Sneaking out the back door? Interrogating the role of governments in the global governance of SDG 4 (Record no. 134453)

MARC details
000 -LEADER
fixed length control field 02351nas a2200193Ia 4500
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022 ## - INTERNATIONAL STANDARD SERIAL NUMBER
International Standard Serial Number 1573-0638
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Wulff, Antonia
9 (RLIN) 123173
245 #0 - TITLE STATEMENT
Title Sneaking out the back door? Interrogating the role of governments in the global governance of SDG 4
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Name of publisher, distributor, etc. International Review of Education
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Date of publication, distribution, etc. 2024
300 ## - PHYSICAL DESCRIPTION
Extent 603-620
520 ## - SUMMARY, ETC.
Abstract 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.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Education and Development
9 (RLIN) 23025
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Topical term or geographic name entry element National SDG
9 (RLIN) 123174
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Sustainable Development
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Topical term or geographic name entry element Governance
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="https://doi.org/10.1007/s11159-024-10105-6">https://doi.org/10.1007/s11159-024-10105-6</a>
999 ## - SYSTEM CONTROL NUMBERS (KOHA)
Koha biblionumber 134453
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Withdrawn status Lost status Damaged status Not for loan Home library Current library Date acquired Serial Enumeration / chronology Total Checkouts Barcode Date last seen Price effective from Koha item type
        Dr VKRV Rao Library Dr VKRV Rao Library 07/11/2024 Vol. 70, No. 4   AI724 07/11/2024 07/11/2024 Article Index