DESD Global Monitoring and Evaluation process

Aline Bory-Adams

Chief, DESD Coordination Section UNESCO

INTERNATIONAL IMPLEMENTATION SCHEME

Vision building & advocacy

Vision building & advocacy

Research &

innovation Research &

innovation

Consultation &ownership

Consultation &ownership

Use of ICTsUse of ICTsMonitoring &

Evaluation Monitoring &

Evaluation

Partnership &

networks Partnership &

networks Capacity building

&

training

Capacity building &

training

         

Phase I: 2007-2009 focussing on contexts and structures of work on ESD2009 DESD GLOBAL REPORT ON CONTEXTS & STRUCTURES OF WORK ON ESD

Phase II: 2009-2011 focussing on process and learning initiatives related to ESD2011 DESD GLOBAL REPORT ON PROCESSES & LEARNING INITITIAVES RELATED TO ESD

Phase III: 2011-2014 focussing on impacts and outcomes of the DESD2014 DESD GLOBAL REPORT ON IMPACTS & OUTCOMES OF THE DESD

DESD MONITORING & EVALUATION PROCESS DESD MONITORING & EVALUATION PROCESS

GLOBAL MONITORING &EVALUATION

FRAMEWORK

GLOBAL MONITORING &EVALUATION

FRAMEWORK

QUESTIONNAIREQUESTIONNAIRE COMPLEMENTARYRESEARCH

COMPLEMENTARYRESEARCH

MULTI-STAKEHOLDER

CONSULTATION PROCESS(MSCP)

MULTI-STAKEHOLDER

CONSULTATION PROCESS(MSCP)

UNESCO’S EVALUATION

PORTFOLIO

UNESCO’S EVALUATION

PORTFOLIO

LONGITUDINAL ASSESSMENTS

LONGITUDINAL ASSESSMENTS

GLOBAL MONITORING & EVALUATION FRAMEWORKGLOBAL MONITORING & EVALUATION FRAMEWORK

         

       

  PHASE I : CONTEXTS & STRUCTURES OF WORK ON ESDPHASE I : CONTEXTS & STRUCTURES OF WORK ON ESD

• 2009 DESD GLOBAL REPORT - Questionnaire

- Complementary research

- Multi-stakeholder consultation process

- UNESCO’s self-evaluation portfolio (interviews)

- Longitudinal assessments

• AWARENESS-RAISING AMONG STAKEHOLDERS

• REFLECTION & LEARNING PROCESS

         

•Meanings of ESD

•UN Contribution to the DESD

•ESD national coordination bodies

•ESD in national policy documents

•Interdepartmental governmental cooperation on ESD

PHASE I: KEY FINDINGSPHASE I: KEY FINDINGS

         

•Awareness, meaning and scope of ESD

•Reorienting curricula, teaching and learning

•Capacity-building

•ESD-related research, monitoring and evaluation

•ESD synergy with other ‘adjectival’ educations

PHASE I: ACTION AREAS FOR THE SECOND HALF OF THE DESDPHASE I: ACTION AREAS FOR THE SECOND HALF OF THE DESD

         

•ESD resources and materials

•International and regional cooperation

-North-South and South-South cooperation

-Regional Strategies for ESD

•National networking

•Coordination

•Financing

PHASE I: ACTION AREAS FOR THE SECOND HALF OF THE DESDPHASE I: ACTION AREAS FOR THE SECOND HALF OF THE DESD

         

•ESD NOT EASILY UNDERSTOOD

•DIFFICULTIES IN EVALUATING ESD

•INSUFFICIENT FINANCIAL SUPPORT

•LACK OF REGIONAL COOPERATION

•ENGAGING AUTHORITIES & STAKEHOLDERS IN THE M&E PROCESS

PHASE I: KEY CHALLENGES PHASE I: KEY CHALLENGES

         

       

  

PHASE II:PROCESSES & LEARNING RELATED TO ESDPHASE II:PROCESSES & LEARNING RELATED TO ESD

OBJECTIVES

-identify WHAT constitutes processes & learning initiatives for ESD;

- examine WHAT has started to change, what has been learnt in the process of implementing ESD and to what extent it corresponds to the principles of sustainable development;

-identify WHAT learning processes (theories of learning like behaviourism, constructivism, cognitivism) should be promoted to facilitate learning in ESD;

-identify WHO is involved in the processes & learning initiatives for ESD;

-identify HOW the various stakeholders are involved in the processes and learning initiatives for ESD;

-identify WHERE (at what levels) the processes and learning initiatives for ESD are taking place.

         

       

  

•SPACE FOR PLURALISM AND ‘GLOCAL’ MANISFESTATIONS OF ESD AND RELATED `EDUCATIONS`& FORMS OF LEARNING

•FOCUS ON LEARNING IN ALL ITS FORMS

•NEED FOR CAPACITY-BUILDING FOR MULTI-STAKEHOLDER ENGAGEMENT IN SD

•SHIFT FROM ACCOUNTABILTY DRIVEN M&E TO REFLEXIVITY DRIVEN M&E

SOME CONCLUSIONSSOME CONCLUSIONS