Theories about International Relations and Their Implications to Japanese ODA -- The Early Stage of Educational Development Cooperation (1950s-1980s): Noninterventionism and the Germ of the "Japanese Model" -- Emergence as a Donor and Support for Industrial Human Resource Development -- Japanese Aid Philosophies and Hitozukuri - Cultivation of People -- Complicated Decision-Making Mechanism and Its Effects on Educational Aid -- Japan as a Top Donor and the Impacts of Global Agendas (Late 1980s to Mid-2000s) -- Trends of ODA Policies and the Structural Reform -- Norms and Modalities of Global Consensus: Education for All (EFA), Millennium Development Goals (MDGs), and Principles of Aid Effectiveness; The Transformation of Japanese Educational Cooperation after WCEFA -- Recent Moves toward Post-2015 -- Conclusion -- Notes -- Acknowledgment -- References -- The Korean Model of ODA: A Critical Review of Its Concept and Practices Reflected in Educational ODA -- Abstract -- Introduction -- Previous Studies -- Analytical Framework -- Context -- Organizational Structure -- Actors -- Beliefs and Values -- The Korean Model of ODA -- Problems of the Educational ODA -- Concluding Remarks -- Acknowledgment -- Notes -- References -- Positioning China's Aid to Educational Development in Africa: Past, Present, and Post-2015 -- Abstract -- Introduction -- China's Aid to Africa: Continuity and Change -- The First Phase (1950-1978) -- The Second Phase (1979-1999) -- The Third Phase (2000 to the Present) -- Philosophies of China's Foreign Aid Policy -- Chinese Culture of Solidarity as a Core Value -- Harmony (和, he) -- Friendship (友 , youyi) -- Mutual Benefit (互利互惠, huhuihuli) -- Attitudes toward Charity and Education -- China's Experiences in Social Development -- China's Experiences as Recipient Country -- South-South Cooperation -- Toward the Post-2015 -- The Decision-Making and Implementation Mechanism of China-Africa Cooperation -- The Choice of Projects -- Multi-Level Interactions in Decision-Making Procedure -- The Role of the CFAC -- The Practice of Sino-Africa Educational Cooperation -- School Construction -- Technical Vocational Education and Training -- Higher Education Cooperation -- Scholarships -- Institutional Cooperation -- Chinese Language Education -- High-Level Communication -- Human Resource Development Cooperation -- Positioning China's Aid in the Post-2015 Agenda -- Acknowledgment -- Notes -- References -- South-South Cooperation: India's Programme of Development Assistance - Nature, Size and Functioning -- Abstract -- Introduction; India and South-South Development Cooperation: India's Aid Programme -- Technical Cooperation: Assistance for Training and Development -- Summary and Conclusions -- What Are the Salient Features of India's Development Assistance Programme? -- What Is the Special, If Not Unique, Character of India's Development Assistance? -- What Are the Prospects and What Are the Challenges That India Face? -- Acknowledgement -- Notes -- References -- The United States - A "Traditional" Outlier in Transition -- Abstract -- U.S. Foreign Aid as Context -- Institutionalization of U.S. Foreign Aid -- Later Decades -- Persistent Issues -- Nature of U.S. Development Assistance -- Complex Delivery -- High Absolute Levels of Aid, but Less as a Share of National Income -- Complex Objectives -- Strategic Recipients -- Aid in Education -- Targets for U.S. Education Aid -- Current Education Strategy -- Post-2015 and the Future -- Basic Education and Beyond -- An Emphasis on Learning -- Metrics and Accountability -- Greater Attention to Youth -- Ongoing Work in Areas Affected by Conflict -- Continued Emphasis on Equity for Excluded Populations -- Increasing Roles for Non-State Actors in Education -- An Ongoing Impulse to Fix Things -- Conclusions -- Acknowledgment -- Notes -- References -- Conclusion -- About the Authors -- Index
N2  - This book sheds light on the nexus of driving factors for the paradigm shift, based on the chapters on emerging state and nonstate actors and discourse on post-EFA agendas. Special attention will be given to actors in the Asia-Pacific region, which simultaneously demonstrate diversity and common regional features
UR  - https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=4586307
ER  -