Suchergebnisse

This volume pursues two central objectives. On the one hand, it is necessary to sharpen our analytical tools in order to better appreciate the term governance in the educational field. To this end the five different paradigmatic approaches on governance as well as different topics and sectors shall be confronted/contrasted and related to each other. In the course of this process, the particularly critical educational issue of the relation between academic analyses of governance and the so called governmentality studies will be discussed. On the other hand, the so far marginally studied issue of change in the 'educational science order' will be addressed. The transformations mentioned affect the nucleus of the pedagogical understanding of education. The promise of a greater adequacy to the needs and interests of those addressed by education, because more flexible, more user-oriented, more precise control of effects presents a challenge to educational science and pedagogy. This marks the interface of "governance" and "performance" on a systems or organization level (Soguel/Jaccard, 2008; Simons, 2007) with the individual as the subject of education.

The report of the Director-General (Torres-Bodet) on the activities of the United Nations Educational, Scientific and Cultural Organization from April 1951 to July 1952 stated that "remarkable progress" had been made during these fifteen months. The Director-General reported that the number of member states rose from 60 to 65, a "more precise conception of aims" resulted in better coordination of endeavor and greater economy in drawing up the program, and that methods of action improved. The report was divided into four parts which dealt with execution of the program, action in the field of international cooperation, administrative and financial questions, and the work of the Executive Board. It revealed that the organization was attempting to promote international cooperation among specialists in two ways: one, by lending its authority to and aiding financially the work of international non-governmental organizations of specialists, and the other, by attempting to compensate for the inadequacy of the national sections of such organizations in some areas through direct action of its science cooperation offices. UNESCO action relating to international organization of specialized documentation also was two-fold: it was concentrating on organizing the national and international standardization, collection and dissemination of specialized documentation; and it had established responsible services within the secretariat, in cooperation with international organizations and national commissions, for assembling and distributing information on program matters. Other phases of UNESCO action described included its work in stimulating and assisting its members to provide their peoples with a minimum of general, technical and moral education knownas fundamental education; expanding primary, secondary and vocational education; promoting higher education and scientific research; protecting writers, artists and scientists; preserving the cultural heritage of mankind; disseminating science and culture; attempting to remove obstacles to the free flow of ideas, concentrating mainly on the international circulation of educational and cultural materials; and studying social problems likely to create national and international tensions.

Included among the meetings organized by the United Nations Educational, Scientific and Cultural Organization (UNESCO) from July 1957 to January 1958 were a number of international conferences. The twentieth international conference on public education, organized by UNESCO and the International Bureau of Education, was held in Geneva from July 8 to 17, 1957, and attended by delegates of 70 member states. One recommendation adopted by the conference was concerned with the study of present and future needs in school building, while a second dealt with methods of appointment, training, and further education of staff engaged in the training of primary school teachers. The international conference on radio-isotopes in scientific research met in Paris, September 9–20, 1957. Twelve hundred scientists attended the conference, during which forty scientific sessions were conducted.

A number of meetings sponsored by the United Nations Educational, Scientific and Cultural Organization (UNESCO) were held or scheduled during the period under review: I) the newly-formed International Advisory Committee on Marine Sciences met for its first session in Tokyo on October 24 and 25, 1955 to discuss international cooperation in the field of oceanography; 2) biologists from nine countries attended a meeting in Paris from December 12 to 16, 1955, and recommended a plan of action to UNESCO which would encourage international or regional research on normal and abnormal cell growth; 3) a five-day meeting of experts from thirteen countries was held in Paris beginning February 6, 1956 to study the possible need for new international arrangements governing the exchange of publications to replace the existing Brussels Convention; 4) a group of educators met in Atlantic City, New Jersey from February 13 to 21, 1956, under the joint sponsorship of UNESCO and the American Educational Research Association, to discuss problems of educational research and international exchange of research information; 5) a group of scientists was scheduled to meet in Ceylon beginning March 19, 1956 to study problems of humid tropical regions; 6) a ten-day regional conference on the teaching of social sciences was held in Rio de Janeiro beginning March 5, 1956; and 7) the first international conference devoted exclusively to the question of the professional training of journalists was scheduled to be held in Paris from April 9 to 13, 1956.

The report of the Director-General on the activities of the United Nations, Educational, Scientific, and Cultural Organization (UNESCO) for 1960 included a discussion of: 1) relations with member states and international organizations; 2) execution of the program; and 3) administrative services. In the first section the Director-General commented that, in 1960, UNESCO's role had assumed its full importance in the collective system of international organizations and that its close cooperation with the UN had resulted in new possibilities for direct, large-scale action.

The Executive Board of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) held its 55th session in Paris, from November 23, 1959, to December 5, 1959. Under the heading, Execution of the Program, the Board decided, inter alia: 1) to approve the list of invitations to the 23d International Conference on Public Education; 2) to authorize the Director-General to convene, in 1960, a meeting of representatives to the Convention for the Protection of Cultural Property in the Event of Armed Conflict, if hedeemed it appropriate to do so; 3) to invite member states to submit names of great personalities and to call attention to historic events in the field of education, science, and culture which they planned to commemorate, in conformity with a decision adopted at its previous session; 4) to extend assistance to the governments of the United Arab Republic and the Sudan to obtain, through the Organization, largescale international assistance for safeguarding the monuments of Nubia which were in danger of disappearing, and, further, to authorize the Secretary-General, among other things, to set up an international committee to assist him in the organization of a world-wide campaign designed to secure contributions for whatever international action was to be undertaken; 5) to approve the list of invitations to the 1960 World Conference on Adult Education; and 6) to recommend to the General Conference the inclusion among the activities to be carried out in the 1961–1962 period of an international conference to study ways of improving international transmission of news, to be convened in Havana, Cuba.

The report of the Director-General, Dr. Vittorino Veronese, on the activities of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in 1959 dealt, as usual, with: 1) relations with member states and international organizations; 2) execution of the program; and 3) administrative services. Under the first heading, the Director-General reported that during the year in review the Singapore/British Borneo group associate membership in the Organization had ceased to exist as of December 31, 1959, when Singapore alone had assumed the rights and duties of an associate member, and that relations with the UN, the specialized agencies, and the International Atomic Energy Agency (IAEA) had continued to develop.

The purpose of this paper is to study the role of European and international organizations in educational policy and the governance of the European education space. It is argued that the influence of transnational and supranational organizations on the discourses and practices of education systems in the European Union contributes to the creation of a "Globally Structured Educational Agenda" whose main purpose is the linking of education systems to the services of the global economy. The educational policy of the Organization for Economic Co-operation and Development (OECD) especially plays a crucial role in shaping the European education space by exploiting policy by numbers as a tool and way of governance. It is also claimed that the Programme for International Student Assessment (PISA), a key policy tool with strong international influence, is considered to be an extremely important hub for the governance of European education by numbers, aiming to improve the quality of education systems. Prospects for further research in the field of comparative education are examined, aiming to create different schemes for measuring the quality of education systems, where humanitarian values will be at the forefront. (DIPF/Orig.)

The purpose of this paper is to study the role of European and international organizations in educational policy and the governance of the European education space. It is argued that the influence of transnational and supranational organizations on the discourses and practices of education systems in the European Union contributes to the creation of a "Globally Structured Educational Agenda" whose main purpose is the linking of education systems to the services of the global economy. The educational policy of the Organization for Economic Co-operation and Development (OECD) especially plays a crucial role in shaping the European education space by exploiting policy by numbers as a tool and way of governance. Special attention is given to the class of experts / technocrats who as policy actors that shape educational policy transform the European education space. It is also claimed that the Programme for International Student Assessment (PISA), a key policy tool with strong international influence, is considered to be an extremely important hub for the governance of European education by numbers, aiming to improve the quality of education systems. Additionally, it is argued that governing by data establishes the idea of Europe as a Knowledge Economy, an idea expressed in the strategic goal set out in 2000 by the European Council of Lisbon, "making the European Union the most competitive and dynamic knowledge-based economy in the world". On the other hand, this paper examines skepticism expressed by researchers over the increasing use of numbers for evaluating education systems, for they lead to the establishment of an audit culture and the creation of a global Panopticon in a "measurable" Europe of Knowledge, governed by numbers. Prospects for further research in the field of comparative education are examined, aiming to create different schemes for measuring the quality of education systems, where humanitarian values will be at the forefront.

The Executive Board of the UN Educational, Scientific, and Cultural Organization (UNESCO) held its 56th session in Paris from April 4 to 30, 1960. Under the heading, Execution of the Program, the Board decided, inter alia: 1) to authorize the Director-General to utilize a sum of up to $14,000 to contribute to the carrying out of the International Study of University Admissions; 2) to set up a Consultative Committee to advise the Director-General in preparing his comments to be presented to the UN Economic and Social Council on the conclusions drawn from the survey on the main trends of research and on the dissemination and utilization of scientific knowledge for peaceful purposes; 3) to adopt the proposed agenda for the Intergovernmental Conference on Oceanographic Research to be held in Copenhagen from July 11 to 16, 1960; 4) to authorize the Director-General to advance financial assistance for activities to be undertaken during the summer in the United Arab Republic to safeguard the monuments of Nubia, noting with satisfaction the formation of national and international committees designed to secure contributions for the project; and 5) to communicate to the Economic and Social Council the Board's observations, based on the report of a meeting of experts, on measures for the promotion of further international cooperation in the fields of education, science, and culture.