Six decades of educational multilateralism in a globalising world: The history of the UNESCO Institute in Hamburg

Abstract

Created in 1945 as a specialised agency of the United Nations (UN), the United Nations Educational, Scientific and Cultural Organization (UNESCO) was given, among other mandates, the task of reconstructing education systems devastated during the Second World War. UNESCO, in turn, and after some debate about an engagement in Germany, founded the UNESCO Institute for Education (UIE) in Hamburg in 1952. This paper traces the development of an institute which was founded to contribute to social renewal in war-torn Germany and Europe, functioned as a mediator between Western and Eastern countries during the Cold War and later shifted its geographical focus to developing countries. The institute was instrumental in conceptualising lifelong learning as a global educational paradigm, as well as in shaping the shift from education to learning and the concept of literacy as a ''continuum''. The author is particularly interested in the nature of the institute's niche which secured its survival in the uncertain domain of educational multilateralism in the past six decades. Keywords UNESCO Á UNESCO Institute for Education Á UNESCO Institute for Lifelong Learning Á Adult education Á Lifelong education Á Lifelong learning Á Literacy Á CONFINTEA Résumé Soixante ans de multilatéralisme éducatif dans un contexte de mondialisation : le parcours de l'Institut de l'UNESCO à Hambourg-Agence spécialisée des Nations Unies (ONU) créée en 1945, l'Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO) a été chargée, entre autres mandats, de reconstruire les systèmes éducatifs dévastés par la Seconde Guerre mondiale. L'UNESCO à son tour, après quelques débats sur un engagement en Allemagne, a

UNESCO, Adult education and political mobilization

“…However, when we look at official accounts in response to specific calls by UNESCO, summarized in recent Global Reports on Adult Learning and Education, 39 what emerges are examples of national re-imaginations. In some parts of the world adult education is mostly equated with the oppor- 32 Elfert, 2013; Ireland and Spezia, 2012. 33 Rizvi and Lingard, 2010.…”

Influence of UNESCO in the Development of Lifelong Learning

“…After the report, UIE published nine monographs, conducted several projects and organised seminars to explore the conceptual foundation and theoretical framework for lifelong education, and the operational aspects of a system of lifelong education (Elfert, 2013). Elfert (2013) further described that these research and projects defined lifelong education beyond fundamental and basic education, which is available for any age group at any level. Elfert (2015) argued Faure report was not successful for developing countries, as lifelong education was a luxury concept.…”

“…In 1997, UNESCO organised the Fifth International Conference on Adult Education (Confintea, 1997), where adult literacy, adult basic learning, vocational and technical learning for further learning were discussed within the lifelong learning perspective. The conference emphasis was on "adult learning" instead of "adult education" because of the influence of the Delors report (Elfert, 2013). The continuation of the conference, CONFINTEA VI was held in Brazil in 2009.…”

“…UNESCO was also working for developing countries' educational policies context. In 1979, UIE started to work on literacy for developing countries, in the form of case studies, policy-oriented seminars and researches among developing countries around the world (Elfert, 2013). UIE also focused on functional literacy within industrialised countries.…”

“…In 1990, the Education for All (EFA) conference was held at Jomtien in Thailand, and was organised by the United Nations (UN) with cooperation from UNESCO, United Nations Children's Fund (UNICEF), the World Bank and several other UN organisations (Elfert, 2013). The conference focused on education as a right to ensure the basic learning needs and primary education for children, youth, and adults.…”