ABSTRACT
United Nations agencies have not been spared the disputation that inevitably swirls around education. Never far from the practice of politics, education invites controversy over its objectives, rationales, processes and outcomes. How educational issues are debated and settled is always interesting, and multilateral education is one arena worthy of exploring from the angle of how educational futures are tackled, especially in relation to broader economic and social policy frameworks. Making meaning of multilateral education, however, is no straightforward task.
