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Assessing progress in tracking progress towards the education Sustainable Development Goal: Global citizenship education and teachers missing in action?

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  • Rose, Pauline
  • Sayed, Yusuf

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.

Suggested Citation

  • Rose, Pauline & Sayed, Yusuf, 2024. "Assessing progress in tracking progress towards the education Sustainable Development Goal: Global citizenship education and teachers missing in action?," International Journal of Educational Development, Elsevier, vol. 104(C).
    • Handle: RePEc:eee:injoed:v:104:y:2024:i:c:s0738059323002122
    DOI: 10.1016/j.ijedudev.2023.102936
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    References listed on IDEAS

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    1. Rose, Pauline, 2015. "Three lessons for educational quality in post-2015 goals and targets: Clarity, measurability and equity," International Journal of Educational Development, Elsevier, vol. 40(C), pages 289-296.
    2. Sayed, Yusuf & Ahmed, Rashid, 2015. "Education quality, and teaching and learning in the post-2015 education agenda," International Journal of Educational Development, Elsevier, vol. 40(C), pages 330-338.
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