1. From where we come: Universities Public educational administrations Public environmental administrations NGO International Institutions International projects National projects …………………. To what we are interested? EE ESD What is ESD Quality (for a subject as ESD that is in discussion) Policy Strategies Practices Curricula and schools Formal-informal education Roel Van Raaij Karin Sollart Michela Mayer WORKING GROUP C What are the QC for ESD in the light of national and International Educational Quality Standards?

3. KEY PRESENTATIONS Karin Sollart: Report form the UNECE expert group on indicators for the effectiveness of the implementation of the strategy Daniella Tilbury: IUCN-CEC/UNESCO/MacQuarie University project, to assist the task of monitoring progress and achievement for the Decade in the Asia Pacific Region. Michela Mayer : The search for Quality criteria as a participatory learning strategy – an Italian proposal for Interregional quality indicators systems for EE oriented to SD. Karin Sollart: Example from Flemish Belgium. Quality Criteria for ESD. Target group: teachers and educational tools producer.

4. Next practices Best practices Good practices MACROMICRO

5. Conclusions Discussion on Quality In Education Quality is related more to ‘processes’ then to ‘products’. Educational processes cannot be captured in strict standards ESD ask for a mind shift about what is needed in quality evaluation, from ‘accountability’ to evidence based quality development We accept that ‘numbers’ are often not meaningful, other ways of evaluation such as ‘examples’, good practices, descriptions are more underpinning the evolving concepts of ESD ESD will contribute to the changes of behaviors needed for SD. It is an important component of the complex approach that is needed but cannot be evaluated by the attained changes. The outcomes of ESD is ‘education as such’: more critical thinker, more action competences, ….

6. What our needs are? Quality indicators could be an important instruments for quality enhancement of ESD, because they ask for reflection and action research on the meaning and on the practice of ESD. But they require time and they change with time. International collaboration and exchanges could guide/help the process of finding meaningful “local” indicators There is a need for an information exchange mechanism on ESD (eg. a clearing house) to insure the transparency and exchange of information on policy, legislation, research, good practices, etc., for experts and policy makers at international and national levels Main question: How we can convince decision makers of the need of this mind shift and of a new approach to quality evaluation?

7. Recommendations to EU More possibilities/funding for: International/European exchange on good practices on ESD Evaluation and Quality Research on changes and on how education can contribute to changes Integrate ESD and ESD evaluation needs with other cross-curricular themes (as citizenship, democracy, …): changes happens at ‘the borders’ Provide opportunities to discuss and integrate the ESD vision of quality in different departments and at different governmental levels Integrate explicitly ESD competencies (and possibly use them as an umbrella) in the on going projects on European Key-competences (in citizenship, but also in entrepeneurships, as proposed by Australian experience) Use existing European or International tools (as PISA, eurobarometers,,..) for collect more information on changes in knowledge and attitudes useful for SD and ESD