Beyond Numbers: Challenges in Measuring SDG4 Targets—Serbia’s Perspective

Stefana Matović (), Dunja Demirović Bajrami, Tamara Gajić, Milica Lakić, Darko Martinov, Srđan Šuput, Adriana Radosavac and Ružica Đervida
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Stefana Matović: Geographical Institute “Jovan Cvijić”, Serbian Academy of Sciences and Arts, 11000 Belgrade, Serbia
Dunja Demirović Bajrami: Geographical Institute “Jovan Cvijić”, Serbian Academy of Sciences and Arts, 11000 Belgrade, Serbia
Tamara Gajić: Geographical Institute “Jovan Cvijić”, Serbian Academy of Sciences and Arts, 11000 Belgrade, Serbia
Milica Lakić: Faculty of Economics, Independent University of Banja Luka, 78000 Banja Luka, Bosnia and Herzegovina
Darko Martinov: Faculty of Economics, Independent University of Banja Luka, 78000 Banja Luka, Bosnia and Herzegovina
Srđan Šuput: Faculty of Economics, Independent University of Banja Luka, 78000 Banja Luka, Bosnia and Herzegovina
Adriana Radosavac: Faculty of Applied Management, Economics, and Finance, University Business Academy, 11000 Belgrade, Serbia
Ružica Đervida: Faculty of Economics, Independent University of Banja Luka, 78000 Banja Luka, Bosnia and Herzegovina

Sustainability, 2024, vol. 16, issue 22, 1-24

Abstract: Achieving the targets and indicators outlined in Sustainable Development Goal 4 (SDG 4) presents significant global challenges, particularly in countries like Serbia, where diverse socio-economic contexts and policy planning shape educational outcomes. SDG4 focuses on providing inclusive and fair access to quality education for everyone and encourages lifelong learning opportunities for people of all ages. It comprises ten specific targets. This paper focuses on the complexities and challenges associated with measuring five of these targets, which were not analyzed in Serbia’s official report on SDGs. By using Serbia as a case study, the paper systematically examines national policies, educational data, and assessment frameworks, identifying persistent barriers that impede progress toward the SDG4 objectives. A comparative analysis was conducted to better understand Serbia’s progress in achieving these targets. This analysis compares Serbia’s performance with that of neighboring countries in the region as well as with more developed nations. Methodological limitations in data collection and monitoring further complicate efforts to accurately assess SDG 4 indicators. Through specific examples of non-measurable indicators, the paper illustrates these challenges and explores potential strategies for improving measurement accuracy and policy effectiveness. By evaluating Serbia’s experience, this study offers insights that are valuable for finding ways to start measuring targets that currently lack data, considering the close deadline for achieving the goals.

Keywords: sustainable development goals (SDGs); quality of education; policy implementation; quantitative assessment; data gaps; Serbia (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
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