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Abstract by the author: International education agendas are often viewed with scepticism due to the large gap between ambitions, efforts and accomplishments. While the 2030 education targets are unattainable, the agenda is nevertheless helping advance a shared understanding of the global education goal. From a quantitative perspective, the introduction of national SDG 4 benchmarks is critical for accountability but also for formative purposes. From a qualitative perspective, concepts such as equity and inclusion, learning, sustainable development, lifelong learning and cross-sectoral as well as cross-national collaboration are being mainstreamed into education policies. As the benchmarking process matures, through wider country participation, stronger communication of results, greater awareness of long-term trends, more conscious efforts to link progress with policies, and more opportunities for cross-national policy dialogue, the ambition is that education development will accelerate.
Abstract by the author: The present paper looks into the field of Education for Sustainable Development by showing how sustainability-oriented topics can be integrated into foreign language teaching at school, into academic education and research in the field of business economics as well as into democratic city life in Germany. By focusing on these three different areas, it will be illustrated that the United Nations Sustainable Development Goals (SDGs) can be easily addressed and even targeted. Moreover, it may become obvious that a wide range of skills can be promoted within the frame of shaping an overall culture of sustainability. In this way, people from different social and cultural backgrounds can develop a critical awareness for a sustainable society. Learning and building knowledge is clearly defined as an ongoing and even lifelong, continuous process. By presenting different approaches and projects that foster Education for Sustainable Development, the author argues that a comprehensive approach consisting of different disciplines and/or thematic areas is imperative in order to find solutions to global challenges.
Abstract by the authors: Higher Education Institutions (HEIs) are important actors in achieving the Sustainable Development Goals (SDGs) and the 2030 Agenda set by the United Nations General Assembly in 2015. As agents of knowledge, HEIs maintain a critical role in contributing to a socially fair, economically viable, and environmentally protected world. This study aimed to understand how SDGs and the 2030 Agenda are being incorporated into HEIs around the world. We conducted a systematic review of the literature and analyzed experiences developed by the HEIs across different fields of activity (teaching, research, outreach, and management) related to the SDGs. Forty-five articles with empirical cases were selected from the Scopus and Web of Science (WOS) databases, and the International Conference on Sustainable Development (ICSD) website. Focusing on scientific production analysis, we examined the evolution of the number of publications, the countries of origin of publications, the most cited journals and articles, as well as other characteristics related to the experience of implementing SDGs reported by the institution. In addition to these analyses, a set of initiatives developed by the HEIs was systematized that can be understood as good practices for implementing the SDGs. We provide a discussion of the main barriers that hinder the integration of HEIs with sustainable development guidelines. These elements were structured in such a way to best understand the impact on the various organizational levels in universities. The results indicate the need to align strategic planning with all hierarchical levels of an institution in order to best inform higher management's decision-making.
Abstract by the author: Higher education (HE) is a significant factor in a country's economic prosperity and plays a vital role in addressing sustainability issues and actively promoting sustainable development. While many EU member countries have well-developed education systems in terms of rankings and SDGs' attainment, little is known about the progress of other European countries. The goal of this research is to estimate the efficiency of higher education in the attainment of Sustainable Development Goals (SDGs) in 40 European countries. The method used to estimate efficiency is Data Envelopment Analysis (DEA) with output-orientation and variable returns to scale approach. In the final model specification, two input variables and one output variable are used. Results indicate that the average technical efficiency of the 40 European countries is relatively high and equal to 0.94. Nine countries emerge as fully efficient in achieving SDG 4 with a coefficient equal to 1. The four largest higher education systems achieved an aboveaverage efficiency score of 0.97 or higher. Six countries are recognized as the worst performing. However, more analysis is necessary to examine the sources of inefficiency in the worst-performing countries. Due to specific data limitations indicated in this research, it remains a challenge to evaluate the precise impact of higher education and its contribution to SDGs.
Abstract by the authors: There was much euphoria and enthusiasm surrounding the advent of the 17 Sustainable Development Goals (SDGs) in 2015, but there was little empirical evidence regarding how much would be required of countries to achieve the goals. This article contributes to filling this gap by estimating what Ghana needs in fiscal terms to achieve SDG 4: Quality Education. The article estimated an education gap, which indicates the difference between what pertains to education indicators in Ghana and what SDG 4 sets to achieve. Further, the fiscal capacity needed to address the gap was estimated while taking cognisance of the nation's education budget and fiscal space from tax revenues. The results indicated that Ghana is inefficient in its allocation of education resources. While the top-performing countries are, on average, spending less (4.18%) of their gross domestic product (GDP) on education and achieving more, Ghana is spending more (6.16%) of its GDP on education but achieving less. Thus, Ghana faces more of an allocation and efficiency challenge contrary to a resource challenge to attain SDG 4. Provided the nation wants to maintain its inefficiency track, it will need to allocate an additional 0.58 per cent of its GDP to education to boost its educational performance to the level of the top-performing countries.
Abstract by the authors: What is the state of refugee rights to education in the national regulations of host countries? Some developing host countries have progressive legal frameworks that actively support formal schooling provision for refugee children, while other countries prohibit or severely limit education provision for refugees living within their borders. This can have implications for whether and how refugee children and youth access formal schooling. With just 68% of refugee children estimated to be enrolled in primary school, examining the barriers to schooling for refugees is vital. We present exploratory evidence on the question of refugee education regulatory variation with a novel dataset on low- and middle-income countries refugee education regulations. We then look closer at the cases of Uganda and Bangladesh, two countries that host some of the world's largest refugee populations, yet have completely different legal regimes in place for refugee education, with resulting variation in education programs and outcomes. Our findings support the need to improve access to education among refugees, and we conclude with recommendations for both policy and future research.
Abstract by the authors:Prior research on educational, numeracy, and wage gaps tends to focus on highincome, countries. However, achieving the United Nation’s Sustainable Development, goals for education and gender equality requires focusing on middle-income countries., In this study, we examine gender gaps in educational attainment, use of numeracy skill, in the workplace, and wage inequality in 12 middle-income countries. By analyzing, data from the World Bank’s Skills Toward Employment and Productivity (STEP) study, we find that educational attainment explains differences in numeracy skill use, as well, as independently influences the gender wage gap. Our analyses also indicate that in, four countries examined in this study, a one-unit increase in women’s engagement with, numeracy tasks is positively correlated with a 5% increase in women’s wage. In, addition, this study suggests that unlike in the OECD, in these middle-income countries, investigated, the roots of gender wage gaps lie in forces even before women entering, the labor market. In the context of Sustainable Development Goals, this paper provides, new evidence about the importance of improving gender equality in education and, skills across middle-income countries to fulfill SDGs 4 and 5.
Abstract by the authors: This paper examines current interventions to reduce barriers to access into higher education for refugees in North America and Europe. We analyze a diversity of interventions sponsored by host governments, higher education institutions, foundations, nongovernmental organizations, and individuals. These interventions differ in size, delivery method, focus, and extent of support, and range from a single language course or limited online learning opportunity to fully accredited higher education programs. However, significant problems hamper the efficacy of many current interventions. We examine providers' rationales for working with refugees using Knight and De Wit's rationales for internationalization of higher education, later reconceptualized in four interrelated groups of rationales: academic, political, economic, and socio-cultural. To these, we propose adding a fifth category: humanism. To widen refugee participation and success in higher education, we suggest that policy makers and administrators should adopt a longer-term perspective, increase transparency, and use evidence-based approaches to develop and evaluate refugee programming.
Abstract by the authors: This paper examines current interventions to reduce barriers to access into higher education for refugees in North America and Europe. We analyze a diversity of interventions sponsored by host governments, higher education institutions, foundations, nongovernmental organizations, and individuals. These interventions differ in size, delivery method, focus, and extent of support, and range from a single language course or limited online learning opportunity to fully accredited higher education programs. However, significant problems hamper the efficacy of many current interventions. We examine providers' rationales for working with refugees using Knight and De Wit's rationales for internationalization of higher education, later reconceptualized in four interrelated groups of rationales: academic, political, economic, and socio-cultural. To these, we propose adding a fifth category: humanism. To widen refugee participation and success in higher education, we suggest that policy makers and administrators should adopt a longer-term perspective, increase transparency, and use evidence-based approaches to develop and evaluate refugee programming.
Abstract by the authors: Mobile learning (M-Learning) is under-researched in Zimbabwe although it has the potential to improve learning and teaching in the Zimbabwe higher education sector. It is a tool that can help to achieve the United Nation’s Sustainable Development Goal 4 (SDG4) which is to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. This study identifies the benefits and challenges of transitioning from a traditional approach to M-Learning from the perspective of Zimbabwean students, and how these challenges can be mitigated or overcome in tertiary institutions to achieve the SDG4. This qualitative study utilises focus group discussions involving twenty undergraduate students from three higher education institutions, and conducts thematic analysis of the data. This paper identifies the benefits of M-Learning in terms of SDG4 and the challenges of M-Learning in attaining SDG4, showing the complexity involved in introducing digital learning on a larger scale. The study offers suggestions to mitigate the challenges, and recommends ways to implement M-Learning effectively to ensure the provision of quality education. Finally, the paper concludes with an acknowledgement of the study’s limitations and suggestions for future research. •M-learning is a tool that can help achieve Sustainable Development Goal 4 (SDG4).•Mobile technologies are appropriate tools for advancing education in developing countries.•Introducing digital learning on a large scale in higher education is complex.•To ensure inclusive and equitable quality education, the challenges of achieving SDG4 through M-Learning can be mitigated.
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