Abstract
Quality educational institutions are strategic tools for accelerating the attainment of Sustainable Development Goals (SDGs). All the 17 SDGs are interlinked. For instance, quality education (SDG4) reduces poverty (SDG 1,2) and inequalities (SDG10) and stimulates good health and wellbeing (SDG3). The paper applied unorthodox theoretical postulations such as convergence models, intergovernmentalism, neofunctionalism and neorealism in explaining how functional (educational) institutions are a necessary enabling environment in accelerating the attainment of SDGs. Empirically, the paper identified unclear modus operandi, lack of political will, political instability, small and fragmented markets and economies with heterogeneous characteristics, and lack of standardization of product and procedures, among other factors, as constraints to sustainability in tertiary education. A Vector Autoregressive (VAR) model was employed using data from 51 Sub-Saharan countries. The three variables were gross domestic product per capita (GDPP), governance and tertiary education expenditure. Results indicated significant short-run unidirectional causality from gross domestic product per capita and tertiary education expenditure to governance, but joint short-run causality was not established. However, transmission effects across the three variables became significant as the number of years increased to ten years. The study recommends a holistic approach from policymakers in order to ensure sustainability in tertiary education due to interlinkages, with emphasis placed on direction of causality.
Highlights
IntroductionThe Global Goals, known as the 17 Sustainable Development Goals (SDGs), which were agreed upon in 2015 by the United Nations member states, are fundamentally aimed at improving welfare indicators by 2030
The three indicators reflect some degree of stability at this point, there is some level of oscillation of gross domestic product per capita (GDPP)
The general level of convergence reflected in the GDPP variable could be attributed to the “macroeconomic convergence criteria”, which has been largely adopted by some member countries in their respective regional economic communities [19,43]
Summary
The Global Goals, known as the 17 Sustainable Development Goals (SDGs), which were agreed upon in 2015 by the United Nations member states, are fundamentally aimed at improving welfare indicators by 2030. These goals are intertwined in such a way that improvement in one area usually leads to improvement in one or more other indicators due to causality and multiplier effects. There is vast literature that indicates that quality education (SDG 4) is a strategic tool towards the attainment of poverty reduction as well as for addressing inequalities and stimulating good health and wellbeing (SDG 1,2,3,4,10) [1,2,3,4,5]. To achieve quality education, there is need for quality institutions, which are strategic tools in disseminating knowledge and information on SDGs and other related subjects
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