ABSTRACT
This chapter examines the Delors Report and the context in which it came about by paying particular attention to the figure of Jacques Delors. It argues that he was the driving force behind the work of the Commission. However, beside Delors' intentions, the chapter examines certain UNESCO rationales behind the Delors Report and its continuities vis-a-vis its predecessor, the Faure Report. The chapter also discusses the challenges encountered by the Commission, the main messages of the report and the influence it had on the global educational community. It interprets the distinct humanistic stance the Commission took by reclaiming the utopian vision of lifelong learning as a response to the dilemmas it faced. The report resituated education in relation to the political demand of solidarity. This change of perspective reflected the dilemma that some of the implications of globalization constituted for the Commission. The direction taken by the Delors Commission evoked the "unity in diversity" approach of UNESCO's founding years.
