Transforming education or transforming the fourth Sustainable Development Goal (SDG 4)?

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2024-08-31 DOI:10.1007/s11159-024-10088-4

Jhon Jairo Ocampo Cantillo, Lira Luz Benites Lazaro

{"title":"Transforming education or transforming the fourth Sustainable Development Goal (SDG 4)?","authors":"Jhon Jairo Ocampo Cantillo, Lira Luz Benites Lazaro","doi":"10.1007/s11159-024-10088-4","DOIUrl":null,"url":null,"abstract":"<p>This article provides an overview of the evolving agenda surrounding the fourth Sustainable Development Goal (SDG 4), dedicated to education. The authors examine the transformation of its guiding principles via the introduction of new priorities, benchmarks and modes of governance. Drawing on theoretical and methodological insights from political sociology of global education, and employing a combination of ethnographic methods, they highlight key moments which illustrate the dynamic nature of global coordination efforts for SDG 4. The article examines the reform process of the Global Education Cooperation Mechanism (GCM), alongside the adoption of a renewed thematic agenda, ranging from the Global Education Meetings in 2020 and 2021 to the Transforming Education Summit in 2022. Their findings underscore the predominant influence of multilateral agencies and donors over Member States, driven by a preference for a multistakeholder approach and a pragmatic vision of education. Key trends identified include a focus on basic learning, digital literacy and education financing, highlighting the current trajectory of global education governance.</p>","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2024-08-31","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/s11159-024-10088-4","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

This article provides an overview of the evolving agenda surrounding the fourth Sustainable Development Goal (SDG 4), dedicated to education. The authors examine the transformation of its guiding principles via the introduction of new priorities, benchmarks and modes of governance. Drawing on theoretical and methodological insights from political sociology of global education, and employing a combination of ethnographic methods, they highlight key moments which illustrate the dynamic nature of global coordination efforts for SDG 4. The article examines the reform process of the Global Education Cooperation Mechanism (GCM), alongside the adoption of a renewed thematic agenda, ranging from the Global Education Meetings in 2020 and 2021 to the Transforming Education Summit in 2022. Their findings underscore the predominant influence of multilateral agencies and donors over Member States, driven by a preference for a multistakeholder approach and a pragmatic vision of education. Key trends identified include a focus on basic learning, digital literacy and education financing, highlighting the current trajectory of global education governance.

Abstract Image

查看原文本刊更多论文

转变教育还是转变第四个可持续发展目标（SDG 4）？

本文概述了围绕专门针对教育的第四个可持续发展目标（SDG 4）不断演变的议程。作者通过引入新的优先事项、基准和治理模式，审视了其指导原则的转变。他们借鉴全球教育政治社会学的理论和方法论见解，并综合运用人种学方法，突出强调了一些关键时刻，说明了可持续发展目标 4 的全球协调工作的动态性质。文章考察了全球教育合作机制（GCM）的改革进程，以及从 2020 年和 2021 年的全球教育会议到 2022 年的教育转型峰会等更新的主题议程的通过情况。他们的结论强调了多边机构和捐助者对会员国的主要影响，其驱动力是多方利益攸关方方法和务实的教育观。确定的主要趋势包括关注基础学习、数字扫盲和教育筹资，突出了当前全球教育治理的轨迹。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

INTERNATIONAL REVIEW OF EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.60

自引率

6.20%

发文量

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.