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9-10  

Foreword

By:Kenneth King, University of Edinburgh and Editor of NORRAG NEWS
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18-23  

The Sustainable Development Goals (SDGs) One Year On; The Case of Education –SDG4

Kenneth King, University of Edinburgh and Editor of NORRAG News
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24-26  

Agenda 2030- SDG4 Education 2030- One Year On: Challenges and Opportunities

Jordan Naidoo, UNESCO Paris
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27-29  

Will the SDG4 Post-Basic Ambition Delay Universal Basic Education in Sub-Saharan Africa?

Birger Fredriksen, Consultant, Washington DC
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30-32  

Post-2015 and the SDG4 Framework: Shifting the Focus to the Learners' Skills and Knowledge

Shoko Yamada, Nagoya University
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33-34  

The Engagement of the Corporate Sector with the SDG4 Agenda

Clara Fontdevila; Antoni Verger, Autonomous University of Barcelona
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36  

The Opportunities of the Sustainable Development Goal for Education are Just Too Big to Fail

Dirk Van Damme, OECD, Paris
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37-39  

SDG4-Education 2030 – What Progress One Year On?

Margarete Sachs-Israel UNESCO, Paris
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40-41  

From SDG Goal and Targets to Programming in Asia-Pacific: Reflections from the Regional Meeting on Education 2030

Maki Hayashikawa, UNESCO Bangkok
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42-43  

Sustainable Development Goal 4.7 – Global Citizenship Education One Year after SDG4’s Adoption

Utak Chung, APCEIU, Seoul
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44-45  

Absorbing SDGs into International Cooperation in Education

Claire Morel, European Commission, Brussels
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46-47  

The New (SDG) Education Agenda: UNICEF and SDGs in China and the Global SDG Conundrum

Margo O’Sullivan, Head of Education, UNICEF China
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48  

SDG4 and SDG8: TVET and Skills in a New Light?

Paul Comyn, ILO, Geneva
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50-51  

Are Developing Countries Prepared to Deal with Sustainable Development Goal 4?

Ernesto Schiefelbein and Noel McGinn
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52  

SDG? What is That?

Claudio de Moura Castro, Pitagoras Faculty, Bel Horizonte, Brazil
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53-54  

‘Free, Equitable and Quality Primary and Secondary Education’ in Jamaica – Reality or a Pipe Dream?

Zellynne Jennings-Craig, University of the West Indies, Mona, Kingston
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55-56  

Global Goals Versus Local Contexts: A Particular Challenge for Small Island Developing States

Michael Crossley, University of Bristol
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57-58  

Pakistan’s Educational Planning and Alignment with the Education SDG

Sajid Ali, Aga Khan University – Institute for Educational Development, Karachi
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59-60  

School District Reform for ‘Free, Equitable and Quality’ Public Education in Urban China: Achievements and Challenges

Liu Jing, Nagoya University, Japan
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61-62  

What has the SDG4 Brought to India’s Education and Training Transformation?

Santosh Mehrotra, Jawaharlal Nehru University, New Delhi
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63  

The Economic Crisis in Mozambique: A Stumbling Block to Achieving SDGs

Jeffy Mukora, Mozambique
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64  

Oman Reacts to the Ambitions of SDG4

Mohamed Al Yaqoubi, Oman National Commission for UNESCO, Ministry of Education
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65-66  

Making SDGs a Reality in India: Top Down and Bottom Up

Rao R. Bhavani, AMRITA University, Coimbatore, India; Joost Monks, NORRAG
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67-68  

Will Kenya’s Educational Reforms Help Achieve SDG4?

James Otieno Jowi, African Network for Internationalization of Education, Kenya
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69-70  

Global Goals and Targets versus National and Regional Plans: The Case of Argentina

Mercedes Andres, Normal University, Jinhua, China
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71-72  

Skills for All as Timor-Leste’s initial response to SDG4

Helen M Hill, Universidade Nacional Timor, Loro Sa’e
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73-74  

Is “#FeesMustFall” a threat to the Sustainable Development Goals in South Africa?

Peliwe Lolwana, University of Witwatersrand
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76-77  

The Role and Impact of Gulf Philanthropy in Relation to SDG4

Susan Kippels, Al-Qasimi Foundation, Ras Al-Kaimah, UAE
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78-79  

China’s Dual Role in SDGs

Yuting Zhang, Zhejiang Normal University, China
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80-81  

Japan’s SDG-Linked Education Policy and Strategy – Both for Japan and Development Cooperation

Naoko Arakawa and Nobuko Kayashima, JICA Research Institute, Tokyo
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82-83  

The SDGs for India and for Indian Aid to Tertiary Education and Training Overseas?

N.V.Varghese, National University of Educational Planning & Administration India
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84-85  

Danish Aid to Higher Education: Decolonizing the SDGs?

Hanne Kirstine Adriansen, Aarhus University
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86-87  

How Achievable are the SDGs? Lessons from an MDG Case Study

Ed Maher, Balen, Antwerp
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88-89  

Aligning FOCAC, SDGs and One Belt One Road

Lou Shizhou, Zhejiang Normal University
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90-92  

Can the Global SDG Agenda in Education Influence Germany’s National and International Policies in Education?

Susanne Ress, Humboldt University Berlin
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93  

Portugal’s Process for Incorporating the SDGs in Education

Rui da Silva - University of Minho & University of Porto
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96-97  

Showing their Workings: How the Private Sector Can Contribute to the Achievement of the SDGs

Tom Eats, Reform Education, London
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98  

Do the SDGs Matter? A Teacher’s View

Desmond Bermingham, Varkey Foundation, London
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99-100  

Starting at Secondary: New Challenges for Data and Policy

Ruth Naylor, Education Development Trust, Reading, UK
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101-102  

SDGs – One Year On and Fourteen to Go

Mike Douse, consultant, Ennis, County Clare, Ireland
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103-105  

A Civil Society Lens on SDG4 Implementation

Anne Marie Sørensen, OxfamIbis, Copenhagen and Anjela Taneja, Copenhaguen
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106-107  

Implementing SDG 4 in Ethiopia: Lessons from Girls’ Education Challenge Project

Samantha Ross, Link Community Development, Edinburgh
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110-112  

Fulfilling the Right to Literacy and Numeracy as part of Basic Education for All

Ulrike Hanemann, UNESCO Institute for Lifelong Learning (UIL), Hamburg
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114-115  

The Sustainable Development Goal Index and Quality Skills Development for the 2030 Agenda in Sub-Saharan Africa

Benjamin A. Ogwo, State University of New York at Oswego
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116  

Aligning India’s Skill Initiatives with Sustainable Development Goal 4

Sunita Sanghi, NITI Aayog, New Delhi
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118-119  

Financing Education and All the Other SDGs: Global Taxation is Needed

Steven J. Klees, University of Maryland
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122-123  

SDG 4 and the Child’s Right to Education

Simon McGrath and Aoife Nolan, University of Nottingham
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124-125  

Rewriting the Ambition of SDG4: the Risk of Narrow Global Indicators

Kate Moriarty, University of Sussex
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126-127  

Only Half the Data are Available to Monitor Progress to SDG 4: But are the Global Indicators Fit for Purpose?

Silvia Montoya, UNESCO Institute for Statistics, Montreal
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128-129  

Sustainable Development Goal 4: Lost In Translation?

Hersheela Narsee, Department of Higher Education and Training, Pretoria
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132  

Origins of the Research Review and Advisory Group (RRAG) and of NORRAG

Robert Myers, Hacia una Cultura Democratica, Mexico City
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133-136  

NORRAG: From a Club to an International Network

Aude Mellet and Joost Monks, NORRAG, Geneva
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138-139  

CALL FOR PROPOSALS Contributions to a book on SDG 4 / Education 2030

Antonia Wulff, Education International, Brussels
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