从后门溜走?探讨政府在可持续发展目标 4 全球治理中的作用

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2024-09-09 DOI:10.1007/s11159-024-10105-6
Antonia Wulff
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引用次数: 0

摘要

2015 年,联合国会员国政府商定了一项关于人类、地球和繁荣的雄心勃勃的议程。然而,联合国 2030 年议程中空前雄心勃勃的可持续发展目标(SDGs)获得支持的条件是没有任何配套的执行或问责机制。可持续发展目标的非约束性是 "通过目标进行治理 "进程的特点,各国政府在实施过程中享有很大的自由度。然而,在 COVID-19 大流行及其对国家教育系统的影响之后,政治上已达成共识,即教育必须成为一项紧迫的优先政策,这一点已通过多项全球倡议得到证明,这些倡议旨在加快实现可持续发展目标 4 "优质教育 "的各项具体目标。作者借鉴有关通过目标进行治理的新兴文献以及相关政策文件,研究了旨在通过加强会员国参与取得进展的两项具体全球倡议,即全球教育合作机制(GCM)改革和变革教育峰会(TES)。在讨论各国政府在全球教育治理中的作用时,本文探讨了这些倡议是否预示着一种与可持续发展目标 4 相关的新的实施和问责方法--从而预示着全球教育治理的新方法。研究结果对 2030 年之前的可持续发展目标剩余时间具有重要影响,并表明亟需加强问责制和机制,以评估不同政策措施的影响、评价供资安排和审查不同行为者在教育中的作用。
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Sneaking out the back door? Interrogating the role of governments in the global governance of SDG 4

In 2015, the governments of United Nations Member States agreed on an ambitious agenda for people, planet and prosperity. Support for the unprecedentedly ambitious Sustainable Development Goals (SDGs) of the United Nations 2030 Agenda was obtained, however, on the condition that there would not be any accompanying enforcement or accountability mechanisms. The non-binding nature of the SDGs is characteristic of the process of “governance through goals”, with governments enjoying a large degree of freedom in their implementation. Following the COVID-19 pandemic, however, and its impact on national education systems, political consensus has emerged that education must be an urgent policy priority, evidenced by multiple global initiatives to accelerate progress towards achieving the targets of SDG 4 on Quality Education. Drawing on the emerging literature on governance through goals, as well as relevant policy documents, the author examines two specific global initiatives aimed at making headway through increased Member State engagement; namely, the reform of the Global Education Cooperation Mechanism (GCM) and the Transforming Education Summit (TES). Discussing the role of governments in global education governance, this article examines whether such initiatives signal a new approach to implementation and accountability in relation to SDG 4 – and thus to the global governance of education. The findings have important implications for the remaining SDG period until 2030, and demonstrate the critical need for increased accountability as well as mechanisms to assess the implications of different policy measures, evaluate funding arrangements, and interrogate the roles of different actors in education.

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来源期刊
INTERNATIONAL REVIEW OF EDUCATION
INTERNATIONAL REVIEW OF EDUCATION EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.60
自引率
6.20%
发文量
45
期刊介绍: The International Review of Education – Journal of Lifelong Learning (IRE) is edited by the UNESCO Institute for Lifelong Learning, a global centre of excellence for lifelong learning and learning societies. Founded in 1955, IRE is the world’s longest-running peer-reviewed journal of comparative education, serving not only academic and research communities but, equally, high-level policy and practice readerships throughout the world. Today, IRE provides a forum for theoretically-informed and policy-relevant applied research in lifelong and life-wide learning in international and comparative contexts. Preferred topic areas include adult education, non-formal education, adult literacy, open and distance learning, vocational education and workplace learning, new access routes to formal education, lifelong learning policies, and various applications of the lifelong learning paradigm.Consistent with the mandate of UNESCO, the IRE fosters scholarly exchange on lifelong learning from all regions of the world, particularly developing and transition countries. In addition to inviting submissions from authors for its general issues, the IRE also publishes regular guest-edited special issues on key and emerging topics in lifelong learning.
期刊最新文献
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