Conclusion

Education 2030, the framework for action over the next 15 years, was adopted at the high-level meeting convened before the Education Commission of the 38th UNESCO General Conference in November 2015. Through Education 2030, the draft framework for action that was presented and discussed at the World Education Forum (WEF) in Incheon has been formally put into action. Still, the post-2015 process is just at the outset of operationalizing the targets included in the fourth Sustainable Development Goal (SDG4). As discussed in this volume’s respective chapters, the discourse up until WEF-Incheon had focused on preparing the common normative ground. Substantial discussions continue about translating rather abstract targets into concrete practices and indicators. Since the Sustainable Development Summit in September 2015, the focus of discussion has shifted to technical and operational levels, and the units of interaction tend to be smaller and more specific than when the whole education community was involved in the common objective of establishing the global agenda. The couple of years leading up to WEF-Incheon and the SDG Summit, the period during which the attention of the global education community converged on developing the post-2015 agenda, was therefore an unparalleled opportunity to capture the dynamics among actors and the changing characteristics of the structure.