{"title":"转变教育还是转变第四个可持续发展目标（SDG 4）？","authors":"Jhon Jairo Ocampo Cantillo, Lira Luz Benites Lazaro","doi":"10.1007/s11159-024-10088-4","DOIUrl":null,"url":null,"abstract":"<p>This article provides an overview of the evolving agenda surrounding the fourth Sustainable Development Goal (SDG 4), dedicated to education. The authors examine the transformation of its guiding principles via the introduction of new priorities, benchmarks and modes of governance. Drawing on theoretical and methodological insights from political sociology of global education, and employing a combination of ethnographic methods, they highlight key moments which illustrate the dynamic nature of global coordination efforts for SDG 4. The article examines the reform process of the Global Education Cooperation Mechanism (GCM), alongside the adoption of a renewed thematic agenda, ranging from the Global Education Meetings in 2020 and 2021 to the Transforming Education Summit in 2022. Their findings underscore the predominant influence of multilateral agencies and donors over Member States, driven by a preference for a multistakeholder approach and a pragmatic vision of education. Key trends identified include a focus on basic learning, digital literacy and education financing, highlighting the current trajectory of global education governance.</p>","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":"106 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Transforming education or transforming the fourth Sustainable Development Goal (SDG 4)?\",\"authors\":\"Jhon Jairo Ocampo Cantillo, Lira Luz Benites Lazaro\",\"doi\":\"10.1007/s11159-024-10088-4\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This article provides an overview of the evolving agenda surrounding the fourth Sustainable Development Goal (SDG 4), dedicated to education. The authors examine the transformation of its guiding principles via the introduction of new priorities, benchmarks and modes of governance. Drawing on theoretical and methodological insights from political sociology of global education, and employing a combination of ethnographic methods, they highlight key moments which illustrate the dynamic nature of global coordination efforts for SDG 4. The article examines the reform process of the Global Education Cooperation Mechanism (GCM), alongside the adoption of a renewed thematic agenda, ranging from the Global Education Meetings in 2020 and 2021 to the Transforming Education Summit in 2022. Their findings underscore the predominant influence of multilateral agencies and donors over Member States, driven by a preference for a multistakeholder approach and a pragmatic vision of education. Key trends identified include a focus on basic learning, digital literacy and education financing, highlighting the current trajectory of global education governance.</p>\",\"PeriodicalId\":47056,\"journal\":{\"name\":\"INTERNATIONAL REVIEW OF EDUCATION\",\"volume\":\"106 1\",\"pages\":\"\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-08-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"INTERNATIONAL REVIEW OF EDUCATION\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s11159-024-10088-4\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"INTERNATIONAL REVIEW OF EDUCATION","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s11159-024-10088-4","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Transforming education or transforming the fourth Sustainable Development Goal (SDG 4)?
This article provides an overview of the evolving agenda surrounding the fourth Sustainable Development Goal (SDG 4), dedicated to education. The authors examine the transformation of its guiding principles via the introduction of new priorities, benchmarks and modes of governance. Drawing on theoretical and methodological insights from political sociology of global education, and employing a combination of ethnographic methods, they highlight key moments which illustrate the dynamic nature of global coordination efforts for SDG 4. The article examines the reform process of the Global Education Cooperation Mechanism (GCM), alongside the adoption of a renewed thematic agenda, ranging from the Global Education Meetings in 2020 and 2021 to the Transforming Education Summit in 2022. Their findings underscore the predominant influence of multilateral agencies and donors over Member States, driven by a preference for a multistakeholder approach and a pragmatic vision of education. Key trends identified include a focus on basic learning, digital literacy and education financing, highlighting the current trajectory of global education governance.
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.
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