全球教育治理的一次成功实践——对国际社会制定“2030教育议程”的回忆

A Successful Practice of Global Education Governance——Memories of the International Community's Formation of"2030 Education Agenda"

联合国在2015年9月举行的历史性首脑会议上通过了《2030年可持续发展议程》。这一包括17项可持续发展目标(SDGs)和169项具体目标的纲领性文件旨在推动全球在以后的15年内实现三个史无前例的目标−消除极端贫困、战胜不平等与不公正、抑制气候变化。其中第4个目标(SDG4)是“确保包容和公平的优质教育,让全民终身享有学习机会”,这个目标及其涵盖的7个具体目标与3个实施方式,被国际教育界称为“2030教育议程”。联合国及其专门机构在2012年至2015年期间,就2015年后的可持续发展议程组织了堪称联合国历史上最为复杂的一次集体磋商。笔者作为联合国教科文组织(UNESCO)负责教育的助理总干事亲身参与并主导了“可持续发展目标4(教育)”的全球磋商,最终在所有利益攸关方的共同努力下达成了共识,其过程堪称制定国际规则的教科书式的典型案例,也可以说是全球教育治理的一次成功实践。本文介绍了国际社会制定这个全球教育发展目标的来龙去脉,记述了磋商过程中各利益攸关方在台前幕后的博弈与妥协。希望这些史料帮助我国教育界对“2030教育议程”有较全面的理解,对全球教育治理体系运作方式有进一步的认识。

The 2030 Agenda for Sustainable Development was adopted by the United Nations at its historic Summit in September 2015.The framework document,which includes 17 Sustainable Development Goals(SDGs)and 169 targets,aims to move the world toward three unprecedented initiatives over the next 15 years-ending extreme poverty,combating inequality and injustice,and curbing climate change.The fourth goal(SDG4)is to"ensure inclusive and equitable quality education and lifelong learning opportunities for all".This goal,with its seven targets and three approachs of implementation,was later referred to by the international education community as the"Education Agenda 2030".Between 2012 and 2015,the United Nations and its specialized agencies organized one of the most complex collective consultations in the history of the United Nations on the post-2015 Sustainable Development agenda.As Assistant Director-General for Education at UNESCO,the author personally participated in and led the global consultations on Sustainable Development Goal 4(Education),which resulted in a consensus among all"stakeholders".The process is an exemplar of international negotiation and rule-making,which can also be said that it is a successful practice of global education governance.This paper introduces the context of the international community's formulation of the global education development goal,and describes the game of trade-off and compromise of various stakeholders in the process of negotiation.It is hoped that these historical materials will contribute to the comprehensive understanding of the"2030 Education Agenda"and the indepth understanding of the operation of the global education governance system.