DESD Global Monitoring and Evaluation process

DESD Global Monitoring and Evaluation process Aline Bory-Adams Chief, DESD Coordination Section UNESCO

INTERNATIONAL IMPLEMENTATION SCHEME Vision building & advocacy Consultation & ownership Partnership & networks Capacity building & training Research & innovation Use of ICTs Monitoring & Evaluation

DESD MONITORING & EVALUATION PROCESS Phase I: 2007-2009 focussing on contexts and structures of work on ESD • 2009 DESD GLOBAL REPORT ON CONTEXTS & STRUCTURES OF WORK ON ESD • Phase II: 2009-2011 focussing on process and learning initiatives related to ESD • 2011 DESD GLOBAL REPORT ON PROCESSES & LEARNING INITITIAVES RELATED TO ESD • Phase III: 2011-2014 focussing on impacts and outcomes of the DESD • 2014 DESD GLOBAL REPORT ON IMPACTS & OUTCOMES OF THE DESD

GLOBAL MONITORING & EVALUATION FRAMEWORK QUESTIONNAIRE COMPLEMENTARY RESEARCH GLOBAL MONITORING & EVALUATION FRAMEWORK UNESCO’S EVALUATION PORTFOLIO LONGITUDINAL ASSESSMENTS MULTI- STAKEHOLDER CONSULTATION PROCESS (MSCP)

PHASE 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

PHASE I: KEY FINDINGS • Meanings of ESD • UN Contribution to the DESD • ESD national coordination bodies • ESD in national policy documents • Interdepartmental governmental cooperation on ESD

PHASE I: ACTION AREAS FOR THE SECOND HALF OF THE DESD • 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 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: KEY CHALLENGES • ESD NOT EASILY UNDERSTOOD • DIFFICULTIES IN EVALUATING ESD • INSUFFICIENT FINANCIAL SUPPORT • LACK OF REGIONAL COOPERATION • ENGAGING AUTHORITIES & STAKEHOLDERS IN THE M&E PROCESS

PHASE 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.

SOME CONCLUSIONS • 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

DESD Global Monitoring and Evaluation process