Understanding Sustainable Development Goal (SDG) 4 on “quality education” from micro, meso and macro perspectives
By E. Boeren. International Review of Education, 2019
274 citations recorded by the source corpus.
This article discusses the current focus of education policies around the world on working with benchmarks, indicators and targets. Its aim is to increase knowledge of potential strategies to meet the fourth United Nations Sustainable Development Goal (SDG 4), which strives for quality education. The SDGs form part of the United Nations (UN) “2030 Agenda for Sustainable Development”, which was unanimously adopted in 2015 by all UN Member States as a “plan of action for people, planet and prosperity”. Structure and agency theory form an important starting point of this article, allowing the ten targets within SDG 4 to be separated and viewed from micro-, meso- and macro-level perspectives. This analysis explores the idea that reaching the SDG 4 targets is a responsibility shared among individuals, education and training institutions, and regulating governments.
Subfields: Management, Monitoring, Policy and Law, Political Science and International Relations, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/8e896be8d0c342ce7b6d7c0d76ebd0d696eebb72
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- Lixiang Yan
- Yueqiao Jin
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- Lele Sha
- Guanliang Chen
- Linxuan Zhao
- Roberto Martínez Maldonado
- Yuheng Li
Citations in the corpus
- Practical and ethical challenges of large language models in education: A systematic scoping review (2023, background): “Such improvements could enhance the overall well-being of teachers and increase students’ learning opportunities, thereby contributing to the achievement of SDG 4 by 2030 (Boeren, 2019).”