Transcript Indicators to measure the effectiveness of the implementation of the UNECE Strategy for ESD Expert group Indicators for ESD drs.

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
0
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.
1
Objectives :
1) Ensure that policy, regulatory and operational
frameworks support ESD
2) Promotion SD through formal, non-formal and
informal learning
3) Equip educators with the competences to include
SD in their teaching
4) Ensure that adequate tools and materials for ESD
are accessible
5) Promote research on and development of ESD
6) Strengthen cooperation on ESD at all levels within
the UNECE region.
2
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
3
The expert group :
Representatives from: Armenia, Austria, Canada (via email), 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
4
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.
5
We look for an evaluation model that covers :
a) the process of implementation
b) 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
6
Background for our work : Evaluation model
Check List
……. Y/n
……. Y/n
TYPE 1
Type 0
Current
Situation
(baseline)
Policy Framework
TYPE 2
input
Direct /
Indirect
Throughput
activities
TYPE 3
Output
Effects,
Impact
On SD
Outcome TYPE 4 outcome
T=0
2015
7
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 !
8
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
9
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
10
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.
11
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.
12
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 !
13
Thank you for your attention
14