Leaving No One behind: The role of research in advancing SDG 4-Education 2030
At the invitation of the European Educational Research Association (EERA), UNESCO organized a joint panel in at the 2016 European Conference on Educational Research (ECER) in that analyzed research needs for the implementation of SDG 4-Education 2030.
At the panel discussion, which took place in Dublin 22-26 August 2016, each from their own perspectives and fields of study, the panelists suggested lines of enquiry likely to better understand the obstacles that vulnerable groups face in accessing educational opportunities and obtaining relevant learning outcomes. Some called for more intersectional analyses of different forms of disadvantage, such as disability, class, gender and ethnicity, and for more attention to be paid to the subjective experiences of vulnerable people in order to identify supporting and disabling factors that may be addressed by policy choices.
Others advocated for more research on the effects of parental participation in children’s educational achievement and on the support that parents or guardians need to better help young learners in their educational pathways. Others yet proposed that the role of education for sustainable development (ESD) be explored further as it holds potential for helping in the implementation of the SDGs in general and of SDG 4-Education 2030 in particular.
A UNESCO paper outlining these research avenues is forthcoming.
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