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 ICTs Monitoring & Evaluation Monitoring & Evaluation Partnership & networks Partnership & networks Capacity building & training Capacity building & training

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

GLOBAL MONITORING & EVALUATION FRAMEWORK GLOBAL MONITORING & EVALUATION FRAMEWORK QUESTIONNAIRE COMPLEMENTARY RESEARCH COMPLEMENTARY RESEARCH 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 FRAMEWORK

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

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 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 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 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 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 CONCLUSIONS