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This chapter will examine the interplay among actors who took part in the process of consensus building towards a post-2015 education agenda via different channels of global governance, including both formal and informal channels.

Most of the forums and entities established as part of the global governance structure are composed of representatives from UN or UNESCO member states, civil society organizations (CSOs) and UN agencies. However, each of these categories has diverse constituent groups; representing these groups is not as straightforward a task as the governance structure seems to assume. Therefore, based on interviews and qualitative text analysis, this chapter will introduce major groups of actors and their major issues of concern, decision-making structure, mode of communication and relationship with other actors. Then, based on an understanding of the characteristics of the various channels and actors, it will present the structural issues that arose during the analysis of post-2015 discourse and the educational issues that emerged as the shared concerns of the ‘education community’. While most of the analysis to untangle the nature of discourse relies on qualitative analysis of texts and interviews, the end of this chapter will also demonstrate the trends of discourse in quantitative terms.

What was the post-2015 discourse for the so-called education community, which in itself has an ambiguous and virtual existence? The keywords post-2015 and post-EFA provide us with an opportunity to untangle how shared norms and codes of conduct were shaped at the global scale.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

This chapter highlights the characteristics of Asia through the analysis of policy-related documents by five donor countries, namely Japan, South Korea, China, India and Thailand. It will also examine the roles played by regional bodies such as the Southeast Asian Ministers of Education Organization (SEAMEO) and ASPBAE (the Asia South Pacific Association for Basic and Adult Education) as the horizontal channels influencing aid policies in respective countries. Together with the analysis of the national and organizational policies, the regional process of building consensus on the post-2015 agenda is examined, with a particular focus on the Asia-Pacific Regional Education Conference (APREC) held in August 2014.

The analysis reveals that the region has two faces: one is imaginary and the other is functional. There is a common trend across Asian donors to refer to their historical ties with regions and countries to which they provide assistance and their traditional notions of education and development. They highlight Asian features in contrast to conventional aid principles and approaches based on the Western value system, either apparently or in a muted manner. In this sense, the imagined community of Asia with common cultural roots is perceived by the policymakers across the board.

At the same time, administratively, the importance of the region as a stage between the national and global levels is recognized increasingly in the multilateral global governance structure. With this broadened participatory structure, as discussed in the chapter ‘Post-EFA Global Discourse: The Process of Shaping the Shared View of the ‘Education Community’’, the expected function of the region to transmit the norms and requests from the global level and to collect and summarize national voices has increased.

To perform a detailed analysis of the inherent complexities in achieving the 9th Sustainable Development Goal (SDG), it is necessary to understand the procedures used by member states delegations to follow-up and review the progress made in implementing the SDGs and targets as mandated in the A/RES/70/1 Resolution adopted by the General Assembly on September 25, 2015 (U.N. General Assembly, 2015); best known worldwide as ‘Transforming our world: the 2030 Agenda for Sustainable Development’. Hence, this chapter aims at providing an overview of sustainability reporting practices to the U.N. High-level Political Forum on Sustainable Development (HLPF). It starts by reflecting on the U.N. landmark events from which the 2030 Agenda emerged and the political and cultural context prevailing at that time. Afterward, it argues on the guidance documents issued by HLPF for following up and reviewing individual countries’ progress. The most controversial issue covered in this chapter undoubtedly concerns information gathering. This issue is because stakeholders consistently question the accuracy of data being provided, not only on Voluntary National Reviews (VNRs) but also on corporate sustainability reports. Therefore, the chapter also covers the guidelines of independent external organisations such as the Global Compact Initiative (GCI) and Global Reporting Initiative (GRI) used by firms to legitimate sustainability reporting content and increase reliability. Finally, this chapter concludes with a brief description of required procedures to submit and present VNRs.