Grading Goal Four Antonia Wulff - 978-90-04-43036-5 Downloaded from Brill.com04/20/2020 11:53:06PM via free access Grading Goal Four Tensions, Threats, and Opportunities in the Sustainable Development Goal on Quality Education Edited by Antonia Wulff leiden | boston Antonia Wulff - 978-90-04-43036-5 Downloaded from Brill.com04/20/2020 11:53:06PM via free access This is an open access title distributed under the terms of the CC BY-NC 4.0 license, which permits any non-commercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited. Further information and the complete license text can be found at https://creativecommons.org/licenses/by-nc/4.0/ The terms of the CC license apply only to the original material. The use of material from other sources (indicated by a reference) such as diagrams, illustrations, photos and text samples may require further permission from the respective copyright holder. All chapters in this book have undergone peer review. The Library of Congress Cataloging-in-Publication Data is available online at http://catalog.loc.gov Typeface for the Latin, Greek, and Cyrillic scripts: “Brill”. See and download: brill.com/brill-typeface. isbn 978-90-04-43034-1 (paperback) isbn 978-90-04-43035-8 (hardback) isbn 978-90-04-43036-5 (e-book) Copyright 2020 by Koninklijke Brill NV, Leiden, The Netherlands. Koninklijke Brill NV incorporates the imprints Brill, Brill Hes & De Graaf, Brill Nijhoff, Brill Rodopi, Brill Sense, Hotei Publishing, mentis Verlag, Verlag Ferdinand Schöningh and Wilhelm Fink Verlag. Koninklijke Brill NV reserves the right to protect the publication against unauthorized use and to authorize dissemination by means of offprints, legitimate photocopies, microform editions, reprints, translations, and secondary information sources, such as abstracting and indexing services including databases. Requests for commercial re-use, use of parts of the publication, and/or translations must be addressed to Koninklijke Brill NV. This book is printed on acid-free paper and produced in a sustainable manner. Antonia Wulff - 978-90-04-43036-5 Downloaded from Brill.com04/20/2020 11:53:06PM via free access Contents Acknowledgements ix List of Figures and Tables x List of Abbreviations xii Notes on Contributors xviii 1 Introduction: Bringing out the Tensions, Challenges, and Opportunities within Sustainable Development Goal 4 1 Antonia Wulff 2 The Twists and Turns in Negotiating a Global Education Goal: A Civil Society Perspective 28 Antonia Wulff 3 Gender Equality, Education, and Development: Tensions between Global, National, and Local Policy Discourses in Postcolonial Contexts 65 Naureen Durrani and Anjum Halai 4 Quality Education for All? The Promises and Limitations of the SDG Framework for Inclusive Education and Students with Disabilities 96 Christopher J. Johnstone, Matthew J. Schuelka and Ghada Swadek 5 A Critical Exploration of How Language-of-Instruction Choices Affect Educational Equity 116 Lizzi O. Milligan, Zubeida Desai and Carol Benson 6 Universities, the Public Good, and the SDG 4 Vision 135 Stephanie Allais, Elaine Unterhalter, Palesa Molebatsi, Lerato Posholi and Colleen Howell 7 Education for All Open for Business? Public Goods vs. Private Profits 156 Alexandra Draxler 8 Financing SDG 4: Context, Challenges, and Solutions 170 David Archer and Tanvir Muntasim Antonia Wulff - 978-90-04-43036-5 Downloaded from Brill.com04/20/2020 11:53:06PM via free access vi Contents 9 SDG 4 and the ‘Education Quality Turn’: Prospects, Possibilities, and Problems 194 Yusuf Sayed and Kate Moriarty 10 Teachers Are More Than ‘Supply’: Toward Meaningful Measurement of Pedagogy and Teachers in SDG 4 214 Stephanie Bengtsson, Mamusu Kamanda, Joanne Ailwood and Bilal Barakat 11 Reshaping Quality and Equity: Global Learning Metrics as a Ready-Made Solution to a Manufactured Crisis 238 Aaron Benavot and William C. Smith 12 Learning Assessments in the Time of SDGs: New Actors and Evolving Alliances in the Construction of a Global Field 262 Clara Fontdevila 13 Can Education Transform Our World? Global Citizenship Education and the UN’s 2030 Agenda for Sustainable Development 280 Joel Westheimer 14 Will Education Post-2015 Move Us toward Environmental Sustainability? 297 Hikaru Komatsu, Jeremy Rappleye and Iveta Silova 15 Targets, TVET and Transformation 322 Stephanie Allais and Volker Wedekind 16 Between Tokenism and Inclusion: The Student Movement in the Post-2015 Process 339 Luke Shore and Viktor Grønne 17 The Right to Education and SDG 4: Lessons from the Field and Next Steps for Civil Society Monitoring 365 Allyson Krupar and Anjela Taneja APPENDIX 1: SDG 4 Targets 390 Antonia Wulff Antonia Wulff - 978-90-04-43036-5 Downloaded from Brill.com04/20/2020 11:53:06PM via free access Contents vii APPENDIX 2: SDG 4 Targets and Indicators 392 Antonia Wulff References 397 Index 468 Antonia Wulff - 978-90-04-43036-5 Downloaded from Brill.com04/20/2020 11:53:06PM via free access Acknowledgements This book has benefitted from the encouragement and critical engagement of many people. I want to start by thanking Hugh McLean for his energetic encouragement from the very beginning of this project, and the Education Support Programme of the Open Society Foundations for their backing. This book would not have been possible without the support of Education International. My thanks go to my colleagues David Edwards, Dennis Sinyolo, Nikola Wachter, Jennifer Ulrick, and Louise Hoj Larsen, in particular. The process was supported by a Reference Group, and I am grateful to Angeline Barrett, Aaron Benavot, Alexandra Draxler, and Anjum Halai for their guidance and invaluable advice and contributions. I would also like to thank all the external reviewers and critical friends for their thoughtful reflections and feedback on the individual chapters. Special thanks go to Jordan Naidoo at UNESCO and Manos Antoninis at the Global Education Monitoring Report. Finally, I must thank the authors for their respective chapters and for their engagement and contributions across chapters and to the book as a whole. Last but not least, I am grateful to Chris Talbot for his support, which went well beyond the editorial, and to Kelly Clody for her excellent copyediting. Antonia Wulff - 978-90-04-43036-5 Downloaded from Brill.com04/20/2020 11:53:06PM via free access Figures and Tables Figures 6.1 Dashboard for a public-good indicator. 151 11.1 Changing inclusion of International Large-Scale Assessments (ILSAs) in World Bank projects, 1998–2009 (Source: World Bank, 2012a). 249 14.1 Relationship of (a) the lower-secondary completion rate with CO2 emissions per capita. Relationships between the ratios of 15-year-old students with (b) basic literacy and (c) numeracy and CO2 emissions per capita. A dotted line denotes the CO2 emission per capita in 2050 in the IPCC scenario leading to 1.3 to 2.1°C temperature increases (van Vuuren et al., 2011). Data for the lower- secondary completion rate were derived from the World Bank Open Data (World Bank, 2018d). Data for the ratios of students with basic literacy and numeracy were derived from PISA 2015 (OECD, 2016c). 309 14.2 Relationships of (a) awareness and (b) risk perception of climate change and individualism scores with CO2 emissions per capita. This analysis used data only for countries whose life expectancy is no less than 75.5 years. Data were derived from the Gallup Poll (Pugliese & Ray, 2009), the World Bank Open Data (World Bank, 2018d), and Hofstede et al. (2010). 313 14.3 Global CO2 emissions for different cases. (i) actual emissions in 2014; emissions assuming that CO2 emissions for the world population equal (ii) those of Costa Rica; (iii) those of Europe and America; and emissions in 2050 in the IPCC scenarios leading to (iv) 1.3 to 2.1 and (v) 3.1 to 5.6°C temperature increases, respectively. Data for the IPCC scenarios were derived from van Vuuren et al. (2011) and Meinshausen et al. (2011). 314 14.4 Countries classified by the individualism score. Countries lacking individualism scores and whose life expectancy is short (i.e., < 75.5 years) are not coloured. Data for individualism scores were derived from Hofstede et al. (2010). 315 17.1 4.1 Free and equitable RTEI scores. 378 Tables 1.1 The Sustainable Development Goals (SDGs). 8 1.2 SDG 4 and its targets. Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. 10 2.1 Evolution of the wording of the education targets during OWG negotiations, March–July 2014. 50 3.1 Pakistan – Key education indicators by gender 2012. 74 3.2 Comparison of Sindh and Khyber Pakhtunkhwa (KP). 76 Antonia Wulff - 978-90-04-43036-5 Downloaded from Brill.com04/20/2020 11:53:06PM via free access Figures and Tables xi 3.3 Summary of participants by methods and gender. 77 3.4 Policy texts analysed by level. 78 4.1 Social, ecological, and relational inclusion in SDGs. 100 4.2 Conceptualising inclusive education. 102 10.1 Indicators to monitor Target 4.c, October 2015. 4.c. By 2030, substantially increase the supply of qualifijied teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states. 223 10.2 Indicators to monitor Target 4.c, October 2016 onwards. 226 12.1 List of interviewees. 264 13.1 Three kinds of citizens. 286 17.1 Comparison of SDG 4 indicators with RTEI indicators. 382 Antonia Wulff - 978-90-04-43036-5 Downloaded from Brill.com04/20/2020 11:53:06PM via free