The article traces the development of the epistemic infrastructure of the education sustainable development goal (SDG) in order to examine the ways that the incremental buildup of the discourse, technical expertise, and necessary—although always fragile—alliances facilitated a paradigmatic policy shift in the field of education: This is the move from the measurement of schooling to the measurement of learning. Through an analytical lens that examines the entanglement of the material, semiotic, and political and temporal/spatial elements of the infrastructure, the article shows how the sustainable development goal 4 (SDG4) as an epistemic infrastructure enabled a fundamental reorientation in the field of global education governance. The article discusses the ways that quantification, despite—and often thanks to—its failings, folded contested discourses, decision-making, politics, and ideas into its processes. Thus, the paper argues that the making of the SDG4 represents a paradigmatic policy shift; one that is not only to be traced in the move from schooling to the policy prioritization of learning outcomes but also in the very production of global public policy through the work of the SDGs as epistemic infrastructures.

中文翻译：

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教育可持续发展目标和失败指标的生成力

本文追溯了教育可持续发展目标 (SDG) 认知基础设施的发展，以检验话语、技术专长和必要的——尽管总是脆弱的——联盟的渐进积累，如何促进了教育领域的范式政策转变。教育领域：这是从衡量学校教育到衡量学习的转变。通过分析基础设施的物质、符号、政治和时间/空间要素的纠缠，本文展示了可持续发展目标 4 (SDG4) 作为认知基础设施如何实现全球领域的根本性重新定位。教育治理。这篇文章讨论了量化的方式，尽管——而且通常是由于——它的失败，将有争议的话语、决策、政治和思想纳入其流程。因此，本文认为制定可持续发展目标 4 代表了一种典型的政策转变；这一过程不仅可以追溯到从学校教育到学习成果政策优先化的转变，而且还可以通过作为认知基础设施的可持续发展目标的工作，在全球公共政策的制定过程中进行追溯。