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160718s2016 enka o 001 0 eng d |
| 020 |
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|a 9781784412708 (electronic bk.)
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|a UtOrBLW
|d GrThAP
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|a LC213
|b .P67 2016
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|a 376
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|a 379.26
|2 23
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|a Post-education-for-all and sustainable development paradigm
|h [electronic resource] :
|b structural changes with diversifying actors and norms /
|c edited by Shoko Yamada.
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| 260 |
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|a Bingley, U.K. :
|b Emerald,
|c 2016.
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| 300 |
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|a 1 online resource (xviii, 378 p.) :
|b ill.
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| 490 |
1 |
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|a International perspectives on education and society,
|x 1479-3679 ;
|v v. 29
|
| 500 |
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|a Includes index.
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| 505 |
0 |
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|a Theorizing the paradigm shift in educational development / Shoko Yamada -- Education for all as a global regime of educational governance : issues and tensions / Leon Tikly -- Post-EFA global discourse : the process of shaping the shared view of the <U+201c>education community<U+201d> / Shoko Yamada -- Asian regionality and post-2015 consultation : donors self-images and the discourse / Shoko Yamada -- Japanese educational aid in transition : the challenge to transform from a traditional donor to a new partner / Shoko Yamada, Kazuhiro Yoshida -- The Korean model of ODA : a critical review of its concept and practices reflected in educational ODA / Bong Gun Chung -- Positioning China's aid to educational development in Africa : past, present & post-2015 / Changsong Niu, Jing Liu -- South-south cooperation : India's programme of development assistance : nature, size and functioning / Jandhyala B.G. Tilak -- The United States : a "traditional" outlier in transition / James H. Williams.
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| 520 |
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|a As the target year of achieving Education for all (EFA) development goals approached in 2015, there were growing discussions about the post-EFA agenda in the international community of educational development. Regardless of the magnitude of discourse, this transition from EFA should not be understood simply as a normative framework.It has coincided with fundamental changes in structure, actors, modes of interactions, and practices. The emergence of new types of donors who used to be recipients of aid is changing the landscape of international educational development. Being outside of the self-regulating community of traditional donors, they bring different logics and motivations to this field that often go beyond the frame of meaning making among traditional donors. Further, the networks of civil society actors are increasing their influence on the strategies and principles of international educational development, through their global web of mission-driven and expertise-based advocacy.
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| 650 |
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|a Education
|x General.
|2 bisacsh
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| 650 |
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|a Education.
|2 bicssc
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| 650 |
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|a Educational equalization.
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| 700 |
1 |
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|a Yamada, Shoko.
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| 776 |
1 |
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|z 9781784412715
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| 830 |
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0 |
|a International perspectives on education and society,
|x 1479-3679 ;
|v v. 29.
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| 856 |
4 |
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|u http://www.emeraldinsight.com/1479-3679/29
|z Full Text via HEAL-Link
|
