ABSTRACT

As the OECD and UNESCO increasingly work in the same geographical and thematic areas, this paper explores the interplay between the organizations in relation to the making of global learning metrics and the global monitoring of the Sustainable Development Goal 4. Although the organizations seek to cooperate, this paper shows how this is limited by differences within and between the organizations – differences which relate to their global leadership, their understandings of education, the expertise they draw on, and their approaches to Member States. The paper demonstrates the continuation of an established struggle and interdependency between the organizations as they seek to assert their legitimacy in the context of SDG4.

摘要

随着经合组织和教科文组织越来越多地在相同的地理和主题领域开展工作，本文探讨了这些组织之间在制定全球学习指标和可持续发展目标 4 的全球监测方面的相互作用。 尽管这些组织寻求合作，本文展示了这如何受到组织内部和组织之间差异的限制——这些差异与他们的全球领导力、他们对教育的理解、他们汲取的专业知识以及他们对会员国的态度有关。该文件表明，在各组织寻求在可持续发展目标 4 的背景下维护其合法性时，它们之间的既定斗争和相互依存仍在继续。