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UN/UNESCO reform for education, gender equality, and Africa: Evaluating change

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Abstract:

“A house divided against itself cannot stand”. This was the key message by the senior evaluator for a recent UNESCO independent external evaluation (September 2010). Ten years of UN reform efforts and UNESCO’s response to ensure its own identity, attempt to focus its mandate and improve its effectiveness have been critiqued by many of its actors and stakeholders. Political considerations continue to dominate decision-making. This paper addresses the evaluations, historical research and prospective thinking about UNESCO’s role and effectiveness in its priority areas: education, gender equality and Africa. It looks at the processes under which evaluations and audits take place at UNESCO and the response of its governing bodies, senior management and staff members . Three key periods are examined in-depth: (a) 2000 the year a Japanese Director-General took office; (b) 2006 : a major re-organization of the Education Sector under an American Assistant Director-General and (c) 2010 the first year of mandate of the current Bulgarian Director-General. The study looks critically at internal evaluations, the Independent External Evaluation of September 2010, External Auditor and other studies produced around these three key periods. The paper proposes ways to bring together evaluations and political considerations in a more constructive manner for a relevant and effective organization in education, promotion of gender equality and
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Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p492661_index.html
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MLA Citation:

Limage, Leslie. "UN/UNESCO reform for education, gender equality, and Africa: Evaluating change" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492661_index.html>

APA Citation:

Limage, L. J. , 2011-05-01 "UN/UNESCO reform for education, gender equality, and Africa: Evaluating change" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492661_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: “A house divided against itself cannot stand”. This was the key message by the senior evaluator for a recent UNESCO independent external evaluation (September 2010). Ten years of UN reform efforts and UNESCO’s response to ensure its own identity, attempt to focus its mandate and improve its effectiveness have been critiqued by many of its actors and stakeholders. Political considerations continue to dominate decision-making. This paper addresses the evaluations, historical research and prospective thinking about UNESCO’s role and effectiveness in its priority areas: education, gender equality and Africa. It looks at the processes under which evaluations and audits take place at UNESCO and the response of its governing bodies, senior management and staff members . Three key periods are examined in-depth: (a) 2000 the year a Japanese Director-General took office; (b) 2006 : a major re-organization of the Education Sector under an American Assistant Director-General and (c) 2010 the first year of mandate of the current Bulgarian Director-General. The study looks critically at internal evaluations, the Independent External Evaluation of September 2010, External Auditor and other studies produced around these three key periods. The paper proposes ways to bring together evaluations and political considerations in a more constructive manner for a relevant and effective organization in education, promotion of gender equality and


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