Policy-Practice-Results Linkages for Education Development of Good Quality and International Cooperation in the Post-2015 Era

Education 2030 adopted in September 2015, as fourth of SDGs emphasizes quality education, above all, learning outcomes. Meanwhile, aid increasingly uses results-based financing, moving away from conventional projects in favor of program approach in line with principles of Paris Declaration on Aid Effectiveness, although evidence suggests that budget support has failed to achieve learning improvement. Emerging approaches to the new education agenda are characterized by emphasis on system and assessment. The paper covers issues of educational development and aid after Jomtien World Conference on Education for All of 1990 and (1) re-contextualizes significance today of SDG4 and clarify challenges, (2)examines features and identifies gaps of the ‘mainstream approach’ of international cooperation for educational development, in comparison with existing and emerging alternative approaches, and (3) present actions needed to ensure policy-implementation-results linkage that will more likely achieve learning improvement and its outcomes.Group B: Quality of Education and Educational PolicyThis article is an extended version of Yoshida, K. and van der Walt, J.L. (2017)

Roles of Teachers in the SDG4 Age: An Introductory Note

“Teachers are the key to achieving all of the SDG4-Education 2030 agenda.” (Education 2030 Framework for Action, p. 21). This note reviews how teacher-related issues are addressed in Sustainable Development Goal 4 (SDG4) on education, and at each of the key steps since the preparation for the post 2015 education agenda in 2013 leading up to the adoption of SDG4. The note makes a comparative review on how teacher roles have been addressed in major global education agenda documents to shed light on features of SDG4 and how teacher roles are spelled out in it