Global Governance of Education and Sustainable Development

Inbunden, Engelska, 2026

AvD. Brent Edwards, Jr.,Amber Webb,M Niaz Asadullah,Husaina Kenayathulla

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This book offers insights into the development and implementation of Sustainable Development Goal 4, the UN’s global education agenda. It highlights important tensions within the agenda and identifies key topics to address as we move closer to--and beyond--the conclusion of the Sustainable Development Goals (SDGs, 2015-2030). Novel research, new perspectives, and critical reflection on these topics will help determine the path forward in the coming years. To this end, this book presents an array of critiques, best practices, and promising areas for future activity related not only to SDG 4 but also to future global education agendas. Challenges and barriers to meeting global goals, as well as innovative ideas and solutions, are emphasized to inform SDG4 and its successor. This edited volume benefits from insider insights, practitioner knowledge, scientific findings, and philosophical inquiry related to the progress achieved (and not achieved) in the 2030 Agenda. The book consists of contributions from top academic and policy scholars around the world.

Produktinformation

Utgivningsdatum2026-08-08
Mått148 x 210 x undefined mm
FormatInbunden
SpråkEngelska
FörlagSpringer Nature Switzerland AG
ISBN9783032277497

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D. Brent Edwards, Jr. is the Chair of the Department of Educational Foundations, Professor of Theory and Methodology in the Study of Education, and Track Coordinator for the master’s program in Global Perspectives on Education Policy and Practice at the University of Hawai’i, USA. Amber Webb is the Managing Director of the SDG Academy at the UN Sustainable Development Solutions Network, as well as an international education leader, program strategist, and global policy expert.M Niaz Asadullah is a field economist, public intellectual, policy advisor, and frequent media commentator.Husaina Banu Kenayathulla is Associate Professor at the Faculty of Education, University of Malaya. She earned her PhD in Education Policy from Indiana University, Bloomington, USA.

Ch 1: Introductory Chapter: Critical Perspectives on the Global Governance of Education and Sustainable Development: Progress, Persistent Gaps, and Problematic Paradigms.- PART I: PERSPECTIVES ON PROGRESS.- Ch 2: Section Introduction: Educational Success in Developing Countries.- Ch 3: The Sustainable Development Goals and Education, Achievements and Opportunities.- Ch 4: Reprioritising Inclusion and Equity to meet SDG4: Action is Needed Beyond the Education Sector – and Must Begin Before School Entry.- Ch 5: SDG 4 Targets: Neglected Questions on Conditions and Circumstances for Education.- Ch 6: Enriching a Systems Approach for SDG4: Interlinkages of Education and Gender Equality.- Ch 7: The Crosscutting Impact of Higher Education on the Sustainable Development Goals.- Ch 8: Still in Need of Confronting: Shadow Education and Its Implications in the Sustainable Development Goals.- PART II: GLOBAL GOVERNANCE AND STATE CAPACITY.- Ch 9: Section Introduction: (Global) Governance and State Capacity.- Ch 10: SDG4 and State Capacity: The Missing Link.- Ch 11: Transforming the Financing of Education to Achieve Global Education Goals.- Ch 12: Education: Why Not a Race to the Top?.- Ch 13: Feasibility First: Expand Access Before Fixing Learning.- Ch 14: Why SDG4 and the Other SDGs Are Failing and What Needs to Be Done.- PART III: MEASUREMENT AND METRICS.- Ch 15: Section Introduction: SDG4 and the Making of Numerical Utopias.- Ch 16: Defining SDG 4 Through Indicator and Policy Monitoring Frameworks.- Ch 17: Still Waiting for the (Data) Revolution. Examining Supply-Demand Mismatches in the Production of SDG4 Metrics.- Ch 18: SDG 4 and International Organizations: Inter-Organizational Struggles Over Global Learning Metrics.- Ch 19: SDG4 as a Global Governance Tool and the Quest for Recognising Diversity – Implications Emerging from the Intersections Between Inclusive Education and Assessment.- Ch 20: Assessing Progress in Tracking Progress Towards the Education Sustainable Development Goal: Global Citizenship Education and Teachers Missing in Action?.- Ch 21: Global Indicators of Progress on Climate Change Education: Non-State Actor Data Collaboration for SDG 4.- PART IV: RESILIENCE, ADAPTIVENESS, AND PARTNERSHIPS IN VULNERABLE CONTEXTS.- Ch 22: Section Introduction: Rethinking Education for an Era of Polycrisis.- Ch 23: Has the Significance of Target 4.7 of the SDGs Changed? A Commentary Focusing on the Critical Role of Socio-Emotional Learning.- Ch 24: Should We Not Be Educating for Resilience? Leveraging SDG 4 in Times of Crisis.- Ch 25: Learning as Ecosystems: Shifting Paradigms for More Holistic Programming in Education and Displacement.- Ch 26: Partnerships for Education in Emergencies: The Intersecting Promises and Challenges of SDG 4 and SDG 17.- PART V: GEO-POLITICAL AND ONTO-EPISTEMIC CONSIDERATIONS.- Ch 27: Section Introduction: Geopolitics of Knowledge and Onto-epistemic Decoloniality.- Ch 28: Historicising the Geopolitics of Education and the SDGs: From Western Hegemony to a Multi-Polar World?.- Ch 29: The Case for Educational Reparations: Addressing Racial Injustices in Sustainable Development Goal 4.- Ch 30: A Radical Proposal: Evidence-Based SDG 4 Discussions.- Ch 31: Hidden in Plain Sight: The Foundations and Limitations of Global Governance and Global Goals.- Ch 32: Elevating the Purpose of Education to Achieve the Spirit of SDG 4.- Ch 33: Universities Navigating the Global Agenda from the (Semi-)Periphery: Neoliberalism and Onto-Epistemic Concerns.- Ch 34: Beyond Sustainability: Indigenous Knowledge Systems for Locally and Globally Renewing Earth Relations.- PART VI: AFTERWORD.- Ch 35: Afterword: Achieving SDG4 - Attainable or Illusory?.