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Acknowledgements -- List of Abbreviations -- List of Figures and Tables -- Notes on Contributors -- 1 Introduction: Bringing out the Tensions, Challenges, and Opportunities within Sustainable Development Goal 4 -- Antonia Wulff -- 2 The Twists and Turns in Negotiating a Global Education Goal: A Civil Society Perspective -- Antonia Wulff -- 3 Gender Equality, Education, and Development: Tensions between Global, National, and Local Policy Discourses in Postcolonial Contexts -- 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 -- Christopher J. Johnstone, Matthew J. Schuelka and Ghada Swadek -- 5 A Critical Exploration of How Language-of-Instruction Choices Affect Educational Equity -- Lizzi O. Milligan, Zubeida Desai and Carol Benson -- 6 Universities, the Public Good, and the SDG 4 Vision -- Stephanie Allais, Colleen Howell, Palesa Molebatsi, Lerato Posholi and Elaine Unterhalter -- 7 Education for All Open for Business? Public Goods vs. Private Profits -- Alexandra Draxler -- 8 Financing SDG 4: Context, Challenges, and Solutions -- David Archer and Tanvir Muntasim -- 9 SDG 4 and the ‘Education Quality Turn’: Prospects, Possibilities, and Problems -- Yusuf Sayed and Kate Moriarty -- 10 Teachers Are More Than ‘Supply’: Toward Meaningful Measurement of Pedagogy and Teachers in SDG 4 -- Stephanie Bengtsson, Mamusu Kamanda, Jo Ailwood and Bilal Barakat -- 11 Reshaping Quality and Equity: Global Learning Metrics as a Ready-Made Solution to a Manufactured Crisis -- 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 -- Clara Fontdevila -- 13 Can Education Transform Our World? Global Citizenship Education and the UN’s 2030 Agenda for Sustainable Development -- Joel Westheimer -- 14 Will Education Post-2015 Move Us toward Environmental Sustainability? -- Hiraku Komatsu, Jeremy Rappleye and Iveta Silova -- 15 Reflections on Targets and TVET -- Stephanie Allais and Volker Wedekind -- 16 Between Tokenism and Inclusion: The Student Movement in the Post-2015 Process -- Luke Shore and Viktor Grønne -- 17 The Right to Education and SDG 4: Lessons from the Field and Next Steps for Civil Society Monitoring -- Allyson Krupar and Anjela Taneja -- APPENDIX 1: SDG 4 Targets -- Antonia Wulff -- APPENDIX 2: SDG 4 Targets and Indicators -- Antonia Wulff -- References -- Index. For the third time in three decades world leaders reaffirmed their promise of "Education For All" when adopting Sustainable Development Goal 4 in 2015. It is the most far-reaching commitment to quality and equity in education so far, yet, there is no consensus on what the agenda means in practice. With a decade left until the 2030 deadline, Grading Goal Four calls upon the education community to engage more thoughtfully and critically with SDG 4 and related efforts. As an ever-growing number of actors and initiatives claim to contribute to its achievement, it is becoming clear that the ambitious but broad priorities within the goal are vulnerable to cherry-picking and misrepresentation, placing it at the heart of tensions between instrumentalist and rights-based approaches to education. This text, a critical analysis of SDG 4, provides a framework for examining trends and developments in education globally. As the first volume that examines early implementation efforts under SDG 4, Grading Goal Four formulates a critique along with strategies for moving forward. By scrutinising the challenges, tensions and power dynamics shaping SDG 4, it advances rights-based perspectives and strategies for effective implementation and builds capacity for strengthened monitoring and analysis of the goal
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