The dichotomy of conservation vs. sustainable development has generated numerous debates since the introduction of the latter in the late 1980s. When UNESCO introduced the Biosphere Reserve concept in the early ‘70s, it drew even more attention to the matter. In the recent past, many initiatives to address the issue gained ground not only across Europe, but worldwide. This is the case of ecotourism, a responsible (and sustainable) form of tourism that takes place in natural areas, sustains local communities, and involves a learning experience. Even though it might look like the perfect tool to strengthen the link between conservation and sustainable development, especially in a Biosphere Reserve context, ecotourism faces many challenges. Through a case study of an Italian Biosphere Reserve that was recently awarded with the European Charter for Sustainable Tourism, Monviso Transboundary Biosphere Reserve, this research aimed at understanding local stakeholders’ stand onthe matter. A series of interviews were conducted and subsequently phenomenologically analysed to explore the possibility for ecotourism to act as a learning tool for sustainable development. Results show that ecotourism had some positive effects in the area, such as the creation of a network for collaboration between various stakeholders, among others. However, negative perception of ecotourism still play an inhibiting role, as it is not perceived asa sufficient source of income. It is discussed that this might be a consequence of two main factors: a lack of proper environmental education and the economic crisis the country is currently facing. Adjustments in the language and methods used in the educational system and a change of course at higher governmental levels might foster ecotourism to become a catalyst by being a learning tool.

The subject of this master thesis are Angkor temples which represent an invaluable cultural and historical heritage of Cambodia. The tourism of Cambodia grows constantly every year thanks to the vast flow of tourists coming to see Angkor. Angkor temples are among the most visited tourist sites in the world and Cambodia is the one of the poorest countries in Asia. The aim of this thesis s to show how one tourist site can effect the tourism of the whole country and how this country is using the potential of this site for in order to increase financial revenues instead of developing other regions of the country.

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2016-09-07T00:24:01Z No. of bitstreams: 1 JOSE EDUARDO FERNANDES_Dissertacao_Entrega_V03.pdf: 311747 bytes, checksum: f65e3b64bc734b62978265900cce2bb8 (MD5) / Made available in DSpace on 2016-09-07T00:24:01Z (GMT). No. of bitstreams: 1 JOSE EDUARDO FERNANDES_Dissertacao_Entrega_V03.pdf: 311747 bytes, checksum: f65e3b64bc734b62978265900cce2bb8 (MD5) Previous issue date: 2015-08-27 / This thesis is attached to the research 1 – Educational Institution: Organization and Management, from the Master’s Program in Education of the Oeste Paulista University (UNOESTE – Presidente Prudente – SP), and analised that the society is situated in a paradigm which the information spreads quickly and this is happening due to the fact of the using of range of technologies which allows the available as well as this information exchanged through spread people all over the world. Thus this technologies allow people who are connected through a extended network which, paradoxically, keep them so close and so distant at the same time, characterized virtual interaction spaces. This analysis came from official documents from UNESCO and Banco Mundial in comparison of guidelines designed by this institutions to the countries in development which includes Brazil. Factors like globalization, opening and expanding transnational economies are also determinants in this new information paradigm as well as in educational process through the consequences of this transnationality of the information and knowledge; their impacts and perspectives from the results gotten with the existent educational politics. Thus its objective concentrated in understand the Higher Education, its demands and perspectives within called “Information and Knowledge” Society in the globalization context, in UNESCO and Banco Mundial perspective as well as Brazil’s position in front of these two proposes. Within this context the option made was work with the bibliographic research and documentation to reflect about Higher Education, its demands and perpectives within called “Information and Knowledge” Society. / A presente dissertação está vinculada à linha de pesquisa 1 – Instituição Educacional: Organização e Gestão, do Programa Mestrado em Educação da Universidade do Oeste Paulista (UNOESTE – Presidente Prudente – SP), e analisou que a sociedade situa-se em um paradigma em que a informação se propaga velozmente, e isso está acontecendo devido ao fato da utilização de uma gama de tecnologias informacionais que permitem a disponibilização, bem como a troca dessa informação por pessoas dispersas em todas as partes do mundo. Assim, essas tecnologias permitem que os sujeitos estejam conectados por meio de uma grande rede que, paradoxalmente, os mantém, ao mesmo tempo, tão próximos e tão distantes, caracterizando espaços de interação virtuais. Essa análise partiu de documentos oficiais da Unesco e Banco Mundial, na comparação das diretrizes por estas instituições desenhadas para os países em desenvolvimento, incluindo-se entre eles o Brasil. Fatores como globalização, abertura e expansão de economias transnacionais também são fatores determinantes nesse novo paradigma da informação, como também nos processos educacionais, pelas consequências dessa transnacionalidade da informação e do conhecimento; seus impactos e perspectivas a partir dos resultados obtidos com as políticas educacionais existentes. Assim, seu objetivo geral concentrou-se em compreender o Ensino Superior, suas demandas e perspectivas na chamada sociedade da informação e do conhecimento no contexto da globalização, na perspectiva da UNESCO e do Banco Mundial, bem como a posição do Brasil diante das duas propostas. Nesse contexto, fez-se a opção por trabalhar com a pesquisa de levantamento bibliográfico e documental a fim de refletir sobre o Ensino Superior, suas demandas e perspectivas na chamada Sociedade da Informação e do Conhecimento.

Social media have become one of the most important tools for international development organizations when it comes to spreading their message and reach a greater number of followers around the world. However, the connection between the users and the organization is mainly based on one-click basic interactions which does not guarantee a strong commitment. The goal of this study is to check whether initiating a dialogue with users increases participation. We want to observe if there are noticeable improvements in the engagement that justifies a more frequent use of the conversation with the subscribers within the social media channels of the organization. We will analyse the work of UNESCO, the United Nations' specialized agency for education, science and culture. We have worked from within on the social media campaigns analysed.This research uses a mixed method combining quantitative results, such as statistical analysis, and qualitative results through content analysis and interviews with six experts in the management of social media. The Social Media Engagement Theory by Di Gangi and Wasko will provide the theoretical framework for this work.

Policy Evidence by Design: International Large-Scale Assessments and Grade Repetition Links between international large-scale assessment (ILSA) methodologies, international organization (IO) ideologies, and education policies are not well understood. Framed by statistical constructivism, this article describes two interrelated phenomena. First, OECD/ PISA and UNESCO/TERCE documents show how IOs’ doctrines about the value of education, based on either Human Capital Theory or Human Rights, shape the design of the ILSAs they support. Second, quantitative analyses for four Latin American countries show that differently designed ILSAs disagree on the effectiveness of a specific policy, namely, grade retention: PISA’s achievement gap between repeaters and nonrepeaters doubles TERCE’s. This matters and warrants further research: divergent empirical results could potentially incentivize different education policies, reinforce IOs’ initial policy biases, and provide perverse incentives for countries to modulate retention rates or join an ILSA on spurious motivations. In summary, ILSA designs, shaped by IOs’ educational doctrines, yield different data, potentially inspiring divergent global policy directives and national decisions. When ILSAs met policy: Evolving discourses on grade repetition. This study explores phenomena of ordinalization and scientization of policy discourse, focusing on the case of grade retention in publications by OECD’s PISA and UNESCO’s ERCE (2007-2017), from a sociology of quantification perspective. While prior research shows these ILSAs yield divergent data regarding grade retention’s effectiveness, this study shows similarities in their critical discourse on grade repetition’s effectiveness. Genre analysis finds similarities in how both ILSAs structure their discourse on grade repetition and use references solely to critique it, presenting a partial view of the scholarly landscape. However, horizontal comparisons also find differences across ILSAs in the use of ordinalization (e.g., rankings) in charts, as well as differences in the extent to which their policy discourse embraces scientization. The ILSAs converge in singling out grade repetition as the policy most strongly associated with low performance; this should be interpreted in the context of one key similarity in their design. Policymaking to the test? How ILSAs influence repetition rates Do international large-scale assessments influence education policy? How? Through scripts, lessons, or incentives? For some, they all produce similar outcomes. For others, different assessment data, shaped by different designs, and mediated by international organizations’ policy directives, prompt different policy decisions. For some, participation in these assessments may be linked to lower repetition rates, as per the policy scripts hypothesis inspired by world society theory (WST). For others, assessments’ comparison strategies (age vs. grade) influence repetition in participating countries, according to policy lessons or incentives hypotheses, respectively inspired by educational effectiveness research (EER) and the sociology of quantification, and particularly the notion of retroaction. Fixed-effects panel regression models of eighteen Latin American countries (1992-2017) show that participation in assessments is associated with changing repetition rates in primary and secondary, while controlling for other factors. The findings show statistically significant differences between some assessment types. The conclusions spur new questions, delineating a future agenda.

El objetivo del estudio es analizar y describir los procesos y dinámicas que impulsan las comunidades a solicitar la inclusión de su patrimonio cultural inmaterial en la lista representativa de la UNESCO. La comprensión del papel desempeñado por la comunidad, a partir del reconocimiento de su patrimonio cultural hasta la gestión del mismo, significa interpretar las motivaciones y expectativas, conflictos y sentimientos relacionados con los patrimonios y el contexto social e histórico en el que están inmersos. El estudio pretende además analizar la legislación internacional y nacional inherente al proceso de patrimonialización de las expresiones culturales para establecer una especie de modelo general aplicable a casos similares, analizando los recorridos del Misteri d'Elx (Alicante, España) y de la naciente candidatura para la salvaguarda del patrimonio cultural inmaterial de la Humanidad promovida por la asociación de los artesanos y constructores de góndolas en Venecia El Felze (Venecia, Italia). La elaboración del dossier per la salvaguardia de una expresión cultural en el ámbito internacional es un proceso complejo que involucra necesariamente cada comunidades. Esto implica la creación de una red de relaciones con las instituciones públicas, tanto locales como nacionales e internacionales, tales como el ayuntamiento, la Comunidad Autónoma y el Comité de la UNESCO, sino también a las universidades e instituciones de investigación que poseen sectores especializado y promueven las actividades de investigación. / Republica Federativa do BRASIL, Ministério da Educação, CAPES – Coordenação e Apoio de Pessoal em Nível Superior, Programa doutorado pleno no exterior 2012-2015.

Seit vergangenem Jahr ist die Sächsische Landesbibliothek– Staats- und Universitätsbibliothek Dresden (SLUB) mit drei ihrer Spitzenstücke in der World Digital Library (WDL) vertreten (www.wdl.org). Neben der Bayerischen Staatsbibliothek München und der Staatsbibliothek zu Berlin – Preußischer Kulturbesitz, ist die SLUB Dresden damit die dritte Partnerinstitution aus Deutschland.

The aim of this thesis is to create knowledge on discursive formations surrounding literature that is being produced and/or reproduced in Sweden today. This is achieved by studying how the project group members responsible for writing the Gothenburg application to become a UNESCO City of Literature, and other key players involved in this process, argue for the values of literature and why a membership in the UNESCO creative cities network would be beneficial for Gothenburg city, its citizens and the literary field. To this end, both documents related to the process of getting Gothenburg’s candidature approved by UNESCO and interviews with the project group members responsible for writing the application to UNESCO are studied and analyzed. Eight interviews were conducted with members of the project group using a semi-structured qualitative interview methodology. The theoretical framework for this thesis consists of a foucauldian discourse analysis, ideology and studies of institutional logics in Swedish cultural politics. While analyzing the collected material, I was able to identify several dominating discursive formations about literature and literary work, as well as minor, competing discursive formations, that can all be recognized in how Swedish cultural policy have been discussed historically. These are later related to overarching ideological and political structures that are connected to them. Key findings include that literature is portrayed as a human right, as essential to a healthy, sustainable democracy and as something with inherent value. The project group members navigate predominant discursive formations and ideological understandings of literature, creating an environment where literary work is prioritized.

Sur quels « référentiels » se fondent l'UNESCO, l'UNICEF et la Banque mondiale pour opérationnaliser leurs politiques éducatives ? Quelles sont la vision et la représentation de chacune d'elles par rapport à l'éducation des filles et des femmes ? Cette étude porte sur l'analyse des politiques privilégiées par ces trois institutions internationales pour promouvoir la scolarisation des filles dans les pays en développement. L'examen est fondé sur une approche sociopolitique des rapports sociaux de sexe, des représentations sociales de l'éducation et de la place et du rôle des filles et des femmes dans la société. L'étude s'appuie notamment sur les orientations et les actions projetées par ces trois institutions depuis la Conférence mondiale sur l'Éducation pour tous tenue en 1990 à Jomtien (Thaïlande). L'analyse de contenu, principalement des rapports annuels et des plans stratégiques, est réalisée dans une perspective analytique féministe où les notions de scolarisation et d'éducation sont comparées à celles d'émancipation. Il apparaît ainsi que, bien que se situant dans la logique de Jomtien (1990), de Dakar (2000) et des Objectifs du Millénaire pour le Développement (OMD) adoptés par les Nations Unies en 2000, les politiques éducatives de ces institutions sont le reflet de représentations sociales divergentes sur le rôle et la place des femmes et de visions du monde liées à des contextes organisationnels et à des intérêts spécifiques. Pour la Banque mondiale, qui prône une vision davantage réductrice et utilitariste du capital humain, la promotion de la croissance économique durable et la réduction intergénérationnelle de la pauvreté passent prioritairement par le développement du capital humain, à savoir l'éducation des filles et des femmes, une ressource productive essentielle « à ne pas gaspiller ». Quant à l'UNICEF, le « noyau central » de sa représentation et de sa vision de l'éducation est matérialisé dans la complémentarité entre la défense des droits des filles et ceux des femmes c'est-à-dire que l'émancipation et l'autonomisation des femmes passent d'abord par l'éducation et l'autonomisation des filles. Pour sa part, l'UNESCO ne semble pas préconiser une vision politique qualifiée d'émancipatrice mais une éducation qu'elle veut sans discrimination, « intégratrice des groupes exclus et marginalisés », répondant aux besoins éducatifs de toutes et de tous en vue de l'instauration « d'une culture de l'égalité des sexes ». Cette institution souhaite que le renforcement du respect des droits et des libertés des femmes et des filles constitue un facteur capital du développement humain, du changement social et démographique et de la lutte internationale contre la pauvreté et l'exclusion. En conclusion, si les préoccupations de rentabilité économique sont manifestes à la Banque mondiale, à l'UNICEF et à l'UNESCO, ces préoccupations visent davantage la promotion et l'action sociales même si la perspective politique sur les rapports sociaux de sexe les différencie sensiblement. En fait, les divergences d'approche des rapports sociaux de sexe semblent tenir principalement aux différences de leurs statuts, de leurs mandats, mais aussi de leurs orientations et stratégies, bien que ces trois institutions s'entendent sur la nécessité d'une modernisation et d'organisation des systèmes éducatifs pour promouvoir l'éducation pour tous en mettant l'accent sur la scolarisation des filles et l'alphabétisation des femmes.

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