UNESCO, the World Bank, and the struggle over education for development through the lens of the Faure report (1972) and the Delors report (1996)
Résumé
Les rapports Apprendre à être (le Rapport Faure), publié en 1972, et L’Education : Un trésor est caché dedans (le rapport Delors), publié en 1996, commandés par l’Organisation des Nations Unies pour l’Education, la Science et la Culture (UNESCO), sont connus pour appartenir à la littérature fondamentale sur l’apprentissage tout au long de la vie. Cet article, qui s’appuie sur des sources primaires et secondaires, se concentrera sur un aspect beaucoup moins abordé de ces rapports : leurs points de vue sur le développement international. Le rapport Faure représentait une contre-perspective au discours dominant sur le développement basé sur la « modernisation », en ce sens qu’il favorisait le « développement endogène » et anticipait les revendications du Nouvel Ordre économique international, à savoir une redistribution plus équitable des ressources des pays développés vers ceux en développement. Le rapport Delors réagissait pour sa part à l’extension du néolibéralisme au domaine du développement par le biais du Consensus de Washington et critiquait les programmes d’ajustement structurel mis en œuvre par le FMI et la Banque mondiale. Les deux rapports révèlent beaucoup sur les débats et les idées contestées sur le développement, les conflits entre éducateurs et économistes sur la planification de l’éducation et la position changeante de l’UNESCO sur la scène multilatérale entre les années 1960 et 1990. L’auteur soutient que les deux rapports ont pris part à la lutte portant sur la « gouvernance mondiale » dans l’éducation pour le développement et ont échoué à affirmer leurs visions du monde contre de puissantes contre-idéologies promues par des organisations concurrentes telles que la Banque mondiale.
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