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IMPLEMENTING SDG 4 IN PAKISTAN: A QUALITATIVE AND QUANTITATIVE ANALYSIS OF OPINIONS OF TENURED FACULTY MEMBERS OF THE UNIVERSITIES
Corresponding Author(s) : Farah Latif Naz
Humanities & Social Sciences Reviews,
Vol. 9 No. 2 (2021): March
Abstract
Purpose of the study: This article's primary objective was to survey tenured faculty members at the universities in Pakistan to determine their attitudes toward Sustainable Development Goal 4.
Methodology: Both quantitative and qualitative research design was adopted for this study. A simple random sampling technique was used to obtain data. Semi-structured interview questionnaires were distributed among 20 tenured public sector university faculty members. The target sample of ten-tenured faculty members was selected from two public sectors, and ten were selected from two private sector universities in District Lahore, Pakistan.
Principle findings: The full title of SDG 4 is to 'ensure inclusive and equitable quality education and promote lifelong learning opportunities for all' (Unterhalter, 2019). When it comes to achieving SDG 4, the opinions of the faculty members are of great importance. Most of the faculty members were familiar with sustainable development to some degree. However, they raised the concern that sustainability and Education must be correctly aligned with the objectives laid down under SDG 4.
Application of this study: This study would be helpful in all educational institutes of Lahore. The population for this research consisted of all tenured faculty members of District Lahore, Punjab, Pakistan.
The novelty of this study: The study will go into detail regarding the attitudes professors have toward SDG 4 and the steps that must be taken in the classroom to meet SDG 4's objectives.
Keywords
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- Agbedahin, A. V. (2019). Sustainable development, Education for Sustainable Development, and the 2030 Agenda for Sustainable Development: Emergence, efficacy, eminence, and future. Sustainable Development, 27(4), 669-680. https://doi.org/10.1002/sd.1931 DOI: https://doi.org/10.1002/sd.1931
- Alhojailan, M. I. (2012). Thematic analysis: A critical review of its process and evaluation. West east journal of social sciences, 1(1), 39-47.
- Ali, B., Bhatti, S. H., & Dayan, F. (2021). Child labour in Pakistan: Way out analyzing constitutional mandate. Journal of Business and Social Review in Emerging Economies, 7(1), 201-208. https://doi.org/10.26710/jbsee.v7i1.1602 DOI: https://doi.org/10.26710/jbsee.v7i1.1602
- Ali, M. (2018). The China-Pakistan Economic Corridor: Tapping Potential to Achieve the 2030 Agenda in Pakistan. China Quarterly of International Strategic Studies, 4(02), 301–325. https://doi.org/10.1142/S23777 40018500094 DOI: https://doi.org/10.1142/S2377740018500094
- Bengtsson, S. E., Barakat, B., Muttarak, R., Kebede, E. B., & Lutz, W. (2018). The role of Education in enabling the sustainable development agenda. Routledge. https://doi.org/10.4324/9781315142708 DOI: https://doi.org/10.4324/9781315142708
- Brollo, F., Hanedar, E., & Walker, M. S. (2021). Pakistan: Spending Needs for Reaching Sustainable Development Goals (SDGs). International Monetary Fund (IMF), 21-26. https://doi.org/10.2139/ssrn.4026282 DOI: https://doi.org/10.2139/ssrn.4026282
- Bruns, B., Macdonald, I. H., & Schneider, B. R. (2019). The politics of quality reforms and the challenges for SDGs in Education. World Development, 1(8), 27–38. https://doi.org/10.1016/j.worlddev.2019.02.008 DOI: https://doi.org/10.1016/j.worlddev.2019.02.008
- Bush, T. (2020). Theories of educational leadership and management. Theories of Educational Leadership and Management (15th ed.). Sage Publications.
- Comyn, P. J. (2018). Skills, employability and lifelong learning in the Sustainable Development Goals and the 2030 labour market. International Journal of Training Research, 16(3), 200–217. https://doi.org/10.1080/14480 220.2018.1576311 DOI: https://doi.org/10.1080/14480220.2018.1576311
- Easterly, W. (2015). The trouble with the sustainable development goals. Current History, 114(775), 322. https://doi.org/10.1525/curh.2015.114.775.322 DOI: https://doi.org/10.1525/curh.2015.114.775.322
- Ferguson, T., & Roofe, C. G. (2020). SDG 4 in Higher Education: Challenges and opportunities. International Journal of Sustainability in Higher Education, 21(5), 959–975. https://doi.org/10.1108/IJSHE-12-2019-0353 DOI: https://doi.org/10.1108/IJSHE-12-2019-0353
- Frey, D. F., & MacNaughton, G. (2016). A human rights lens on full employment and decent work in the 2030 sustainable development agenda. SAGE Open, 6(2). https://doi.org/10.1177/2158244016649580 DOI: https://doi.org/10.1177/2158244016649580
- Gillett-Swan, J., & Sargeant, J. (2018). Assuring children's human right to freedom of opinion and expression in Education. International Journal of Speech-Language Pathology, 20(1), 120–127. https://doi.org/10.1080/175495 07.2018.1385852 DOI: https://doi.org/10.1080/17549507.2018.1385852
- Gorard, S. (2001). Quantitative methods in educational research: The role of numbers made easy. A&C Black.
- Hackl, A. (2018). Mobility equity in a globalized world: Reducing inequalities in the sustainable development agenda. World Development, 112,150–162. https://doi.org/10.1016/j.worlddev.2018.08.005 DOI: https://doi.org/10.1016/j.worlddev.2018.08.005
- Hatch, J. A. (2002). Doing qualitative research in education settings. Suny Press.
- Hinduja, P. (2021). Thinking Strategically about Educational Reforms in Pakistan. Academia Letters, p. 2. https://doi.org/10.20935/AL882 DOI: https://doi.org/10.20935/AL882
- Kalsoom, Q., Qureshi, N., & Khanam, A. (2018). Perceptions of the research scholars regarding Education for sustainable development (ESD) in Pakistan. In Sustainable Development Research in the Asia-Pacific Region (pp. 165–179). Springer, Cham. https://doi.org/10.1007/978-3-319-73293-0_10 DOI: https://doi.org/10.1007/978-3-319-73293-0_10
- Khan, A. M., Jamshaid, A., & Ramzan, A. (2019). Educators, As Agents of Sustainable Development in Pakistan. Journal of Educational Research, 22(2), 1–14.
- Khan, M. H. (2019). Knowledge, skills and organizational capabilities for structural transformation. Structural Change and Economic Dynamics, 48(1), 42–52. https://doi.org/10.1016/j.strueco.2018.05.006 DOI: https://doi.org/10.1016/j.strueco.2018.05.006
- Khushik, F., & Diemer, A. (2018). Critical analysis of education policies in Pakistan: A sustainable development perspective. Social Science Learning Education Journal, 3(09), 01-16. https://doi.org/10.15520/sslej.v3i09.2282 DOI: https://doi.org/10.15520/sslej.v3i09.2282
- Khushik, F., & Diemer, A. (2020). Education and sustainability, how sdg4 contributes to changing the representations of developing issues? The case study of Pakistan. International Journal of Management and Sustainability, 9(2), 101-119. https://doi.org/10.18488/journal.11.2020.92.101.119 DOI: https://doi.org/10.18488/journal.11.2020.92.101.119
- Liverman, D. M. (2018). Geographic perspectives on development goals: Constructive engagements and critical perspectives on the MDGs and the SDGs. Dialogues in Human Geography, 8(2), 168–185. https://doi.org/10 .1177/2043820618780787 DOI: https://doi.org/10.1177/2043820618780787
- Nawaz, M., Aslam, A. B., & Tariq, F. (2021). Evaluation of Government Programs Policies to Eradicate Gender Disparities in Pakistan. Ministry of Planning Development & Special Initiatives,6, 22–36. https://doi.org/10.31 703/grr.2021(VI-III).03 DOI: https://doi.org/10.31703/grr.2021(VI-III).03
- Noor, Z., & Pickup, F. (2017). The role of Zakat in supporting sustainable development goals. UNDP Brief, United Nations Development Programme, New York.
- Pellaud, F., Ndiaye, A., Khushik, F., & Diemer, A. (2019). Environmental Education to Education for sustainable development. International Journal of Humanities and Social Science, 9(2), 1-14. https://doi.org/10.308 45/ijhss.v9n1p1 DOI: https://doi.org/10.30845/ijhss.v9n1p1
- Pogge, T., & Sengupta, M. (2015). The Sustainable Development Goals: a plan for building a better world? Journal of Global Ethics, 11(1), 56–64. https://doi.org/10.1080/17449626.2015.1010656 DOI: https://doi.org/10.1080/17449626.2015.1010656
- Popescu, C. R. G. (2021). Sustainable and Responsible Entrepreneurship for Value-Based Cultures, Economies, and Societies: Increasing Performance through Intellectual Capital in Challenging Times. Sustainable and Responsible Entrepreneurship and Key Drivers of Performance, 33-58. https://doi.org/10.4018/978-1-7998-7951-0.ch002 DOI: https://doi.org/10.4018/978-1-7998-7951-0.ch002
- Rashid, L. (2019). Entrepreneurship education and sustainable development goals: A literature review and a closer look at fragile states and technology-enabled approaches. Sustainability, 11(19), 5343. https://doi.org/ 10.3390/su11195343 DOI: https://doi.org/10.3390/su11195343
- Saban, M., Myers, V., Luxenburg, O., & Wilf-Miron, R. (2021). Tipping the scales: a theoretical model to describe the differential effects of the COVID-19 pandemic on mortality. International journal for equity in health, 20(1), 1–6. https://doi.org/10.1186/s12939-021-01470-x DOI: https://doi.org/10.1186/s12939-021-01470-x
- Servaes, J. (2017). Introduction: From MDGs to SDGs. In sustainable development goals in the Asian context (pp. 1–21). Springer, Singapore. https://doi.org/10.1007/978-981-10-2815-1 DOI: https://doi.org/10.1007/978-981-10-2815-1_1
- Sui, Y. (2020). The Modernization of Higher Education. In Handbook of Education Policy Studies (pp. 129–136). Springer. https://doi.org/10.1007/978-981-13-8343-4_6 DOI: https://doi.org/10.1007/978-981-13-8343-4_6
- Tatto, M. T. (2021). Comparative research on teachers and teacher education: global perspectives to inform UNESCO's SDG 4 agenda. Oxford Review of Education, 47(1), 25–44. https://doi.org/10.1080/03054985. 2020.1842183 DOI: https://doi.org/10.1080/03054985.2020.1842183
- Ullah, A. A., Lee, S. C. W., Hassan, N. H., & Nawaz, F. (2020). Xenophobia in the GCC countries: migrants' desire and distress. Global Affairs, 6(2), 203–223. https://doi.org/10.1080/23340460.2020.1738951 DOI: https://doi.org/10.1080/23340460.2020.1738951
- Unterhalter, E. (2019). The many meanings of quality education: Politics of targets and indicators in SDG 4. Global Policy, 10, 39-51. https://doi.org/10.1111/1758-5899.12591 DOI: https://doi.org/10.1111/1758-5899.12591
References
Agbedahin, A. V. (2019). Sustainable development, Education for Sustainable Development, and the 2030 Agenda for Sustainable Development: Emergence, efficacy, eminence, and future. Sustainable Development, 27(4), 669-680. https://doi.org/10.1002/sd.1931 DOI: https://doi.org/10.1002/sd.1931
Alhojailan, M. I. (2012). Thematic analysis: A critical review of its process and evaluation. West east journal of social sciences, 1(1), 39-47.
Ali, B., Bhatti, S. H., & Dayan, F. (2021). Child labour in Pakistan: Way out analyzing constitutional mandate. Journal of Business and Social Review in Emerging Economies, 7(1), 201-208. https://doi.org/10.26710/jbsee.v7i1.1602 DOI: https://doi.org/10.26710/jbsee.v7i1.1602
Ali, M. (2018). The China-Pakistan Economic Corridor: Tapping Potential to Achieve the 2030 Agenda in Pakistan. China Quarterly of International Strategic Studies, 4(02), 301–325. https://doi.org/10.1142/S23777 40018500094 DOI: https://doi.org/10.1142/S2377740018500094
Bengtsson, S. E., Barakat, B., Muttarak, R., Kebede, E. B., & Lutz, W. (2018). The role of Education in enabling the sustainable development agenda. Routledge. https://doi.org/10.4324/9781315142708 DOI: https://doi.org/10.4324/9781315142708
Brollo, F., Hanedar, E., & Walker, M. S. (2021). Pakistan: Spending Needs for Reaching Sustainable Development Goals (SDGs). International Monetary Fund (IMF), 21-26. https://doi.org/10.2139/ssrn.4026282 DOI: https://doi.org/10.2139/ssrn.4026282
Bruns, B., Macdonald, I. H., & Schneider, B. R. (2019). The politics of quality reforms and the challenges for SDGs in Education. World Development, 1(8), 27–38. https://doi.org/10.1016/j.worlddev.2019.02.008 DOI: https://doi.org/10.1016/j.worlddev.2019.02.008
Bush, T. (2020). Theories of educational leadership and management. Theories of Educational Leadership and Management (15th ed.). Sage Publications.
Comyn, P. J. (2018). Skills, employability and lifelong learning in the Sustainable Development Goals and the 2030 labour market. International Journal of Training Research, 16(3), 200–217. https://doi.org/10.1080/14480 220.2018.1576311 DOI: https://doi.org/10.1080/14480220.2018.1576311
Easterly, W. (2015). The trouble with the sustainable development goals. Current History, 114(775), 322. https://doi.org/10.1525/curh.2015.114.775.322 DOI: https://doi.org/10.1525/curh.2015.114.775.322
Ferguson, T., & Roofe, C. G. (2020). SDG 4 in Higher Education: Challenges and opportunities. International Journal of Sustainability in Higher Education, 21(5), 959–975. https://doi.org/10.1108/IJSHE-12-2019-0353 DOI: https://doi.org/10.1108/IJSHE-12-2019-0353
Frey, D. F., & MacNaughton, G. (2016). A human rights lens on full employment and decent work in the 2030 sustainable development agenda. SAGE Open, 6(2). https://doi.org/10.1177/2158244016649580 DOI: https://doi.org/10.1177/2158244016649580
Gillett-Swan, J., & Sargeant, J. (2018). Assuring children's human right to freedom of opinion and expression in Education. International Journal of Speech-Language Pathology, 20(1), 120–127. https://doi.org/10.1080/175495 07.2018.1385852 DOI: https://doi.org/10.1080/17549507.2018.1385852
Gorard, S. (2001). Quantitative methods in educational research: The role of numbers made easy. A&C Black.
Hackl, A. (2018). Mobility equity in a globalized world: Reducing inequalities in the sustainable development agenda. World Development, 112,150–162. https://doi.org/10.1016/j.worlddev.2018.08.005 DOI: https://doi.org/10.1016/j.worlddev.2018.08.005
Hatch, J. A. (2002). Doing qualitative research in education settings. Suny Press.
Hinduja, P. (2021). Thinking Strategically about Educational Reforms in Pakistan. Academia Letters, p. 2. https://doi.org/10.20935/AL882 DOI: https://doi.org/10.20935/AL882
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Khan, A. M., Jamshaid, A., & Ramzan, A. (2019). Educators, As Agents of Sustainable Development in Pakistan. Journal of Educational Research, 22(2), 1–14.
Khan, M. H. (2019). Knowledge, skills and organizational capabilities for structural transformation. Structural Change and Economic Dynamics, 48(1), 42–52. https://doi.org/10.1016/j.strueco.2018.05.006 DOI: https://doi.org/10.1016/j.strueco.2018.05.006
Khushik, F., & Diemer, A. (2018). Critical analysis of education policies in Pakistan: A sustainable development perspective. Social Science Learning Education Journal, 3(09), 01-16. https://doi.org/10.15520/sslej.v3i09.2282 DOI: https://doi.org/10.15520/sslej.v3i09.2282
Khushik, F., & Diemer, A. (2020). Education and sustainability, how sdg4 contributes to changing the representations of developing issues? The case study of Pakistan. International Journal of Management and Sustainability, 9(2), 101-119. https://doi.org/10.18488/journal.11.2020.92.101.119 DOI: https://doi.org/10.18488/journal.11.2020.92.101.119
Liverman, D. M. (2018). Geographic perspectives on development goals: Constructive engagements and critical perspectives on the MDGs and the SDGs. Dialogues in Human Geography, 8(2), 168–185. https://doi.org/10 .1177/2043820618780787 DOI: https://doi.org/10.1177/2043820618780787
Nawaz, M., Aslam, A. B., & Tariq, F. (2021). Evaluation of Government Programs Policies to Eradicate Gender Disparities in Pakistan. Ministry of Planning Development & Special Initiatives,6, 22–36. https://doi.org/10.31 703/grr.2021(VI-III).03 DOI: https://doi.org/10.31703/grr.2021(VI-III).03
Noor, Z., & Pickup, F. (2017). The role of Zakat in supporting sustainable development goals. UNDP Brief, United Nations Development Programme, New York.
Pellaud, F., Ndiaye, A., Khushik, F., & Diemer, A. (2019). Environmental Education to Education for sustainable development. International Journal of Humanities and Social Science, 9(2), 1-14. https://doi.org/10.308 45/ijhss.v9n1p1 DOI: https://doi.org/10.30845/ijhss.v9n1p1
Pogge, T., & Sengupta, M. (2015). The Sustainable Development Goals: a plan for building a better world? Journal of Global Ethics, 11(1), 56–64. https://doi.org/10.1080/17449626.2015.1010656 DOI: https://doi.org/10.1080/17449626.2015.1010656
Popescu, C. R. G. (2021). Sustainable and Responsible Entrepreneurship for Value-Based Cultures, Economies, and Societies: Increasing Performance through Intellectual Capital in Challenging Times. Sustainable and Responsible Entrepreneurship and Key Drivers of Performance, 33-58. https://doi.org/10.4018/978-1-7998-7951-0.ch002 DOI: https://doi.org/10.4018/978-1-7998-7951-0.ch002
Rashid, L. (2019). Entrepreneurship education and sustainable development goals: A literature review and a closer look at fragile states and technology-enabled approaches. Sustainability, 11(19), 5343. https://doi.org/ 10.3390/su11195343 DOI: https://doi.org/10.3390/su11195343
Saban, M., Myers, V., Luxenburg, O., & Wilf-Miron, R. (2021). Tipping the scales: a theoretical model to describe the differential effects of the COVID-19 pandemic on mortality. International journal for equity in health, 20(1), 1–6. https://doi.org/10.1186/s12939-021-01470-x DOI: https://doi.org/10.1186/s12939-021-01470-x
Servaes, J. (2017). Introduction: From MDGs to SDGs. In sustainable development goals in the Asian context (pp. 1–21). Springer, Singapore. https://doi.org/10.1007/978-981-10-2815-1 DOI: https://doi.org/10.1007/978-981-10-2815-1_1
Sui, Y. (2020). The Modernization of Higher Education. In Handbook of Education Policy Studies (pp. 129–136). Springer. https://doi.org/10.1007/978-981-13-8343-4_6 DOI: https://doi.org/10.1007/978-981-13-8343-4_6
Tatto, M. T. (2021). Comparative research on teachers and teacher education: global perspectives to inform UNESCO's SDG 4 agenda. Oxford Review of Education, 47(1), 25–44. https://doi.org/10.1080/03054985. 2020.1842183 DOI: https://doi.org/10.1080/03054985.2020.1842183
Ullah, A. A., Lee, S. C. W., Hassan, N. H., & Nawaz, F. (2020). Xenophobia in the GCC countries: migrants' desire and distress. Global Affairs, 6(2), 203–223. https://doi.org/10.1080/23340460.2020.1738951 DOI: https://doi.org/10.1080/23340460.2020.1738951
Unterhalter, E. (2019). The many meanings of quality education: Politics of targets and indicators in SDG 4. Global Policy, 10, 39-51. https://doi.org/10.1111/1758-5899.12591 DOI: https://doi.org/10.1111/1758-5899.12591