This contribution deals with the SDGs (Sustainable development goals adopted by the United Nations in 2015) and especially the goal 4 which aims to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (United Nations 2015). It takes into account the asked question of this symposium : How is it possible to think the question of the redistribution without being located in a sustainable development perspective?. Theoretically, the contribution takes roots on the concept of « apparatus » of Foucault (Charlier & Croché 2013). The data comes from texts produced from 1980 to 2017 by the United Nations and the UNESCO and the analysis of educational policies adopted in the North (Belgium, France) and the South (Senegal). Concretely, in this communication, we will treat the effects the ODD 4 start to produce on the educational policies in Europe and Africa. Starting with the ideas according to which the ODD activate a “sustainability apparatus (in Foucault sense)” and that the new human expected is a Homo Sustainabilis (HS) (Croché 2015), we will see initially which type of education is now expected by the international organizations. From the point of view of the results, we will see then concretely that the idea of sustainability and the policies to which they lead are in line with the policies of effectiveness, equal opportunity and recognition of the differences, at the same time in North and the South. The SDGs includes all the levels of education and seeks that for 2030 all children could profit and finish a primary and secondary education leading to learning outcomes relevant and effective (UNESCO 2015). Universality and inclusion of all are central since this strategy specifies that it is necessary to pay attention to the education of weakened peoples (as disabled, indigenous people, migrants). The SDGs places the emphasis on non-formal and private teaching. Their implementation should fully take into consideration local and national contexts, as well as the necessity to respect local and traditional knowledge, indigenous wisdom and practices. In a “sustainability apparatus”, as each people count (Biggeri & Ferrannini 2014), efforts are makes to give way to diversity.

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