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Objectives : Ensure that policy, regulatory and operational frameworks support ESD Promotion SD through formal, non-form PowerPoint Presentation
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Indicators to measure the effectiveness of the implementation of the UNECE Strategy for ESD Expert group Indicators for ESD drs. R.M. van Raaij, ministry LNV, the Netherlands.

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Indicators to measure the effectiveness of the implementation of the UNECE Strategy for ESDExpert group Indicators for ESDdrs. R.M. van Raaij, ministry LNV, the Netherlands

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Background:Strategy for ESD (Vilnius, March 2005):To facilitate the introduction and promotion of education for sustainable development (ESD) in the UNECE region to the realisation of our common vision.The Aim of the Strategy:To encourage UNECE member States tot develop and incorporate ESD into their formal education systems, in all relevant subjects, and in non-formal and informal education.

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Objectives :

  • Ensure that policy, regulatory and operational frameworks support ESD
  • Promotion SD through formal, non-formal and informal learning
  • Equip educators with the competences to include SD in their teaching
  • Ensure that adequate tools and materials for ESD are accessible
  • Promote research on and development of ESD
  • Strengthen cooperation on ESD at all levels within the UNECE region.
slide4

The process of developing indicators

  • Establishment of Expert group following Vilnius
  • Mandate: “to develop indicators to measure the effectiveness of the implementation of the strategy.
  • Four meetings scheduled
  • Setting up a “framework”
  • Translating objectives into questions : what do we need to know, what do we want to know, which data are available, what methodology is available
  • State of the art: constructing indicators out of these questions
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The expert group :

Representatives from: Armenia, Austria, Canada (via e-mail), France, Greece, Italy, Lithuania, Netherlands, Russian Federation, Slovenia, Sweden, United Kingdom, UNESCO, CA Interstate Working group on EE and ESD, ENSI, Ecoforum were designated; Germany will join for the future meetings; UNECE – the Secretariat

Meetings :

September 2005 Ede (Netherlands)

October 2005 Geneva

To come:

March 2006 Vienna

May 2006 The Hague

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Developing the concepts, take into account :

  • Sustainable Development is not a fixed goal, but a developing concept, process oriented
  • “Learning” is a broad concept, especially in ESD regarding to non-formal and informal education.
  • Education refers to knowledge, but also to attitude, values, skills, competences, behaviour.
  • Methodology may be demanding in some respect
  • Data are not always available, besides some in the field of formal education
  • Education contributes to SD we trust and can be described in an logical chain, We can’t “proof” SD as a result from education alone.
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We look for an evaluation model that covers :a) the process of implementationb) The effectiveness of the implementation (as a qualitative feature of both the process and long-term effects of ESD).And that helps to:c) distinguish between different types of indicators in relation to different phases of the process of implementation

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Background for our work : Evaluation model

Policy Framework

Check List

……. Y/n

……. Y/n

TYPE 1

TYPE 2

input

Direct /

Indirect

Effects,

Impact

On SD

Throughput

activities

Type 0

Current

Situation

(baseline)

TYPE 3

Output

Outcome TYPE 4 outcome

T=0

2015

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An example:

  • Policy : to promote recycling of glass
  • Input : a campaign for collecting used glass
  • ( target groups, Budget, media)
  • Throughput : TV-spots, posters, brochures
  • Output : number of people informed ?, awareness of the problem ?, people that can reproduce the message ? …………………..
  • Outcome: Knowledge ? Attitude ? Behaviour ? Or …..
  • Expected Effects: more glass collected for recycling !
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So, different TYPES of indicators

Type 0 : base-line data: showing the existing situation in relation to an issue at a certain point in time

Type 1: Checklist indicators : provide information on initial policy, legislation, regulatory and governance measures taken by a government in order to implement the Strategy

Type 2: Input Indicators : provide information on a broader spectrum of activities taking place in terms of conducting activities on ESD

Type 3: Output Indicators : provide information on the result of these activities

Type 4: Outcome indicators : provide information on the possible impact due to the implementation of the strategy, in particular its qualitative aspect in terms of values, attitudes and choices in favour of SD

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Translating objectives into indicators:

  • State of the art.
  • Construction of the evaluation model
  • Closely reading of the 6 objectives and text in the Strategy
  • Formulating the underlying questions (ca. 80)
  • Look into : required/proposed, Type, Phase of
  • implementation, sources and availability.
  • Now : for each objective we construct a group of indicators on underlying questions
  • To come : further construction and validation
  • Example : under Objective 1 in our Table (in your documents
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Further process:

  • First draft of indicators prepared and submitted for comments to
  • Steering Committee (December 2005)
  • With regard to the issue of “indigenous people” (not a separate objective) it is proposed that a description on how their knowledge is conserved, used and promoted, be considered as an indicator
  • Indicators to be brought in line with UNESCO reporting on the
  • Decade for ESD, and with available data from other educational monitoring systems.
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At the next meetings the experts :

  • will focus on consistency and validation and deletion of duplications in the draft
  • Will work further on the grouping of underlying questions in order to develop aggregated indicators
  • Will prepare give handout and guide for use of this indicator system
  • Prepare for adoption by the Steering Committee in 2006.
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The expert group gives into consideration :

  • With respect of difference between States, each state should consider a baseline report of the situation in 2005, which is useful to measure progress
  • Into each country the possibility of a monitoring system should be determined. In national action plans the objectives should be formulated as operational goals.
  • observation: Through the nature of the Strategy it selves most of indicators seems to be “checklist” or “input”type ! We are aware, but its not in our mandate to change that.
  • This system of evaluation is not for benchmark or reporting only : in line with the spirit of the Strategy we should celebrate progress, share good practices and LEARN !