William C. Smith, Adriana Susu, Ijaaz Jackaria, Johanna Bohorquez Martinez, Meihui Qu, Misaki Niwa
{"title":"Prioritisation of indicators in SDG 4: Voluntary national reviews as a tool of soft governance","authors":"William C. Smith, Adriana Susu, Ijaaz Jackaria, Johanna Bohorquez Martinez, Meihui Qu, Misaki Niwa","doi":"10.1007/s11159-024-10067-9","DOIUrl":null,"url":null,"abstract":"<p>Voluntary national reviews (VNRs) are an important component of the follow-up and review process for the Sustainable Development Goals (SDGs). Presented by countries at the annual United Nations High-Level Political Forum on Sustainable Development (HLPF), VNRs detail a country’s self-reported progress to peers. This voluntary process has been criticised for its weak accountability. Global governance literature, however, points to an increase in these “soft” governance mechanisms as well as the potential strategic benefits of this approach. Using a mix of logistic regression and document analysis, this study examined VNRs as a soft governance tool and a reflection of the governance mechanism of the SDGs. The authors examined the scope and content of VNR submissions from 2016 to 2022, with a deeper review of 2022, which focused on the global goal for education (SDG 4). Three types of soft governance – governing by goal-setting, by numbers and by morality – were used as lenses to make sense of the results. The authors’ findings demonstrate the ability of soft governance tools to bring together diverse actors around a broad set of goals, and how the power of numbers can influence which indicators countries report on in their VNR.</p>","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"INTERNATIONAL REVIEW OF EDUCATION","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s11159-024-10067-9","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Voluntary national reviews (VNRs) are an important component of the follow-up and review process for the Sustainable Development Goals (SDGs). Presented by countries at the annual United Nations High-Level Political Forum on Sustainable Development (HLPF), VNRs detail a country’s self-reported progress to peers. This voluntary process has been criticised for its weak accountability. Global governance literature, however, points to an increase in these “soft” governance mechanisms as well as the potential strategic benefits of this approach. Using a mix of logistic regression and document analysis, this study examined VNRs as a soft governance tool and a reflection of the governance mechanism of the SDGs. The authors examined the scope and content of VNR submissions from 2016 to 2022, with a deeper review of 2022, which focused on the global goal for education (SDG 4). Three types of soft governance – governing by goal-setting, by numbers and by morality – were used as lenses to make sense of the results. The authors’ findings demonstrate the ability of soft governance tools to bring together diverse actors around a broad set of goals, and how the power of numbers can influence which indicators countries report on in their VNR.
期刊介绍：
The International Review of Education – Journal of Lifelong Learning (IRE) is edited by the UNESCO Institute for Lifelong Learning, a global centre of excellence for lifelong learning and learning societies. Founded in 1955, IRE is the world’s longest-running peer-reviewed journal of comparative education, serving not only academic and research communities but, equally, high-level policy and practice readerships throughout the world. Today, IRE provides a forum for theoretically-informed and policy-relevant applied research in lifelong and life-wide learning in international and comparative contexts. Preferred topic areas include adult education, non-formal education, adult literacy, open and distance learning, vocational education and workplace learning, new access routes to formal education, lifelong learning policies, and various applications of the lifelong learning paradigm.Consistent with the mandate of UNESCO, the IRE fosters scholarly exchange on lifelong learning from all regions of the world, particularly developing and transition countries. In addition to inviting submissions from authors for its general issues, the IRE also publishes regular guest-edited special issues on key and emerging topics in lifelong learning.
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