Education International Research
Who is responsible for implementing SDG 4? The short answer is governments. Though educators, students, parents, civil society, communities, development partners, international organisations, bilateral donors and the private sector can all play a role, it is important to remember that the SDGs are an intergovernmental commitment, and ultimately it is governments that are responsible for ensuring their implementation. Underpinning SDG 4 is the key principle that education is a fundamental human right and public good, and international conventions make it clear that governments are the duty bearers that must protect, respect and fulfil the right to education. Governments must mainstream the goal within their national plans, ensure that their national education sector plans and policies align with the international goal, monitor progress on a national scale, evaluate whether and how their policies contribute or undermine progress towards the goal, and reform policies accordingly.
Why is an educators’ assessment necessary? Limitations of existing monitoring mechanisms Progress toward SDG 4 targets is monitored through global, thematic, regional and national indicators. The SDG 4 architecture also includes a multi-stakeholder Steering Committee, periodic Global Education Meetings and the annual and editorially independent Global Education Monitoring Report. Governments have the responsibility to establish effective mechanisms for monitoring at the national level, according to country priorities and context. The main political platform for review of the SDGs at the global level is the UN High-Level Political Forum (HLPF), which meets annually under the auspices of the United Nations Economic and Social Council. The theme of the 2019 HLPF is “Empowering people and ensuring inclusiveness and equality”. The 2019 forum will include a detailed review of the progress made towards the following goals: SDG 4
Quality Education
SDG 8
Decent Work and Economic Growth
SDG 10
Reduced Inequalities
SDG 13
Climate Action
SDG 16
Peace, Justice and Strong Institutions
SDG 17
Partnerships for the Goals
GRO.EI-IE
As part of the HLPF, member states present their Voluntary National Reviews of progress made. These are voluntary assessments that member states can choose to undertake, but as shown in the box below, the extent to which these reviews are able to sufficiently monitor progress is limited. Major Groups and other stakeholders such as the Workers and Trade Unions Major Group and the Education and Academia Stakeholder Group are also invited to report on progress. There is also an SDG report from the UN Secretary General. This year, the Global Education Monitoring Report has written a special progress review for the HLPF, showcasing countries’ self-selected examples of actions that have demonstrated their commitment to SDG 4. Nevertheless, there are gaps in the HLPF structures. Where are the voices from the ground? Where are the voices holding governments accountable for their inaccurately positive self-assessments? Where are the voices of the most important actors in education policy, teachers and other education professionals?
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