50 years for Education p.232

AID TO EDUCATION

Guides for the implementation of operational activities in the field of Education

For the identification and preparation of projects (1979 and 1990)
For their computer-assisted management (1984)
For their evaluation (1979)

THE 1990s, NEW TRENDS

Towards the end of the 1980s, the combined influence of two factors gradually changed the nature of operational action. First, the efforts of the previous decades had succeeded in developing national expertise. Project implementation was increasingly entrusted to national governmental or non-governmental institutions, the Organization providing only those services not nationally available. Then, the economic crisis and the decline in resources earmarked for development demanded greater precision in the definition of projects which could expect financial support. This led the Organization to generalize the practice of sectoral studies which, based on a global analysis of the role of education in development, pave the way to framing policies and choosing strategies liable to increase the coherence and relevance of projects. UNESCO thus focused its work on upstream studies and the identification of resources, whilst the national authorities took on increasing responsibility for project implementation. Eventually, the Organization became essentially a facilitator between beneficiary and donor countries, its role being to help the former to identify their needs and the latter to target their financing.

The importance of integrated development strategies embracing economic, social, educational, political and environmental aspects has been confirmed during recent United Nations Conferences on the environment, population, social progress, women and the habitat (e.g. United Nations System-wide Special Initiative on Africa). In line with the new orientations in co-operation for development policies adopted by the United Nations in 1995, follow-up of these conferences should contribute to concentrating the intervention of donors and international institutions around more tightly focused priorities calling for greater collaboration between agencies: women, environment, support to democracy, aid to the most disadvantaged countries, elimination of poverty. Projects would thus move towards an intersectoral and interdisciplinary approach better able to target sustainable development. This means that educational action will be progressively undertaken in synergy with other activities. For instance, action in favour of women could also include measures to promote equality of access to education and management training, and social, health, economic, legal aspects, as well as support through the media. Education is called upon to become part and parcel of a global approach in which not only the Sectors in UNESCO, but also the other institutions of the United Nations System, NGOs and bilateral agencies will participate, in partnership with nations who will increasingly take their development into their own hands. The key words in this new approach are co-ordination and complementarity.