New Actors and Modes of Governance in a Globalizing World
Edited by Susan L. Robertson, Karen Mundy, Antoni Verger and Francine Menashy
Chapter 8: A Disconnect between Motivations and Education Needs: Why American Corporate Philanthropy Alone Will Not Educate the Most Marginalized
8. A disconnect between motivations and education needs: Why American corporate philanthropy alone will not educate the most marginalized Justin van Fleet Introduction The financial support available to achieve universal, quality education for all children falls far short of what is necessary to reach global education goals. At the start of the twenty-first century, the international community pledged an increase in volume, predictability and coordination of external financing and monitoring for Education for All goals (UNESCO 2000). Despite the renewed commitment, approximately 67 million children are still without access to primary education and the levels of learning for those enrolled is particularly troubling (UNESCO 2011; van der Gaag and Adams 2010). Estimates report that an approximate $16.2 billion in external resources are needed to achieve basic education goals (UNESCO 2010). Although these are estimates based on many constantly changing factors and socio-political dynamics, they are the best tool available for demonstrating a tangible lack of resources to achieve global education goals set forth by the international community. With the failure of national and donor governments to fully support their commitment to education, the focus has shifted to developing new mechanisms to increase resources for achieving global education goals. A need for innovative financing mechanisms, which may involve private philanthropic resources to complement official development assistance to education, has surfaced (Adams 2009; Burnett and Birmingham 2010; International Task Force on Innovative Financing for Education 2011). New donor education strategies, such as the World Bank, United States and the forthcoming United Kingdom...
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