 The Many Meanings of Quality Education: Politics of Targets and Indicators in SDG4Elaine Unterhalter Global Policy, 2019, vol. 10, issue S1, 39-51 Abstract: The formulation of the SDG education targets was more inclusive than the processes linked with the MDGs. Key constituencies making representations through the Open Working Group and other consultative processes succeeded in formulating targets that stressed inclusion, quality and equality in all phases of education. However, the development of the global indicators for SDG4, has resulted in metrics that miss many of the values of the targets, most notably with regard to quality and free education and substantive, not simply distributive, meanings of equality. The article analyses why some of these slippages took place, and what potential there may be to mobilise for metrics that better depict the key tenets of the education goal and targets. The analysis thus considers ways forward for exploring measurement of the many meanings of quality and equalities in education, reflecting on numbers as instruments that impose power and hierarchy, and the possibility of using reflections on numbers and indicators for critical dialogue and an enhancement of participation, accountability, and work to change injustices in education. Date: 2019 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:bla:glopol:v:10:y:2019:i:s1:p:39-51 Ordering information: This journal article can be ordered from Access Statistics for this article Global Policy is currently edited by David Held, Patrick Dunleavy and Eva-Maria Nag More articles in Global Policy from London School of Economics and Political Science Contact information at EDIRC. |
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