Education and the UN Development Goals Projects (MDGs and SDGs): Definitions, Links, Operationalisations

Autor/inn/en	Kushnir, Iryna; Nunes, Ana
Titel	Education and the UN Development Goals Projects (MDGs and SDGs): Definitions, Links, Operationalisations
Quelle	In: Journal of Research in International Education, 21 (2022) 1, S.3-21 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kushnir, Iryna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-2409
DOI	10.1177/14752409221088942
Schlagwörter	International Organizations; Educational Objectives; Global Approach; Sustainable Development; Governance; Definitions; Foreign Policy + Suchen Sie Ihr Suchwort? International organisation; International organisations; International organization; Internationale Organisation; Educational objective; Bildungsziel; Erziehungsziel; Globales Denken; Nachhaltige Entwicklung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Begriffsbestimmung; Außenpolitik
Abstract	The United Nations (UN) has orchestrated a mobilisation of the world community over the past 20 years, to tackle a range of global problems via two consecutive development projects: the Millennium Development Goals (MDGs) and the Sustainable Development Goals (SDGs). Research focused on education in these projects is fragmented, with apparent gaps in knowledge around: i) the definition of education; ii) the links between the education goal and other goals; and iii) the operationalisation of those links. The originality of this study rests in addressing these interrelated gaps, by drawing on the soft governance approach and thematic analysis of 12 key UN policy documents. The findings explain the position of education in both UN projects by highlighting important aspects of its dynamic nature. First, the definition of education has been evolving, along with its links to the different themes covered in both MDG and SDG projects. Second, certain aspects of the process of operationalisation of education remain vague--the UN must work towards clarification of these remaining aspects if the operationalisation of education for sustainable development is to be improved. The significance of these findings is in engendering directions for international policy-making in the upcoming world summits, leading up to the 2030 deadline for the achievement of the SDGs, and in highlighting the fact that education should increasingly be regarded as an indispensable tool for policy-makers involved in this process. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01