The global Sustainable Development Goals are about to be announced by the United Nations General Assembly, with lofty ambitions for, among other sectors, education policy and practice. Whatever is declared in New York, what are the practical contemporary constraints on these aspirations being realised?
In this article, Moira Faul argues that the ambitious global rhetoric on quality and equity in education will be held back by two factors. First, different global policymakers mean very different things when they talk about "quality and equity", and the lowest common denominator in both is more likely to be implemented. Secondly, monitoring mechanisms are being designed that will reward the implementation of narrow definitions of quality education and gender parity alone.
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