Multilateral cooperation for literacy promotion under stress: governance and management issues

Leslie J Limage

doi:10.5130/lns.v17i2.1361

Abstract

This paper analyses recent organizational change and governance in UNESCO. The Organization has given priority to the promotion of universal literacy since its inception in 1946. It has persisted in its dual approach to universal literacy through both universal primary education and literacy learning opportunities through formal provision and non-formal learning opportunities for adults and out-of-school youth. A major policy shift in 2006 to abandon systematic and programmatic concern for literacy at UNESCO Headquarters drastically changed priorities. That decision is analysed in the broader UN system setting, United States’ policies since its return to UNESCO, and the recent internal governing dynamics of the agency.

Highlights

Universal literacy promotion has been on UNESCO’s priority agenda for sixty years
Whether UNESCO saw itself as an intellectual cooperation agency with a holistic sector-wide approach to education or, on occasion, as an operational development partner conducting projects, programs or providing technical advice, literacy was promoted as human right and public responsibility
The Education For All (EFA) Global Monitoring Report: Literacy for Life 2006 came out with a three-pronged approach summing up the best available research and policies to achieve this Dakar goal. It built on the classic UNESCO two-pronged approach with a third dimension, the creation and maintenance of literate environments

Summary

Introduction

Universal literacy promotion has been on UNESCO’s priority agenda for sixty years. The strategies promoted to reach literacy for all have varied with political will, financial resources and various development or economic growth models. Whether UNESCO saw itself as an intellectual cooperation agency with a holistic sector-wide approach to education or, on occasion, as an operational development partner conducting projects, programs or providing technical advice, literacy was promoted as human right and public responsibility

Multilateral cooperation for literacy

The Executive Board response

Stress for multilateral cooperation for literacy at this time