centeroКонтуры глобальных трансформаций: политика, экономика, правоOutlines of global transformations: politics, economics, law2542-02402587-9324Center for Crisis Society Studies10.31249/kgt/2022.06.04centero-1299Research ArticleОсобенности современного экономического развитияSpecifics of Modern Economic DevelopmentЦель устойчивого развития в сфере образования: история создания, проблемы имплементации и российский опытSustainable Development Goal in Education: History of Creation, Issues of Implementation and Russian Casehttps://orcid.org/0000-0002-1355-4032ПучковЕ. В.PuchkovE. V.

Евгений Вадимович Пучков - аспирант аспирантской школы по образованию, аналитик Лаборатории образовательного права Института образования Потаповский переулок, д. 16, стр. 10, г. Москва. 101000

Evgenii V. Puchkov - PhD Student, Doctoral School of Education; Analyst, Laboratory for Education Law, Institute of Education

 Potapovsky lane, 16, b. 10, Moscow, 101000

epuchkov@hse.ruНациональный исследовательский университет «Высшая школа экономики»РоссияNational Research University Higher School of EconomicsRussian Federation2022271020231566487Copyright © Пучков Е.В., 20232023Пучков Е.В.Puchkov E.V.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.ogt-journal.com/jour/article/view/1299

Цели устойчивого развития (ЦУР), принятые ООН в  2015  г., являются ведущим проектом в международной политике развития до 2030 г. ЦУР являются инструментом международной кооперации и выработки совместных национальных политик в  различных сферах, включая образование. Данная статья ставит своей задачей анализ процесса формулирования места образования в  более глобальной концепции устойчивого развития, изучение основных проблем национальной имплементации ЦУР в области образования, а  также краткий анализ синергии между национальными целями и задачами развития России в сфере образования. В результате про[1]веденного анализа литературы процесс поиска места и характера образовательной политики в концепции устойчивого развития демонстрируется как поле борьбы международных организаций, оказавшихся основными акторами формулирования международной образовательной политики. Эти споры вкупе с ограниченными возможностями развивающихся стран по достижению ЦУР привели к  системным проблемам в  имплементации и последующей реализации ЦУР в  области образования. Наличие данных проблем, которое отмечается в литературе, подтверждается анализом соответствия целей развития национальной образовательной политики России Целям устойчивого развития. При этом также обнаруживается публичная индифферентность по отношению к ЦУР в области образования со стороны акторов, формулирующих и реализовывающих государственную образовательную политику, которая проявляется в  игнорировании определенного числа задач в  рамках ЦУР. Эти аспекты ставят вопрос о реальной применимости международных механизмов целеполагания в  рамках ЦУР в  сфере образования и о  реальной достижимости этих задач в целом.

The Sustainable Development Goals (hereinafter referred to as the SDGs), recommended by the UN in 2015, are the cornerstone project within the international development policy until 2030. The SDGs are instruments for international cooperation and the development of joint national policies in various fields, including education. This article aims to analyze the process of formulation of education place in a more global concept of sustain[1]able development, to study the main problems of the national implementation of the SDGs in the field of education, as well as to provide a brief analysis of the synergy between national goals and objectives of Russia’s development in the field of education with the SDGs. The literature sources being analyzed, the process of conceptualization of educational policy in sustainable development is demonstrated as a field of struggle between competing views of the international organizations, that turned out to be the main actors in the formulation of international educational policy. These disputes, coupled with the limited ability of developing countries to achieve the SDGs, have led to systemic problems in the subsequent implementation of the SDGs in the field of education. The presence of these problems, expressed in the literature, is confirmed by the analysis of the synergies of the development goals of the Russian national educational policy with the SDGs. At the same time, the indifference towards the SDGs in the field of education is also revealed on the part of the actors formulating and implementing the state educational policy, which manifests itself in ignoring a certain number of tasks within the SDGs. These aspects raise the question of real applicability of international goal-setting mechanisms within the framework of the SDGs in the field of education and the real feasibility.

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The authors declare that there are no conflicts of interest present.