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Going Global: Education As a Global Common Good

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Reframing Education as a Public and Common Good

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Abstract

By examining the literature on global governance theory, and its application to the field of education, this chapter revisits normative principles for the global governance of education. It focuses in particular on global education policy discourse and examines the concept of education as a global public good as it has been referred to by some of the main international actors such as the UNDP and the World Bank. Considering the limits of the framework of global public goods, this study discusses the extent to which the principle of education as a global common good may orientate the global governance of education with a view to revisiting existing hierarchies of power within global structures and strengthening more democratic processes at a global level.

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Notes

  1. 1.

    SDG4, Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes (UN 2015).

  2. 2.

    UN. (2019). Financing for Sustainable Development Report 2019. Inter-agency Task Force on Financing for Development, New York: United Nations. Available at: https://developmentfinance.un.org/fsdr2019.

  3. 3.

    Data presented by The International Commission on Financing Global Education Opportunity during the Webinar #5, held on 2 August 2016.

  4. 4.

    Incheon Declaration and Education 2030 Framework for Action. Towards inclusive and equitable quality education and lifelong learning for all (UNESCO, 2015c).

  5. 5.

    According to Kaul, Grunberg and Stern, the characterization of the publicness or privateness dimension of a certain good involves the general public and political process. The “triangle of publicness” includes publicness in decision-making, in consumption and in the distribution of benefits (Kaul and Mendoza 2003).

  6. 6.

    Jacques Maritain quoted in Elfert (2015).

  7. 7.

    The expression “Universal Responsibility” has been used by the Director of the Swiss Agency for Development and Cooperation in the editorial “La responsabilité est désormais partagée” in Un seul monde, n.1, February 2016. www.eda.admin.ch/deza/fr/home/publications-services/publications/series-publications/un-seul-monde.html/content/publikationen/fr/deza/eine-welt/eine-welt-1-2016.

  8. 8.

    For a detailed analysis of the World Bank policies and strategies in education, see Klees, Samoff and Stromquist (2012).

  9. 9.

    Georges Bidault quoted in Elfert (2015)

  10. 10.

    Target 4.1: “By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes”

  11. 11.

    Target 4.a: “Build and upgrade education facilities that are child-, disability- and gender-sensitive and provide safe, non-violent, inclusive and effective learning environments for all”.

  12. 12.

    Moreover, Member States have played a central role also in the development and adoption of the 2030 Agenda for Sustainable Development, taking distance from the top-down process that characterized the adoption of the Millennium Development goals Agenda.

  13. 13.

    Collective Consultation of NGOs on Education for All. (2014). Final Declaration: Realizing the Right to Education Beyond 2015. Seventh Meeting of the CCNGO/EFA - Santiago, Chile, 21–23 May 2014.

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Authors and Affiliations

  1. International Research Centre on Global Citizenship Education, University of Bologna, Bologna, Italy

    Rita Locatelli

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  1. Rita Locatelli
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Locatelli, R. (2019). Going Global: Education As a Global Common Good. In: Reframing Education as a Public and Common Good. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-24801-7_7

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  • DOI: https://doi.org/10.1007/978-3-030-24801-7_7

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  • Publisher Name: Palgrave Macmillan, Cham

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