The Global Governance of Education and Sustainable Development

Ch 1: Introductory Chapter: Critical Perspectives on the Global Governance of Education and Sustainable Development: Progress, Persistent Gaps, and Problematic Paradigms.- PART I: PERSPECTIVES ON PROGRESS.- Ch 2: Section Introduction: Educational Success in Developing Countries.- Ch 3: The Sustainable Development Goals and Education, Achievements and Opportunities.- Ch 4: Reprioritising Inclusion and Equity to meet SDG4: Action is Needed Beyond the Education Sector – and Must Begin Before School Entry.- Ch 5: SDG 4 Targets: Neglected Questions on Conditions and Circumstances for Education.- Ch 6: Enriching a Systems Approach for SDG4: Interlinkages of Education and Gender Equality.- Ch 7: The Crosscutting Impact of Higher Education on the Sustainable Development Goals.- Ch 8: Still in Need of Confronting: Shadow Education and Its Implications in the Sustainable Development Goals.- PART II: GLOBAL GOVERNANCE AND STATE CAPACITY.- Ch 9: Section Introduction: (Global) Governance and State Capacity.- Ch 10: SDG4 and State Capacity: The Missing Link.- Ch 11: Transforming the Financing of Education to Achieve Global Education Goals.- Ch 12: Education: Why Not a Race to the Top?.- Ch 13: Feasibility First: Expand Access Before Fixing Learning.- Ch 14: Why SDG4 and the Other SDGs Are Failing and What Needs to Be Done.- PART III: MEASUREMENT AND METRICS.- Ch 15: Section Introduction: SDG4 and the Making of Numerical Utopias.- Ch 16: Defining SDG 4 Through Indicator and Policy Monitoring Frameworks.- Ch 17: Still Waiting for the (Data) Revolution. Examining Supply-Demand Mismatches in the Production of SDG4 Metrics.- Ch 18: SDG 4 and International Organizations: Inter-Organizational Struggles Over Global Learning Metrics.- Ch 19: SDG4 as a Global Governance Tool and the Quest for Recognising Diversity – Implications Emerging from the Intersections Between Inclusive Education and Assessment.- Ch 20: Assessing Progress in Tracking Progress Towards the Education Sustainable Development Goal: Global Citizenship Education and Teachers Missing in Action?.- Ch 21: Global Indicators of Progress on Climate Change Education: Non-State Actor Data Collaboration for SDG 4.- PART IV: RESILIENCE, ADAPTIVENESS, AND PARTNERSHIPS IN VULNERABLE CONTEXTS.- Ch 22: Section Introduction: Rethinking Education for an Era of Polycrisis.- Ch 23: Has the Significance of Target 4.7 of the SDGs Changed? A Commentary Focusing on the Critical Role of Socio-Emotional Learning.- Ch 24: Should We Not Be Educating for Resilience? Leveraging SDG 4 in Times of Crisis.- Ch 25: Learning as Ecosystems: Shifting Paradigms for More Holistic Programming in Education and Displacement.- Ch 26: Partnerships for Education in Emergencies: The Intersecting Promises and Challenges of SDG 4 and SDG 17.- PART V: GEO-POLITICAL AND ONTO-EPISTEMIC CONSIDERATIONS.- Ch 27: Section Introduction: Geopolitics of Knowledge and Onto-epistemic Decoloniality.- Ch 28: Historicising the Geopolitics of Education and the SDGs: From Western Hegemony to a Multi-Polar World?.- Ch 29: The Case for Educational Reparations: Addressing Racial Injustices in Sustainable Development Goal 4.- Ch 30: A Radical Proposal: Evidence-Based SDG 4 Discussions.- Ch 31: Hidden in Plain Sight: The Foundations and Limitations of Global Governance and Global Goals.- Ch 32: Elevating the Purpose of Education to Achieve the Spirit of SDG 4.- Ch 33: Universities Navigating the Global Agenda from the (Semi-)Periphery: Neoliberalism and Onto-Epistemic Concerns.- Ch 34: Beyond Sustainability: Indigenous Knowledge Systems for Locally and Globally Renewing Earth Relations.- PART VI: AFTERWORD.- Ch 35: Afterword: Achieving SDG4 - Attainable or Illusory?.