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      Toward one world or many? A comparative analysis of OECD and UNESCO global education policy documents

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            Abstract

            Education policymaking has gone global. The 2030 Agenda for Sustainable Development aims to galvanize efforts to promote sustainable development, decrease global inequalities, and realize universal quality education. Supporting these efforts, two leading international organizations, UNESCO and the OECD, have set out normative frameworks for their vision of global education. This paper examines the policy discourses of these organizations in light of SDG 4–Education. Specifically, through a comparative analysis of selected terms and underlying concepts in key policy documents, the paper distinguishes between UNESCO's notion of global citizenship and the OECD's framework for global competence . Ultimately, the authors discuss whether the organizations' agendas are aimed at a common global vision, or, alternatively, towards two distinct and divergent conceptualizations of an imagined future.

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            Author and article information

            Journal
            72010448
            International Journal of Development Education and Global Learning
            int j develop educ gobal learn
            UCL IOE Press
            1756-5278
            18 June 2019
            : 11
            : 1
            : 68-86
            Article
            1756-5278(20190618)11:1L.68;1- s5.phd /ioep/ijdegl/2019/00000011/00000001/art00005
            10.18546/IJDEGL.11.1.05
            a45f88d5-a2db-47ae-be29-e24eed9ae692
            Copyright @ 2019
            History
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,General education
            UNESCO,SDG 4–EDUCATION,GLOBAL CITIZENSHIP,GLOBAL COMPETENCE,OECD

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