Education International Research
In addition, the report will assess the progress made in ensuring adequate financing and coordination for the achievement of equitable, inclusive and quality education. Whilst there is no stand-alone chapter on learning environments (SDG 4.a), the report assesses the extent to which governments have taken action to ensure that education facilities are child-, disability- and gender-sensitive and that learning environments are safe, non-violent, inclusive and effective through the discussion of other targets.6
Purpose of the report In summary, the purpose of this report is to: 1. Provide an assessment of progress on SDG 4 from the perspective of key actors in education — teachers, researchers and education support personnel — as represented through their unions. In particular, the report aims to: a. Demonstrate that progress is possible by showcasing positive efforts to implement SDG 4 made by governments in the last four years b. Outline the key bottlenecks to progress, according to educators c. Speak truth to power — shedding light on instances in which governments have not only failed to make progress on the SDGs but have actually undermined them d. Showcase some of the actions taken by education unions to implement the SDGs, either on their own or in collaboration with governments and other stakeholders e. Provide recommendations for addressing the key challenges identified and accelerating progress towards the full implementation of SDG 4 The following general guiding questions were used for the report: a. What concrete steps have national governments taken to implement SDG 4 since 2015? b. What are the major obstacles to progress towards SDG 4? c. How are unions contributing to the implementation of SDG 4?
Methodology GRO.EI-IE
The report is based on input from 80 education unions in 60 countries across every world region. Information was gathered about progress towards SDG 4 from member unions through:
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-- Two surveys (one short, one in-depth) inquiring on union perspectives of progress for all relevant targets -- Thematic surveys administered to education unions representing particular levels of education (focusing on the targets for ECE and TVET and Higher Education) -- In-depth, semi-structured interviews with union leaders to inform the case studies -- Focus group discussions on SDG progress held during EI’s Development Cooperation meeting In addition, the report draws on: -- Conclusions from EI regional, thematic and sectoral conferences that took place in 2018–19 -- EI research, publications, and policy published from 2015–2019. In particular, the report 6 In particular, Targets 4.1, 4.2, 4.3 and 4.5.
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