 Assessing progress in tracking progress towards the education Sustainable Development Goal: Global citizenship education and teachers missing in action?Pauline Rose and Yusuf Sayed International Journal of Educational Development, 2024, vol. 104, issue C Abstract: In this commentary, we reflect on progress made in tracking progress towards two targets associated with the education Sustainable Development Goal, namely on global citizenship education (4.7), and on teachers (4c). We highlight that both these targets suffer from problems in their final design, with the global citizenship target becoming a ‘residual target’, and 4c becoming narrowly focused on the supply of teachers. In both cases, the core intention of the targets has become lost in translation into indicators, with a focus on inputs rather than outcomes. Notably, attention to equity, which is at the heart of the goal overall, and key to quality learning, has become missing in this translation. In going forward, we argue for a need for meaningful participation beyond technical experts in the articulation of both targets and indicators simultaneously, and importantly shifting the focus from institutions in the global North. Keywords: Sustainable development goal; Education; Teachers; Global citizenship education (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:104:y:2024:i:c:s0738059323002122 DOI: 10.1016/j.ijedudev.2023.102936 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 |
Is your work missing from RePEc? Here is how to contribute.
Questions or problems? Check the EconPapers FAQ or send mail to .
EconPapers is hosted by the
School of Business at Örebro University.