Grading Goal Four

Tensions, Threats, and Opportunities in the Sustainable Development Goal on Quality Education

Bibliographic Data

ID19916270
EditorsAntonia Wulff
Year2020
Publication date2020-04-14
Open AccessYes
TypeBOOK
VenueGrading Goal Four (SOURCE_BOOK)
PublisherBrill (PUBLISHER • NL)
DOI10.1163/9789004430365
OpenAlexW4233095159
ISBN9789004430365
Open LibraryOL28100539M
LanguageEN
Citations received17

For the third time in three decades world leaders reaffirmed their promise of "Education For All" when adopting Sustainable Development Goal 4 in 2015. It is the most far-reaching commitment to quality and equity in education so far, yet, there is no consensus on what the agenda means in practice. With a decade left until the 2030 deadline, Grading Goal Four calls upon the education community to engage more thoughtfully and critically with SDG 4 and related efforts. As an ever-growing number of actors and initiatives claim to contribute to its achievement, it is becoming clear that the ambitious but broad priorities within the goal are vulnerable to cherry-picking and misrepresentation, placing it at the heart of tensions between instrumentalist and rights-based approaches to education. This text, a critical analysis of SDG 4, provides a framework for examining trends and developments in education globally. As the first volume that examines early implementation efforts under SDG 4, Grading Goal Four formulates a critique along with strategies for moving forward. By scrutinising the challenges, tensions and power dynamics shaping SDG 4, it advances rights-based perspectives and strategies for effective implementation and builds capacity for strengthened monitoring and analysis of the goal

Epistemology · Equity (law) · Grading (engineering) · Instrumentalism · Misrepresentation · Political science · Public relations · Engineering · Evaluation and Performance Assessment · Human Rights and Development · Education

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