Education and the UN Development Goals Projects (MDGs and SDGs): Definitions, Links, Operationalisations

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in International Education Pub Date : 2022-04-01 DOI:10.1177/14752409221088942

I. Kushnir, Ana Nunes

{"title":"Education and the UN Development Goals Projects (MDGs and SDGs): Definitions, Links, Operationalisations","authors":"I. Kushnir, Ana Nunes","doi":"10.1177/14752409221088942","DOIUrl":null,"url":null,"abstract":"The United Nations (UN) has orchestrated a mobilisation of the world community over the past 20 years, to tackle a range of global problems via two consecutive development projects: the Millennium Development Goals (MDGs) and the Sustainable Development Goals (SDGs). Research focused on education in these projects is fragmented, with apparent gaps in knowledge around: i) the definition of education; ii) the links between the education goal and other goals; and iii) the operationalisation of those links. The originality of this study rests in addressing these interrelated gaps, by drawing on the soft governance approach and thematic analysis of 12 key UN policy documents. The findings explain the position of education in both UN projects by highlighting important aspects of its dynamic nature. First, the definition of education has been evolving, along with its links to the different themes covered in both MDG and SDG projects. Second, certain aspects of the process of operationalisation of education remain vague—the UN must work towards clarification of these remaining aspects if the operationalisation of education for sustainable development is to be improved. The significance of these findings is in engendering directions for international policy-making in the upcoming world summits, leading up to the 2030 deadline for the achievement of the SDGs, and in highlighting the fact that education should increasingly be regarded as an indispensable tool for policy-makers involved in this process.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":"21 1","pages":"3 - 21"},"PeriodicalIF":1.4000,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in International Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/14752409221088942","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 5

Abstract

The United Nations (UN) has orchestrated a mobilisation of the world community over the past 20 years, to tackle a range of global problems via two consecutive development projects: the Millennium Development Goals (MDGs) and the Sustainable Development Goals (SDGs). Research focused on education in these projects is fragmented, with apparent gaps in knowledge around: i) the definition of education; ii) the links between the education goal and other goals; and iii) the operationalisation of those links. The originality of this study rests in addressing these interrelated gaps, by drawing on the soft governance approach and thematic analysis of 12 key UN policy documents. The findings explain the position of education in both UN projects by highlighting important aspects of its dynamic nature. First, the definition of education has been evolving, along with its links to the different themes covered in both MDG and SDG projects. Second, certain aspects of the process of operationalisation of education remain vague—the UN must work towards clarification of these remaining aspects if the operationalisation of education for sustainable development is to be improved. The significance of these findings is in engendering directions for international policy-making in the upcoming world summits, leading up to the 2030 deadline for the achievement of the SDGs, and in highlighting the fact that education should increasingly be regarded as an indispensable tool for policy-makers involved in this process.

查看原文本刊更多论文

教育与联合国发展目标项目(千年发展目标和可持续发展目标):定义、联系、实施

在过去的20年里，联合国组织了国际社会的动员，通过两个连续的发展项目来解决一系列全球问题：千年发展目标和可持续发展目标。这些项目中侧重于教育的研究是分散的，在以下方面存在明显的知识差距：一教育的定义；ii）教育目标与其他目标之间的联系；以及iii）这些联系的运作。这项研究的独创性在于，通过借鉴软治理方法和对12份联合国关键政策文件的主题分析，解决了这些相互关联的差距。研究结果通过强调教育动态性质的重要方面，解释了教育在两个联合国项目中的地位。首先，教育的定义及其与千年发展目标和可持续发展目标项目中涉及的不同主题的联系一直在演变。第二，教育运作过程的某些方面仍然模糊不清——如果要改善教育促进可持续发展的运作，联合国必须努力澄清这些剩余方面。这些发现的意义在于为即将到来的世界峰会制定国际政策制定方向，在2030年实现可持续发展目标的最后期限之前，并强调教育应越来越被视为参与这一进程的决策者不可或缺的工具。

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

Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.30

自引率

14.30%

发文量

期刊介绍： The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.