The "Fundamental Education Programme" was the first flagship education project of the United Nations Educational, Scientific and Cultural Organization (unesco). To forge this project for post-war reconstruct...
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The "Fundamental Education Programme" was the first flagship education project of the United Nations Educational, Scientific and Cultural Organization (unesco). To forge this project for post-war reconstruction and development, unesco managed to mobilize a global humanitarian network, drawing on the experience of education-driven development projects in China, such as the Mass Education Movement and the Rural Reconstruction Movement. unesco Fundamental Education aimed not only at educational reconstruction but also at comprehensive social engineering in less economically developed countries, many of which were still colonies at this time. This essay places the initiative of unesco Fundamental Education in the historical context of semi-colonial China, where foreign humanitarian activism played an important and yet understudied role. Semi-colonial China faced multiple challenges of post-war reconstruction, peace negotiations, state-building, a looming civil war, and burgeoning Cold War tensions. This essay argues that the formulation, discussion, and implementation of the unesco Fundamental Education Programme was deeply entangled with nationalism, geopolitical forces, and longer traditions of Western humanitarian activism. The piloting and ultimate failure of unesco Fundamental Education in China demonstrates the complexity, dilemmas, and limitations of liberal interventionism and "soft" or "cultural" forms of international conflict management in conflict-ridden societies.
There is increasing recognition that Indigenous knowledges have considerable potential to enhance collective understandings of and improve responses to complex ecological threats, such as those to cultural heritage fr...
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There is increasing recognition that Indigenous knowledges have considerable potential to enhance collective understandings of and improve responses to complex ecological threats, such as those to cultural heritage from climate change. At the same time, it appears that Indigenous peoples face structural barriers to participation in international organisations that advance knowledge about those problems. Using the conceptual framework of boundary organisations (BOs) theory and case studies of the Intergovernmental Panel on Climate Change (IPCC) and unesco, I argue that the lack of meaningful Indigenous engagement in international knowledge institutions is not just an ethical problem;it also undermines the effectiveness of their assessments. The future success of their boundary work partly depends on further engagement with Indigenous stakeholders. At least at the heritage-climate change nexus, the salience, legitimacy, and credibility of IPCC and unesco assessments require substantive Indigenous representation alongside other state/non-state parties. Successful experiences in biodiversity governance indicate that incorporating the principles of the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) would enhance Indigenous engagement in unesco and the IPCC.
Education is a human right but one that remains elusive for displaced people and refugees affected by crises and emergencies. Against the background of global commitments to education, lifelong learning policies are e...
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Education is a human right but one that remains elusive for displaced people and refugees affected by crises and emergencies. Against the background of global commitments to education, lifelong learning policies are essential to ensure self-sufficiency and autonomy for displaced people. While the field of Education in Emergencies (EiE) has successfully drawn attention to the educational needs of displaced people, lifelong learning receives comparatively little funding and policy attention. The aim of this study is to contribute to the field of lifelong learning and EiE by critically identifying, scrutinising and rethinking how the concepts of "crisis" and "emergency" are produced in the context of adult learning and education (ALE). By analysing the United Nations Educational, Scientific and Cultural Organization (unesco)'s series of Global Reports on Adult Learning and Education (GRALE) and drawing on the "What's the 'problem' represented to be" (WPR) approach pioneered by Carol Bacchi, this study examines representations of crisis and emergencies in ALE and the ways in which they contribute to the reproduction of dominant hierarchies and power structures. The analysis highlights the need to rethink the concept of ALE in emergencies and to critically challenge dominant discourses and promote a more equitable and inclusive approach. This article highlights the tensions between how different forms of crisis and emergency are represented and calls for alternative theoretical and epistemological thinking on education in contexts of conflict and displacement. Un examen minutieux des << crises >> et << situations d'urgence >> dans les rapports mondiaux de l'unesco sur l'apprentissage et l'& eacute;ducation des adultes - L'& eacute;ducation est un droit humain, toutefois encore hors de port & eacute;e pour les personnes d & eacute;plac & eacute;es et les r & eacute;fugi & eacute;s touch & eacute;s par des crises et situations d'urgence. Dans le contexte des engagements mo
Accountants should engage more with natural and cultural capital accounting to make tools more accessible and to ensure critical information is provided to decision-makers. While ecological economists have continued t...
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Accountants should engage more with natural and cultural capital accounting to make tools more accessible and to ensure critical information is provided to decision-makers. While ecological economists have continued to innovate and design tools, corporate-level accounting has seemingly lagged behind. We argue that the time is now for accounting researchers and practitioners to come together to build upon these tools to advance a sustainable agenda. We examine possibilities through the novel lens of a recent Chartered Professional Accountants of Canada and Canadian Commission for United Nations Educational, Scientific and Cultural Organization (unesco) report that explores tools to measure natural and cultural capital at unesco designated sites in Canada. From here, we pose a variety of questions, critiques, and pathways for researchers and practitioners alike.
PurposeThis study investigates the unesco Creative City of Gastronomy Network as a global spatial brand and explore the tensions that emerge when this global brand is appropriated ***/methodology/approachThis paper is...
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PurposeThis study investigates the unesco Creative City of Gastronomy Network as a global spatial brand and explore the tensions that emerge when this global brand is appropriated ***/methodology/approachThis paper is based on case study research that uses critical discourse analysis to identify the implications of a transferable learning *** paper identifies three different types of tensions in place brand management that emerge during the local appropriation of global brands: tensions inherent in multi-scalarity, tensions associated with integrating governance and strategy-related ***/valueThis study advances the theoretical understanding of the spatial complexity inherent in place brand management practices by focusing on the unesco Creative City of Gastronomy Network as a global brand in a Scandinavian context.
This study aims to investigate the current status of AI competencies among Chinese high school students using quantitative research *** integrating unesco’s AI Competency Framework for Students with China’s educatio...
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This study aims to investigate the current status of AI competencies among Chinese high school students using quantitative research *** integrating unesco’s AI Competency Framework for Students with China’s educational practices,a questionnaire was ***,300 students from eight high schools joined the *** 26.0 was used for reliability and validity tests,exploratory factor analysis,and group difference *** results show that the questionnaire has good reliability and validity(Cronbach’sα=0.974,KMO=0.912,Bartlett’s test of sphericity was significant with p<0.001,cumulative variance explained 72.0%).Besides,Chinese high school students’AI competencies exhibit a typical pattern of“strong in technology,weak in ethics,and insufficient in creativity”,with technical application ability(mean=3.7)significantly higher than ethical assessment(mean=3.0)and system design(mean=2.8).What’s more,students in the eastern region have significantly better overall competencies than those in the central and western regions(p<0.05),with the largest gap in the technical application dimension(mean difference=0.7)and the smallest gap in the ethical dimension(mean difference=0.3).The study recommends optimizing high school curricula by adding modules for ethical debates and interdisciplinary projects and promoting equitable distribution of educational *** research empirically supports global AI education standardization and offers a scientific basis for AI education policies and curriculum design in China’s high schools.
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