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006			m o d
007			cr un|||||||||
008			160718s2016 enka o 001 0 eng d
020			_a9781784412708 (electronic bk.)
040			_aUtOrBLW
050		4	_aLC213 _b.P67 2016
072		7	_aJN _2bicssc
072		7	_aEDU000000 _2bisacsh
082	0	4	_a379.26 _223
245	0	0	_aPost-education-for-all and sustainable development paradigm _h[electronic resource] : _bstructural changes with diversifying actors and norms / _cedited by Shoko Yamada.
260			_aBingley, U.K. : _bEmerald, _c2016.
300			_a1 online resource (xviii, 378 p.) : _bill.
490	1		_aInternational perspectives on education and society, _x1479-3679 ; _vv. 29
500			_aIncludes index.
505	0		_aTheorizing 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.
520			_aAs 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.
588	0		_aPrint version record
650		7	_aEducation _xGeneral. _2bisacsh
650		7	_aEducation. _2bicssc
650		0	_aEducational equalization.
700	1		_aYamada, Shoko.
776	1		_z9781784412715
830		0	_aInternational perspectives on education and society, _x1479-3679 ; _vv. 29.
856	4	0	_uhttps://www.emerald.com/insight/publication/doi/10.1108/S1479-3679201629
907			_a.b17024110 _b2024-02-29 _c2024-02-29
942			_n0
998			_a1 _b2024-02-29 _cm _da _feng _genk _y0 _z.b17024110
999			_c669072 _d669072