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Monitoring and Evaluation in a Globalized Society

Monitoring and Evaluation in a Globalized Society. Brad Cousins, University of Ottawa Ottawa, Canada Communication Series: Session 1 Yaound é, Cameroon Oct. 1, 2010. Overview. Educational evaluation in a global society Contemporary Trends in Canada

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Monitoring and Evaluation in a Globalized Society

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  1. Monitoring and Evaluation in a Globalized Society Brad Cousins, University of Ottawa Ottawa, Canada Communication Series: Session 1 Yaoundé, Cameroon Oct. 1, 2010

  2. Overview • Educationalevaluation in a global society • Contemporary Trends in Canada • Professional designations for evaluators • Consortium of Universities for Evaluation Education (CUEE)

  3. Genres of Educational Evaluation • Role of science in educational evaluation • Educational evaluation and capacity building • Educational evaluation as learning and discovery • Educational evaluation in a political world

  4. Globalization • Interconnections • Drivers and accelerants • Homogenization • Consequences

  5. Implications for educational policy and practice • New and more complex skills for knowledge society • Neo-liberal economic political theory and New Public Management (NPM) • Moral political discourse

  6. Implications for educational evaluation • Globalization, educational policy and practice, and evaluation • Direct globalization influences

  7. What are the proper purposes for evaluation? • Government vs. governance • Consistency vs. diversity • Customer service vs public service • Apolitical assurance vs. social critique • Choice/value vs. deliberation/contestation • Learning systems vs. learning

  8. What roles should evaluators play? • Expanding competencies • Diversification of roles • teacher • capacity builder • developer • advocates of diversity, democracy, dialogue • facilitator

  9. What evidence should count in evaluation? • NMP requirements and assumptions • Complexity of international comparisons • Mixed methods, epistemologically appropriate methods • Fit with policy milieu?

  10. How should evaluations be carried out to ensure validity? • Methodological territorialism • Essentiality of localness • Process data

  11. How and when to involve stakeholders? • Voices of community in large scale? • Participation for what? Whom? • Democratic interests • Cross-cultural interests

  12. How should evaluators meet demands for quality assurance? • Increasing technical demands • Traditionalistic checks and balances • Training in the context of diversification of role and competencies?

  13. Contemporary Trends in Canada • Professional Designations for Evaluators: Credentialed Evaluator • Having the necessaryeducational and practicalexperiences to warrant professional recognition

  14. Process • Drivers / identified needs (2005) • Consultation (2006-2007) • membership, employers • Decision (2007, CES Council) • Development (2007-2009) • Implementation (2010)

  15. Issues • Controversy • Transparency • Democracy • Caution • Quality

  16. Consortium of Universities for Evaluation Education • Initial meeting (Oct 2006) • 11 selected universities • 2nd meeting (Feb 2008) • Draft Business Plan • Formal launch (March 2008)

  17. CUEE • Goals • Principles • Implementation • Progress

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