In Inchon Korea, during the month of May 2015, the final global balance of Education for All (EPT) is held, with the aim of reviewing the achievements since Einstein (1990), Dakar (2000), Einstein (2011) to that date and setting future targets.
The Inchon meeting agrees to incorporate an educational objective into future United Nations development goals and its prospective balance sheet is reflected in the document entitled”Inchon Declaration. Education 2030: towards inclusive and equitable quality education and lifelong learning for all”.
The number 9 of the Inchon Declaration proposes “we are committed to quality education and improved learning outcomes, for which it is necessary to strengthen inputs, processes and evaluation of results and mechanisms to measure progress”(2015).
In other words, the EPT meeting with the SDGs takes place in continuity with the line of work undertaken in the seventies and eighty of the twentieth century, of justified assessment in quality, complementing the notions of inclusion and equity.
That same year, in New York, in September 2015, with the approval of 193 countries, the seventeen Sustainable Development Goals (SDGs) were emerging for the period 2015-2030. The SDGs are the global consensus for the strategic direction of national states’ public policies, the implementation of which has an impact on international financing mechanisms.
The SDGs, and in particular the SDG4, appear to be in line with the transfer of sovereignty from the national to the supranational,typical of the demands of the economic, political, social, cultural and technological model of the fourth industrial revolution in the process of landing. Appropriation of national sovereignty something already put by the first Director-General of UNESCO, Mr Julian Huxley.
The SDGs include number four, called educational quality, which sets the consensus targets and indicators, in the new phase of global standardization of education policies, linked to quality assessment. In fact, the implementation of the SDG4 provides that during the period of validity (2015-2030), all countries must constitute local and independent educational quality assessment bodies.