Challenges of goal 4.7 of the UN 2030 agenda for Latin America and the caribbean: An analysis of evidence from UNESDOC

Abstract

Sustainable Development Goals (SDGs) are the blueprint for achieving a better and more sustainable future for all. Within these goals, SDG 4 contains ten specific targets. One of these targets, 4.7, refers to the knowledge and skills necessary for a sustainable future. What are the definitions of the dimensions contained in target 4.7? What are the significant advances and challenges for its deployment and monitoring regarding [1] national education policies, [2] curricula, [3] teacher training, [4] student evaluations, and [5] non-formal education and informal learning? Are there approaches from the south to develop a contextualized and integrated reading of target 4.7? To answer our questions, the research presented aims to explore goal 4.7 through a scoping review with the support of CAQDAS (Atlas.TI. 8.4.4) from the UNESDOC database. Target 4.7 presents challenges at the implementation and the conceptual level both. Regarding the implementation, we observed lacks in educational policies, in the school curriculum, in teaching competencies, and the evaluation of learning. Concerning the conceptual, it is necessary to conceive the goal's educational dimensions as integrated and contextualized differently. An integrated reading of the goal from the south's epistemologies would imply a transforming vision of pedagogy and the link between learning and the community.