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.
Recommended