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This chapter will examine the interplay among actors who took part in the process of consensus building towards a post-2015 education agenda via different channels of global governance, including both formal and informal channels.

Most of the forums and entities established as part of the global governance structure are composed of representatives from UN or UNESCO member states, civil society organizations (CSOs) and UN agencies. However, each of these categories has diverse constituent groups; representing these groups is not as straightforward a task as the governance structure seems to assume. Therefore, based on interviews and qualitative text analysis, this chapter will introduce major groups of actors and their major issues of concern, decision-making structure, mode of communication and relationship with other actors. Then, based on an understanding of the characteristics of the various channels and actors, it will present the structural issues that arose during the analysis of post-2015 discourse and the educational issues that emerged as the shared concerns of the ‘education community’. While most of the analysis to untangle the nature of discourse relies on qualitative analysis of texts and interviews, the end of this chapter will also demonstrate the trends of discourse in quantitative terms.

What was the post-2015 discourse for the so-called education community, which in itself has an ambiguous and virtual existence? The keywords post-2015 and post-EFA provide us with an opportunity to untangle how shared norms and codes of conduct were shaped at the global scale.

Global governance has granted international organizations a political role of utmost importance. As the search for research-based best practices is the spearhead of these nongovernmental organizations, national decision-makers tend to accept their recommendations willingly. The way decision-makers use research-based evidence has been amply investigated, but few researchers have interrogated how the same international organizations, that claim to establish a bridge between research and policy, use such evidence. This prompted us to analyze the pedagogical discourse of UNESCO, an organization that recently reminded the international community that improving teacher quality is now a major issue for all those who are preoccupied with improving the quality of education (UNESCO, 2014). Teaching and learning: Achieving quality for all. EFA global monitoring report. Paris, France: UNESCO). How does UNESCO deal with the issue of teaching practices? What is the content of its pedagogical discourse? To answer these questions, we analyzed the Organization’s publications on teachers in the past 15 years (N = 45) and conducted interviews with a number of its strategic members (N = 5). The results of our analyses of this dataset indicate a tension between the content of the publications and what the interviewees had to say. While the publications timidly but recurrently promote learner-centered constructivist approaches, the interviewees argued that pedagogical orientations are a matter of national sovereignty; that UNESCO should not cross this line. As an intermediary between research and policy and a think tank, UNESCO seems caught in this contradiction. In matters of pedagogy, shouldn’t the Organization be more forceful in counseling its member States by referring to research-based evidence on teaching effectiveness?

The UNESCO Institute for Statistics (UIS) is mandated by the international community to collect, analyse and disseminate internationally comparable statistics on education, including those on and related to teachers. Based within a framework that emphasises quantity and quality issues for teachers, this chapter describes the current UIS international collection of teacher data, the policy options they intend to inform, as well as key limitations and challenges of the present data. In reaction to this, the chapter also presents UIS’s on-going developmental work related to the global data collection and statistics on primary and secondary teachers ranging from the measurement of current shortages, particularly in developing countries aiming to achieve universal primary education (UPE), to the expansion of an international framework that sheds additional light on teacher and teaching quality.

Although it will be natural for me, as a Unesco official, to talk of national and international bibliography with a special reference to the role which Unesco is playing in the development of bibliographical services, I do not propose to stress Unesco's work as if it had validity in itself, but rather to look at national and international activities from the somewhat favourable viewpoint of a person in Unesco whose duty it is to see the world picture as a whole and to contribute to the clarity of the picture by fulfilling certain planning functions. It has constantly been stated in our programmes that Unesco's role consists chiefly in stimulating, promoting and co‐ordinating activities, but in order to do these things well we have occasionally found it necessary to enter into the active field of bibliographical production ourselves. Where we do so, as in the production of Fundamental Education Abstracts, the new Index Bibliographicus and certain other bibliographical guides, it is only because we believe that by efficiently assuming responsibility for production, or for the actual organization of a bibliographical project, we may fulfil our major responsibilities of helping and stimulating national or international organizations to do whatever is necessary themselves. There are, in fact, few tasks which Unesco has undertaken which in other circumstances could not have been undertaken, or previously were not undertaken by independent or national agencies.

Against a background of global change and major demographic, social, economic, political and technological trends, this article explores the future role of Unesco. Considering these major trends, this article first examines three global scenarios: optimistic liberal; pessimistic liberal; and sustainable human development. Building on the discussion of these scenarios, a possible future for Unesco is sketched out in terms of both priorities for action and management methods. The aim for this UN organization is not to set out a medium‐term strategy nor undertake a programming exercise but rather to ask often ignored questions and enliven debate on future world governance.

This chapter examines the context for the implementation of the global commitment to early childhood education (ECE) within the framing of the sustainable development goals (SDGs) under SDG 4.2. We first define the concept of ECE as broadly understood in the field of education and in practice related to a focus on education of children. The essay adopts chronological age of children served outside of the formal school system, which has traditionally been recognized as basic education, to represent the population captured under ECE in both pre-school and pre-primary settings. UNICEF identifies those ages 3–6 to fall into this category. We present an exploration of the challenges and opportunities presented by multiplicity in multilateral agencies and other agencies driving the international initiatives around advancing ECE and the means by which they promote education opportunities for children. We offer a comparative perspective on the delivery, types, and funding mechanisms of ECE services in both developing and developed country contexts, which informs the possibilities for the realization of the SDG goal of inclusive quality education for all. An examination of the socio-cultural and economic context of accessibility to inclusive and equitable quality ECE is also presented. An overview of settings within which ECE is provided is interrogated within differing national contexts. We conclude with challenges and opportunities for sustained accountability, monitoring and evaluation of SDG 4.2 interventions from a comparative perspective.

This chapter is about the modern (Western) educational regime, educational industry paradigm and schooling process, while focussing on statutorily imposed and legally enforced schooling as the main aspect of the hidden curriculum within a globalizing world.

It is about children's productive labour through schooling, whereby children's labour power is consumed, produced and reproduced on behalf of social formations under the capitalist mode of production (CMP).

The claim that a well-educated population is essential for development so that all societies share an interest in having children participate in schooling as much as possible is the central element of the Western education industry paradigm, the global appeal of which is reflected in how compulsory schooling has been embraced almost everywhere in conjunction with being heavily promoted within the ‘international community’ and widely endorsed by researchers, scholars and similar observers.

Contrary to Bowles and Gintis's correspondence principle, the structure of schooling is not an identical to the structure of the workplace in that it entails compulsion, whereby schooling is as efficient and effective as possible in meeting the needs of the CMP.

The CMP benefits from the state having shifted confinement as a mechanism to force people to work onto schooling; or, from compulsory social enclosure, whereby schools increasingly resemble military and prison systems.

Compulsory social enclosure helps to ensure that children's productive capacity – or labour power – is enhanced to the benefit of the CMP, this being the major factor in accounting for its appeal and advance on the world stage, globally.

In last year, the innovations in shipbuilding and logistics have opened the walled towns of Mediterranean port cities to cruise tourism and other culture-led regeneration strategies. Thus, walled towns in Mediterranean port cities have a particular development potential which questions about the opportunities and risks connected to any comprehensive regeneration strategy with a cultural and tourist purpose, especially for fortified systems whose continuity has been undermined. The paper aims to provide some guidelines for policy-makers and planners in port cities which have decided or are deciding to develop a comprehensive strategy and a knowledge framework for the walled town similar to those already adopted for fortified sites in the World Heritage List.

The paper investigates on the opportunities and risks connected to any comprehensive regeneration strategy with a cultural and tourist purpose for the walled towns through a comparative analysis of four Mediterranean seaport cities, selected as case studies. Cities which have developed an integrated strategy to inscribe their walled towns to the UNESCO’s World Heritage List.

On the base of the case studies’ analysis, the paper proposes a critical reflection upon the management strategies for the UNESCO’s walled towns and supports a better understating of context factors as a way to strengthen the HUL approach when applied to Mediterranean seaport cities.

The paper sheds light on the application of the historic urban landscape approach to the walled towns of Mediterranean seaport cities. The paper is original because it provides: guidelines for policy-makers and planners in walled towns of Mediterranean seaport cities which have decided or are deciding to develop a comprehensive regeneration strategy for the city centre in line with those adopted in UNESCO’s fortified sites; a critical reflection upon the context factors which can strengthen the HUL approach when applied to Mediterranean seaport cities; criteria to update the HUL approach by UNESCO in analysing the conservation state, the managerial aspects, the participation and social aspects of walled towns.

The purpose of this paper is to identify criteria and examples of good practice in heritage management within the specific field of UNESCO industrial heritage sites. The paper is part of a transfer-of-knowledge project between Humboldt Universität and the Zollverein Foundation (Stiftung Zollverein), responsible for the heritage management of the UNESCO Zollverein site.

The study employed document analysis, interviews, expert discussions and application to the field.

First, a systematization, termed the Good Practice Wheel, shows eight criteria that must be considered for good practice in heritage management. Second, indicators of good practice, discussed in the academic field, can be embedded in the suggested systematization and provide further details of how to evaluate good practice. Third, the Zollverein case shows that the systematization can be applied to practice.

The study offers a systematization to identify and discuss good practice.

The practical implication is to understand better how to turn the demands of UNESCO into opportunities.

The Good Practice Wheel includes social aspects, within community engagement and the criterion of sustainability.

To date, this represents the only such systematic approach to identify and implement good practice in heritage management, specifically relevant for UNESCO industrial heritage sites.

The purpose of this paper is to analyse various aspects of education for sustainable development (ESD) drawing attention to the approaching end of the UN Decade on ESD (DESD) in 2014 and to the necessity of the continuation of ESD activities. Defining the internationalisation of education as an ever more significant part of globalisation, the paper insists that the education should be recognised as the foundation for sustainable development and building of the global knowledge society.

The author presents a vision of the education as of a global “soft power” thus introducing a new understanding and a different application of the notion used mainly in a negative sense which, in author's opinion, can serve as educational instrument and technology of attraction. The author's methodology and approach take note of the basic principles of the globalisation theory and include the recognition of the fact that the contradiction between global interdependent problems of the planetary scale on one side and the existing rather fragmentary and desultory way of acquiring knowledge on the other side is the main challenge to the present and future quality of the human potential.

Considering ways how to continue the work on ESD after the end of the UN DESD in 2014, the author expresses a point of view that it should be an innovation project requiring state, public, law and financial support. United Nations Organization for Science, Culture and Education (UNESCO) Chairs have an important role to play as a new instrument of the global educational “soft power” inspired to promote knowledge and scientific experience worldwide.

Authentic experience of the UNESCO Chair creation and activity at the Faculty of Global Studies at Moscow State University is shown. The author having about 40 years of experience of cooperation with UNESCO as a member of a group of experts at the Director General, later – as a diplomat at UNESCO and recently – as UNESCO Chairholder presents an original point of view based on personal findings and conclusions.