'Regimes Theory' as an Approach to Understanding Educational Cooperation in CARICOM and Commonwealth Countries. Issue 4 (4th July 2019)

• Record Type: Journal Article
• Authors: Jules, Tavis D.
• Is Part Of: Round table. Volume 108:Issue 4(2019)
• Page Start: 435
• Page End: 446
• Publication Date: 2019-07-04
• Subjects: Regimes -- educational cooperation -- CARICOM -- Commonwealth -- educational diplomacy -- multistakeholderism; Great Britain -- Politics and government -- 20th century -- Periodicals; Commonwealth countries -- Politics and government -- Periodicals; 909.0971241
• DOI: 10.1080/00358533.2019.1634886
• Languages: English
• ISSNs: 0035-8533

Abstract

ABSTRACT: This article discusses the implication of soft diplomacy in education, in the form of educational cooperation, for the governance of regimes. In drawing upon regime theory, it suggests that the Commonwealth should be viewed as a regime, and its survival is partly dependent upon how it uses educational cooperation to coordinate its functional areas, such as education. Moreover, educational cooperation at the transnational level is different from traditional South-South cooperation in that it is based on the coordination of hierarchic mechanisms. In drawing lessons from the experiences of the Caribbean Community (CARICOM) project and extending them to the Commonwealth project, it argues that soft diplomacy, around perceived global norms, propels national educational agenda-setting attitudes. From this it follows that educational cooperation is the new order of things in an era defined by educational multistakeholderism where new regimes and institutions arise and coexist alongside other regimes. In other words, the Commonwealth must now retool itself in an era driven by regime complex(es) where it must coexist and compete with issue-specific regimes as well as complex entities which are comprised of more than one regime.