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 Educational evaluation 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

5. Globalization Interconnections Drivers and accelerants Homogenization Consequences

6. 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

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

9. 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

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

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

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

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

14. 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?

15. Contemporary Trends in Canada Professional Designations for Evaluators: Credentialed Evaluator –Having the necessary educational and practical experiences to warrant professional recognition

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

17. Issues Controversy Transparency Democracy Caution Quality

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

19. CUEE Goals Principles Implementation Progress