The agenda for SDGs by 2030, and its adoption seeks to incorporate and balance the three dimensions of sustainable development i.e. economic, social and environmental. The new agenda represents a fundamental shift in development thinking by recognising the underlying and dynamic interlinkages between the three dimensions, and by driving universal and integrated development across all countries. The SDGs look to address the root causes of poverty, and how different drivers of change influence and relate to one another to achieve transformation for sustainable development. Within the MDGs, education related to two standalone goals, narrow in scope, addressing gender equality and participation in primary education. Conversely, education is a cornerstone of the post-2015 agenda, as a separate goal, as well as a catalyst for broader change. The new global agenda recognises critical role of education for sustainable development, and the interlinkages between education and transformative change. The programs at the national level addresses the complexity of the task ahead in turning SDG4 into action. Both support for and criticism of Goal 4 and the ADG agenda arose, with organisation and country-level examples emphasising the diversity of the work involved and need for an integrated and collaborative approach in achieving this specific goal.Work that is already ongoing at a country and at organisationallevel clearly demonstrates the relevance of many projects and programmes already in place and will contribute towards achieving it. A lot of efforts are required in the remote areas of the country for a range of activities to be carried out in both formal and non-formal education sectors, and evidence the interconnectedness of education across the entire agenda of SDGs in India.