Search results
1 – 10 of over 1000Ulrik Jennische and Adrienne Sörbom
This paper explores practices of foresight within the United Nations Educational, Scientific and Cultural Organization (UNESCO) program Futures Literacy, as a form of…
Abstract
Purpose
This paper explores practices of foresight within the United Nations Educational, Scientific and Cultural Organization (UNESCO) program Futures Literacy, as a form of transnational governmentality–founded on the interests of “using the future” by “emancipating” the minds of humanity.
Design/methodology/approach
The paper draws on ethnographic material gathered over five years within the industry of futures consultancy, including UNESCO and its network of self-recognized futurists. The material consists of written sources, participant observation in on-site and digital events and workshops, and interviews.
Findings
Building on Foucault's (1991) concept of governmentality, which refers to the governing of governing and how subjects politically come into being, this paper critically examines the UNESCO Futures Literacy program by answering questions on ontology, deontology, technology and utopia. It shows how the underlying rationale of the Futures Literacy program departs from an ontological premise of anticipation as a fundamental capacity of biological life, constituting an ethical substance that can be worked on and self-controlled. This rationale speaks to the mandate of UNESCO, to foster peace in our minds, but also to the governing of governing at the individual level.
Originality/value
In the intersection between the growing literature on anticipation and research concerning governmentality the paper adds ethnographically based knowledge to the field of transnational governance. Earlier ethnographic studies of UNESCO have mostly focused upon its role for cultural heritage, or more broadly neoliberal forms of governing.
Details
Keywords
Therese Ferguson, Dzintra Iliško, Carmel Roofe and Susan Hill
Aaron Benavot and James Williams
This paper critically aims to review existing monitoring strategies of Target 4.7 of the Sustainable Development Goals and proposes an alternative approach for reporting country…
Abstract
Purpose
This paper critically aims to review existing monitoring strategies of Target 4.7 of the Sustainable Development Goals and proposes an alternative approach for reporting country progress on relevant Target 4.7 themes. Since this target constitutes one of the most ambitious and transformative education targets there is considerable value in developing a comprehensive reporting and monitoring strategy.
Design/methodology/approach
The paper draws on key policy documents to clarify processes leading up to the definition and measurement of a global indicator for Target 4.7. It also discusses limitations associated with the current reporting and measurement strategy.
Findings
The paper finds that the current monitoring approach to Target 4.7, based on an existing reporting mechanism for the 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedom, is unfit for purpose and needs to be overhauled. The current process for revising the 1974 Recommendation is unlikely to result in a new monitoring strategy that would address existing weaknesses in the current strategy.
Originality/value
To the best of the authors’ knowledge, a critical review of measurement, reporting and monitoring strategies of Target 4.7 has not been undertaken. Also new in this paper is the proposed global observatory of Target 4.7 policies, practices and initiatives, which, if established, would work to: (1) create a more dynamic and informative monitoring infrastructure; (2) foster peer learning among countries; and (3) identify notable strategies of national, regional and international action in relation to Target 4.7.
Details
Keywords
Wesley R. Teter and Libing Wang
The impacts of the COVID-19 pandemic have transformed the global outlook for international higher education. Given the rapid shift to online learning, the Tokyo Convention in the…
Abstract
Purpose
The impacts of the COVID-19 pandemic have transformed the global outlook for international higher education. Given the rapid shift to online learning, the Tokyo Convention in the Asia-Pacific entrusted to UNESCO has become an important policy framework to facilitate regional collaboration, authoritative information sharing and recognition of qualifications across diverse modes of learning. This paper examines the role of the Tokyo Convention to establish an inclusive platform for monitoring and collaborative governance of mobility and internationalization based on fair and transparent recognition policies and practices in the Asia-Pacific.
Design/methodology/approach
In August 2019, a standardized survey instrument was sent by the Secretariat of the Tokyo Convention Committee at UNESCO Bangkok to competent recognition authorities in 46 countries in the Asia-Pacific, including the eight State Parties to the Tokyo Convention that ratified the Convention as of the reporting period. In total, qualitative data from n = 27 countries/states was received and analyzed to assess implementation of the Tokyo Convention throughout the region. The research design illustrates how normative instruments such as the Tokyo Convention are monitored and assessed over time.
Findings
A multi-stakeholder approach based on collaborative governance is needed to effectively monitor implementation and implications of the Tokyo Convention for diverse higher education stakeholders in the Asia-Pacific region.
Research limitations/implications
Implications include establishing baseline data and methods for monitoring implementation of the Tokyo Convention. Based on collaborative governance theory, the paper explores potential for a multi-stakeholder approach to promote mutual accountability in the Asia-Pacific and to develop mechanisms for inclusive participation in the governance of the forthcoming Global Convention on recognition.
Originality/value
As the first systematic review of its kind, this paper includes a unique dataset and insights into UNESCO's methodology to monitor implementation of standard-setting instruments for qualifications recognition in the Asia-Pacific.
Details
Keywords
Katrin Kohl, Charles Hopkins, Matthias Barth, Gerd Michelsen, Jana Dlouhá, Dzulkifli Abdul Razak, Zainal Abidin Bin Sanusi and Isabel Toman
Higher education and its leadership are not yet using their potential impact for a sustainable future. This paper aims to focus on UN developments and the long history of…
Abstract
Purpose
Higher education and its leadership are not yet using their potential impact for a sustainable future. This paper aims to focus on UN developments and the long history of university involvement in sustainability might create more interest and understanding that sustainably oriented universities are actually possible and a much stronger role for higher education is needed when nations are discussing their future.
Design/methodology/approach
Literature review with a focus on international treaties and declarations on the UN level and international university networks, literature review of the background and potential of the whole-institution approach and the need/suggestions for further research, also to measure advancement.
Findings
History shows a strong engagement of higher education with sustainability from its beginnings. There have been strong calls/offers from within university networks to take a crucial role in moving towards sustainable development that involves more than teaching about sustainability. The international community calls for higher education to be involved in policymaking rather than simply implementation, have been limited and the full potential of higher education institutions using all opportunities such as being living labs for sustainability has not as yet been realized. Currently, calls for engagement are often still limited to training and providing research when scientific evidence is wanted.
Research limitations/implications
Literature review focused on UN level treaties/declarations English- and German-language review national developments limited to samples of members of the Sustainable Development Goal (SDG) 4 subcluster in the Higher Education and Research for Sustainable Development (HESD) Global Cluster by the International Association of Universities (IAU).
Practical implications
Guidance for university leaders and other stakeholders to become aware of and consider a whole-institution approach. Practitioner relevance as countries is encouraged to embed UN recommendations, treaties and declarations. Defining opportunities for further research. Presenting the HESD Cluster by the IAU as a sample for new approaches of higher education to interact with the SDGs.
Social implications
Strengthening the role of higher education in the pursuit of a better future would focus on science and research as a neutral basis for decision-making and policy development. Sustainability embedded in all streams of university can help universities to be a practical example of the possibilities of sustainability at work.
Originality/value
Composition of authors with UN background and involvement. Focus on UN treaties/declarations and guidance for academics and practitioners in leadership on adopted UN and other international documents. Summarizing the background of the whole-institution approach as a genuine development over time but including limitations and implications for future roles for higher education leadership. IAU SDG 4 Subcluster is unique in its own approach and with its connections to a global network of higher education institutions and UNESCO.
Details
Keywords
Alan Briggs, Ross Dowling and David Newsome
This study aims to provide an overview of the current socio-political geopark situation in Australia and set this into a global context. In addition, the authors consider this…
Abstract
Purpose
This study aims to provide an overview of the current socio-political geopark situation in Australia and set this into a global context. In addition, the authors consider this information to be useful for all stakeholders involved in geopark research and development. An analysis of constraints is set alongside stakeholder views collected from remote rural Western Australia. The authors also place Australia in a global context in regard to the future of geoparks.
Design/methodology/approach
Vital contextual information regarding the tourism significance of geoparks is sourced from key literature. The authors analyse and report on the situation surrounding the current lack of enthusiasm for the geopark concept by the federal government and states in Australia. The authors also report positive rural community stakeholder views on geopark development from regional Western Australia.
Findings
While Australian federal, as well as state governments have yet to accept geoparks, stakeholder research in Western Australia supports the idea of geopark development. Learnings articulated in this viewpoint are relevant to any country pursuing and initiating the geopark concept. The authors posit that global geopark development can become a vital strategy in post-COVID-19 tourism recovery planning.
Originality/value
Australia currently does not have a United Nations Educational, Scientific and Cultural Organisation (UNESCO)-recognised geopark. Accordingly, the authors present a case for geopark development, while at the same time exploring the socio-political reasons behind the lack of geopark implementation in Australia. The authors consider the future of geoparks in the global context and reiterate the point that geoparks are important for COVID-19 recovery of tourism and in regard to UNESCO's Sustainable Development Goals for 2030.
Details
Keywords
Mi Lin, Ivan Nevzgodin, Ana Pereira Roders and Wessel de Jonge
Attributes conveying cultural significance play a key role in heritage management, as well as in differentiating interventions in built heritage. However, seldom the relation…
Abstract
Purpose
Attributes conveying cultural significance play a key role in heritage management, as well as in differentiating interventions in built heritage. However, seldom the relation between interventions and attributes, either tangible or intangible, has been researched systematically. How do both tangible and intangible attributes and interventions relate? What attributes make interventions on built heritage differ?
Design/methodology/approach
This paper conducts a systematic content analysis of forty-one international doctrinal documents—mainly adopted by the Council of Europe, UNESCO and ICOMOS, between 1877 and 2021. The main aim is to reveal and compare the selected eight intervention concepts, namely—restoration (C1), preservation (C2), conservation (C3), adaptation (C4), rehabilitation (C5), relocation (C6), reconstruction (C7) and renewal (C8)—and their definitions, in relation to attributes, both tangible and intangible. The intensity of the relationship between intervention concepts and attributes is determined based on the frequency of the mentioned attributes per intervention.
Findings
There were three key findings. First, although the attention to intangible attributes has increased in the last decades, the relationship between interventions and tangible attributes remains stronger. The highest frequency of referencing the tangible attributes was identified in “relocation” and “preservation,” while the lowest was in “rehabilitation.” Second, certain attributes play contradictory roles, e.g. “material,” “use” and “process,” which creates inconsistent definitions between documents. Third, as attributes often include one another in building layers, they trigger the intervention concepts in hierarchical patterns.
Originality/value
This paper explores and discusses the results of a novel comparative analysis between different intervention concepts and definitions, with a particular focus on the attributes. The results can support further research and practice, clarifying the identified differences and similarities.
Details
Keywords
This study aims to explore KNOU's potential for supporting international education programmes and to propose a cooperative model between KNOU and UNESCO for establishing an open…
Abstract
This study aims to explore KNOU's potential for supporting international education programmes and to propose a cooperative model between KNOU and UNESCO for establishing an open and distance learning (ODL) system in the ‘post conflict, post disaster’ (PCPD) regions. Coupled with UNESCO's expertise in rehabilitation programmes, KNOU will be able to initiate an international ODL programme by transferring its experience and technical and media know-how to the respective developing countries. This study examines pedagogical usage of ICTs and a possible collaborative model among institutions in three phases: an introduction stage, a development stage, and a completion stage. To strategically effect an international cooperative model, four potential action plans by KNOU are suggested. First, KNOU and UNESCO should construct a team that will choose a PCPD country as a case study and consult specific strategiesfor the implementation of the KNOU model. Second, leadership seminars and training programmes should be developed concurrently. Third, networking and cooperative systems should be set up with local universities. And, finally, student exchange programmes and overseas volunteer programmes should be designed and operated. Utilization of its advanced and systematic DE cooperative model will allow KNOU, as one of the leading ODL institutions, to carry out a meaningful international cooperative venture with UNESCO.
Andrea Valagussa, Paolo Frattini, Giovanni Battista Crosta, Daniele Spizzichino, Gabriele Leoni and Claudio Margottini
Aim of this paper is to evaluate the reliability of UNESCO Periodic Reports for the assessment of hazards affecting the UNESCO world heritage sites (WHSs) and to rank the most…
Abstract
Purpose
Aim of this paper is to evaluate the reliability of UNESCO Periodic Reports for the assessment of hazards affecting the UNESCO world heritage sites (WHSs) and to rank the most critical WHSs in Europe through multicriteria analysis.
Design/methodology/approach
The Periodic Reports represent the available continental-scale knowledge on hazards that threaten the WHSs in Europe and include 13 different natural threats. The information included in these reports has been first validated with high-quality data available in Italy for volcanoes, landslides, and earthquakes. Starting from the Periodic Reports, a multicriteria hazard analysis has been developed by using the analytical hierarchy procedure (AHP) approach. This analysis allows to identify and to rank the most critical WHSs at the European scale.
Findings
The data provided by Periodic Reports are demonstrated to be a good starting point for a continental-scale analysis of the actual distribution of natural threats affecting WHSs in Europe. The Periodic Reports appear to be reliable enough for a first-order assessment of hazards. The general overview of the hazard at the European scale shows high value of hazard index in the Eastern Mediterranean area and Balkans, due to a combination of earthquakes and landslides. The most at danger cultural site is in Bosnia and Herzegovina, while the most at danger natural site is Norway.
Originality/value
The paper gives a contribution to improve the continental-scale knowledge on hazards affecting the UNESCO heritage sites. The assessment of hazard inside the WHSs is an important task for the preservation of cultural and natural heritage, and it is important for UNESCO to achieve some of its goals. Through this research, European WHSs have been ranked according to their degree of hazard.
Details