2019/03/15 by Ellen Boeren · 3 citations
Environmental Science · Social Sciences · #Global Educational Policies and Reforms #Income, Poverty, and Inequality #Sustainable Development and Environmental Policy
paper · pdf · doi:10.1007/s11159-019-09772-7
crossref issued 2019/03/15 · crossref published 2019/03/15 · crossref published-online 2019/03/15 · openalex publication_date 2019/03/15 · crossref created 2019/03/15 · crossref published-print 2019/04/01 · crossref deposited 2024/07/15 · openalex created_date 2025/10/10 · crossref indexed 2026/07/28 · openalex updated_date 2026/08/04
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.