1 / 19

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

grazia
Download Presentation

Monitoring and Evaluation in a Globalized Society

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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

More Related