UNESCO, the World Bank, and the struggle over education for development through the lens of the Faure report (1972) and the Delors report (1996)

Maren Elfert

Auteurs

Maren Elfert University Of Alberta

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.

Références

Astre, G. A. (1985, October). L’offensive de la droite américaine contre les Nations unies. Le Monde diplomatique.

Bahr, K. (2008). Overview of education planning at UNESCO since its beginning (early 60ies) to 2006/07. Unpublished paper presented at the Club Histoire et Avenir de l'UNESCO de l’Association des anciens fonctionnaires de l’UNESCO (AAFU).

Becker, G. S. (1964). Human capital: A theoretical and empirical analysis, with special reference to education. New York: National Bureau of Economic Research.

Beeby, C. E. (1966). The quality of education in developing countries. Cambridge, Massachusetts: Harvard University Press.

Benveniste, G. (2007). Creation of the International Institute for Educational Planning. Educational Planning, 16(3), 1-9. Available at https://www.academia.edu/6683603/Creation_of_the_IIEP_at_UNESC

Biddle, J. & Holden, L. (2014). Walter Heller and the introduction of human capital theory into education policy. Available at https://www.utexas.edu/cola/_files/ms37643/Holden-Biddle_for_Hamerama.pdf

Black. S. (2001). Life and debt. Tuff Gong Pictures Production.

Boshier, R. (1998). Edgar Faure after 25 years: Down but not out. In J. Holford, P. Jarvis & C. Griffin (Eds.). International perspectives on lifelong learning (pp. 3-21). London: Kogan Page.

Carneiro, R. & Draxler, A. (2008) Education for the 21st century: Lessons and challenges. European Journal of Education, 43, 149-160.

Commission nationale Suisse pour l’UNESCO (1973, août). Discussion du rapport de la Commission internationale pour le développement de l’éducation, “Apprendre à être”. ADG/EG/13.1. UNESCO Archives.

Delors, J. (1992). Education XXIième siècle. Note sent by J. Delors to Director General. Attached to UNESCO Memo ED/UCE/HWR/SC. 24 September 1992, signed by H. W. Rissom. ED/EDC/1. UNESCO Archives.

Delors, J. (1994). L’unité d’un homme. Entretiens avec Dominique Wolton. Paris: Editions Odile Jacob.

Delors, J., Amagi, I., Carneiro, R., Chung, F., Geremek, B., Gorham, W. et al. (1996). Learning: the treasure within. Report to UNESCO of the International Commission on Education for the Twenty-first century. Paris: UNESCO.

Dorn, C., & Ghodsee, K. (2012). The Cold War politicization of literacy: Communism, UNESCO and the World Bank. Diplomatic History, 36(2), 373-398.

Elfert, M. (2015). UNESCO, the Faure report, the Delors report, and the political utopia of lifelong learning. European Journal of Education, 50(1), 88-100.

Elfert, M. (2016). Revisiting the Faure Report (1972) and the Delors Report (1996): Why was UNESCO’s utopian vision of lifelong learning an “unfailure”? Conference Proceedings of the ESREA Triennial Conference, Maynooth University, Ireland, September 8-11, 2016.

Elfert, M. (2018). UNESCO’s utopia of lifelong learning: An intellectual history. Routledge Research in Education Series. New York: Routledge.

Escobar, A. (1995). Encountering development. The making and unmaking of the third world. Princeton: Princeton University Press.

Faure, E., Herrera, F., Kaddoura, A.-R., Lopes, H., Petrovski, A. V., Rahnema, M. et al. (1972). Learning to be. The world of education today and tomorrow. Paris: UNESCO/ Harrap.

Gilman, N. (2015). The New International Economic Order: A reintroduction. Humanity: An International Journal of Human Rights, Humanitarianism, and Development, 6(1), 1-16.

Henderson, E. (1993, March 12). Unesco group’s task is rehabilitation. The TimesHigher.

Heyneman, S. (2003). The history and problems in the making of education policy at the World Bank 1960-2000. International Journal of Educational Development, 23, 315-337.

International Commission on Education for the Twenty-first Century (1994). 12-15 April 1994, Vancouver. 13 April morning session. ED/EDC/3. UNESCO Archives.

International Commission on Education for the Twenty-first Century (1995). Sixth session discussion on outline of final report. Notes of Comments by Fay Chung. ED/EDC/5. UNESCO Archives.

Jallade, L. (2007). Quarante années d’expérience collective en planification de l’éducation. Synthèse des interventions et débats de la Table ronde sur la planification de l'éducation et l’Unesco. AAFU – Club Histoire, 5 juin et 26 septembre 2007, UNESCO, Paris.

Jolly, R., Emmerij, L., Ghai, D. & Lapeyre, F. (2004). UN contributions to development thinking and practice. United Nations Intellectual History Project Series. Bloomington: Indiana University Press.

Jones, P. W. (1988). International policies for Third World education: UNESCO, literacy and development. London & New York: Routledge.

Jones, P. W. (1992). World Bank financing of education. Lending, learning and development. London and New York: Routledge.

Jones, P. W. & Coleman, D. (2005). The United Nations and education. Multilateralism, development and globalisation. London and New York: RoutledgeFalmer.

Maheu, R. (1974). Crisis or change of international aid? Prospects, IV(2), 191-197.

Manley, M. (1993, February 28). Notes for Paris conference on education. ED/EDC/1. UNESCO Archives.

McGinn, N. F. (1998). Review of Learning: The Treasure within: Report to Unesco of the International Commission on Education for the Twenty-First Century by Jacques Delors. Comparative Education Review, 42(2), 230-233.

Morel, C. (2013). Internationalization and decentring of UNESCO: Representation and influence of “Non-Western” countries, 1945-1987. In K. Dykmann, & K. Naumann (Ed.). Changes from the “margins”. Non-European actors, ideas, and strategies in international organizations. Comparativ. Zeitschrift fuer Globalgeschichte und Vergleichende Gesellschaftsforschung, 23(4/5). Leipzig: Leipziger Universitaetsverlag.

Mundy, K. (1999). Educational multilateralism in a changing world order: Unesco and the limits of the possible. International Journal of Educational Development, 19, 27-52.

Mundy, K. & Verger, A. (2015). The World Bank and the global governance of education in a changing world order. International Journal of Educational Development, 40, 9-18.

Myrdal, G. (1968). Asian drama. An inquiry in to the poverty of nations. Volumes I-III. New York: Pantheon.

OECD (1972a, March 16). Letter Edwin M. Martin, OECD to Daniel (sic) Deléon, UNESCO. ADG/ED/13.1. UNESCO Archives.

OECD (1972b, March 6). Letter Edwin M. Martin, OECD to Daniel (sic) Deléon, UNESCO. ADG/ED/13.1. UNESCO Archives.

Power, C. (2015). The power of education. Education for All, development, globalisation and UNESCO. Dordrecht: Springer.

Preston, W., Herman, E. S. & Schiller, H. I. (1989). Hope and folly: The United States and UNESCO 1945-1985. Minneapolis: University of Minnesota Press.

Rauch, S. P. (1995). The quest for universal literacy: Who got what from international literacy year, why and how. Doctoral dissertation. Massachusetts: University of Massachusetts Amherst.

Rahnema, M. & Bawtree V. (1997). The post-development reader. London & New York: Zed Books.

Reid-Henry, S. (2017). From welfare world to global poverty. Humanity: An International Journal of Human Rights, Humanitarianism, and Development, 8(1), 207-226.

Rubenson, K. (2006). Constructing the lifelong learning paradigm: Competing visions from the OECD and UNESCO. In S. Ellers (Ed.), Milestones in Adult Education (pp. 63-78). Copenhagen: Danish University Press.

Rubenson, K. (2008). OECD education policies and world hegemony. In R. Mahon, & S. McBride (Ed.). The OECD and transnational governance (pp. 241-259). Vancouver: UBC Press.

Schultz, T. W. (1963). The economic value of education. New York: Columbia University Press.

Schultz, T. W. (1970). The reckoning of education as human capital. In W. L. Hansen (Ed.). Education, income, and human capital (pp. 297-306). New York: National Bureau of Economic Research.

Singer, H. W. (1978). The New International Economic Order: An overview. Journal of Modern African Studies, 16(44), 539-548.

Task Force on Education for the Twenty-first century (1997, September 12). Learning: The treasure within. Brief overview of debate about the report. ED/EDC/16. Paris: UNESCO Archives.

UNESCO (1970a). 84th session of the Executive Board. Executive Board. 1969-1970. Comptes rendus. Vol. VIII, 82-86 sessions. 84/EX/SR. 1-33 (SR.10). UNESCO Archives.

UNESCO (1970b, 10 avril). Memo EDV/31/70/043. Au directeur-général du Sous-directeur général pour l’éducation. Objet: Commission internationale d’experts sur les strategies du développement de l’éducation dans le monde. ADG/EG/13.1. UNESCO Archives.

UNESCO (1971). Quatrième session de la Commission internationale sur le développement de l’éducation. Comptre rendu des séances des jeudi 7 octobre (après-midi) et vendredi 8 octobre (matin) 1971. Débat avec les jeunes. ADG/EG/13.1. UNESCO Archives.

UNESCO (1976). Moving towards change: Some thoughts on the New International Economic Order. Appendix: Report of the panel of counsellors on major world problems and Unesco’s contribution to solving them (pp. 101-137). Paris: UNESCO.

UNESCO (1992). International Commission on Education for the Twenty-First Century. C21.1E. 29.10.92. ED/EDC/1. UNESCO Archives.

UNESCO (1993, October). EDC/2. International Commission on Education for the 21st Century. First session. UNESCO Headquarters, 2-4 March 1993. EDC.93/CONF.001/I.7 REV. UNESCO: Paris. UNESCO Archives.

UNESCO (1994). International Commission on Education for the Twenty-first Century. Second Session. Dakar, Senegal, 18-21 September 1993. Report. EDC/3 (January 1994). ED/EDC/2. UNESCO: Paris. UNESCO Archives.

UNESCO Commission on Education for the Twenty-first Century (1995, December 3). Comments by Fay Chung: Education in Africa today. ED/EDC/5. UNESCO Archives.

United Nations General Assembly (2014, September 24). Right to education. Note by the Secretary-General. Sixty-ninth session. Agenda item 68 (b). Report of the Special Rapporteur on the right to education. Available at http://www.right-to-education.org/sites/right-to-education.org/files/resource-attachments/UNSR_Report_to_UNGA_Privatisation_2014.pdf

Watson, K. (1999). UNESCO’s vision for education in the twenty-first century: Where is the moral high ground? International Journal of Educational Development, 19, 7-16.

World Bank (1995). Priorities and strategies for education. A World Bank review. Washington, D. C.: The International Bank for Reconstruction and Development (The World Bank).