 SDG 4 baselines, midpoints and targets: Faraway, so close?Manos Antoninis International Journal of Educational Development, 2023, vol. 103, issue C Abstract: International education agendas are often viewed with scepticism due to the large gap between ambitions, efforts and accomplishments. While the 2030 education targets are unattainable, the agenda is nevertheless helping advance a shared understanding of the global education goal. From a quantitative perspective, the introduction of national SDG 4 benchmarks is critical for accountability but also for formative purposes. From a qualitative perspective, concepts such as equity and inclusion, learning, sustainable development, lifelong learning and cross-sectoral as well as cross-national collaboration are being mainstreamed into education policies. As the benchmarking process matures, through wider country participation, stronger communication of results, greater awareness of long-term trends, more conscious efforts to link progress with policies, and more opportunities for cross-national policy dialogue, the ambition is that education development will accelerate. Keywords: Inclusion; Measurement and metrics; Governance and state capacity; Education and development; National SDG 4 benchmarks (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:103:y:2023:i:c:s0738059323002006 DOI: 10.1016/j.ijedudev.2023.102924 Access Statistics for this article International Journal of Educational Development is currently edited by Stephen P Heyneman More articles in International Journal of Educational Development from Elsevier |
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