Quality Education As Education For Sustainable Development

The United Nations Decade of Education forSustainable Development (2005 – 2014)DEVELOPING STRATEGIES FOR EDUCATION FORSUSTAINABLE DEVELOPMENT

Regional ESD StrategiesSome salient points of the Strategy of Educationfor Sustainable Development in Latin America &the CaribbeanSome salient points of the Strategy of Education forSustainable Development in the Arab StatesAims to address: Poverty, unemployment & brain drainAims at: Agriculture & water scarcity Increasing literacy rates in the region Desertification & rational use of scarce water resources Strengthening links between the UNDESD and theHIV/AIDS prevention education initiatives Heath awareness Improving educators’ professional development trainingprograms Environmental awareness Political security and demographic stability Developing new educational materials Unsustainable consumption patters Incorporating ESD in all sectors Problems related to increase in pollution Promoting inter-institutional co-ordination Biodiversity conservation Working towards a stronger political will to support ESD Promoting the cause of bio-diversity

Regional ESD Strategies(contd.)Some salient points of Strategy of Education forSustainable Development in Sub-Saharan Africa Strategic Objective 1: Improve political harmonisation andpolitical commitment for the implementation of education forsustainable development at the regional and county level; Strategic Objective 2: Broaden public awareness on and tostrengthen the practice of principles of sustainable developmentboth in individual and collective lives; Strategic Objective 3: Promote education that is supported inAfrican culture and that contributes to sustainable social andeconomic development; Strategic Objective 4: Improve the quality of education forsustainable development; Strategic Objective 5: Consolidate and diversify partnershipsaround education for sustainable development.Some salient points of UNESCO Asia/Pacific ESDStrategyAims to address:Information & awareness (eco-media, media literacy, ICTs) Knowledge systems (learning for local & indigenous knowledge) Environmental protection & management (biodiversity, climatechange) Peace & equity (conflict resolution & peace) Local context (community development) Transformation (rural transformation, urbanisation) Culture (diversity and intercultural understanding) Cross-cutting issues & themes (human rights, citizenship) Health (HIV & malaria) Environmental education (environmental awareness, pestmanagement) Engagement of leaders (professional training courses, executiveeducation)

Monitoring & Evaluation for DESDImplementation- WHY?INTERNATIONAL IMPLEMENTATION SCHEMEVision building &advocacyConsultation &ownershipResearch &innovationPartnership &networksCapacity building&trainingUse of ICTsMonitoring &Evaluation

Global Monitoring & EvaluationFramework (GMEF)M&EQUESTIONNAIRECOMPLEMENTARYRESEARCHGLOBAL MONITORING AKEHOLDERCONSULTATION PROCESS(MSCP)UNESCO’SEVALUATIONPORTFOLIO

GMEF: Fundamental principles1.2.3.4.5.4 objectives of the Decade4 ESD thrusts;UNESCO’s two related roles;Key features of ESD;Three pillars of SD culture as a crosscutting theme;6. Qualitative and quantitative assessments;7. Relates to existing M&E systems of otherUN global initiatives (EFA,Educaids,MDGs);8. Coherent with regional DESD M&Einitiatives.

Implementing the GMEFHOW?INTERNATIONAL IMPLEMENTATION SCHEME (IIS)The UN DESD Global Monitoringand Evaluation Expert Group(MEEG) frames the evaluation andprovides ongoing adviceGLOBAL MONITORING AND EVALUATIONFOR DESDGlobal Monitoring and EvaluationFramework (GMEF)QuestionnaireComplementaryResearchCompleted by NatComs.Encouraged to engagestakeholdersQuestionnaires submitted toROsTo enrich the infogathered byquestionnaires, additionalresearchwill be carried out tocapturesnapshots of activitiesRegional teams ofconsultants are appointedfor collating and analysingdata.They are asked to identifyregionalanalysis andtrends.REGIONALSubmissionsGlobal MultiStakeholderProcess5-7 Global StakeholderNetworks will be asked tocompile data tosupplement regionalresearchStakeholder groupleadersUNESCO Regional Offices, DESDReference Group, UNECE ExpertGroup and others consulted.LongitudinalAssessmentUNESCOSelf AssessmentProgressStudies which track longterm changes in ESDstructures, processes andoutcomesAn assessment consistingof a portfolio of evidenceand reflective selfevaluationUNESCOChair sLeadGlobalProgressReportCoordinatorDESDSect. MEEGGLOBAL PROGRESS REPORT

GMEFComponent 1: questionnaireDATA COLLATION TEMPLATEDATA GENERATED FROMQUESTIONNAIRECOMPLEMENTARYRESEARCHUNESCO NationalCommissions local & regional stakeholderinputs

GMEFComponent 1: questionnaireWhat do the findings reveal?EUROPE & NORTH AMERICA : AT A GLANCESTRENGHTS Attitude of optimism; Global assessment of ESD provisions are very favorable; ESD legislation tends to target primary & secondaryeducation; Public budgets & economic incentives are available forESD; Key ESD themes addressed : Acting with respect forothers;Acting responsibly;Critical reflective thinking. Key SD themes addressed: Water; Health; Disasterprevention.RESPONSE RATE : 33%19/56 countries have completed the questionnaireOBSTACLES & CHALLENGES Lack of sufficient financial support; Difficulties in evaluating ESD; Assistance needed: Teacher training for ESD at primary & secondary levels ofeducation; in reorienting curricula for ESD; in improving legal & regulatory measures;Non formal & informal education supported by govts, aswell as NGOs and educational institutions. In training teachers for ESD Regional & international co-operation for ESD is relativelyhigh

GMEFComponent 1: questionnaireWhat do the findings reveal?ARAB STATES : AT A GLANCESTRENGHTS16/19 countries have completed the questionnaire Global assessment of ESD provisions shows a favorabletrend; ESD legislation tends to target formal education, primary &secondary education; 4/19 countries have a budget specifically for ESD; Key ESD themes addressed : critical reflective thinking,understanding complexity and systems thinking. Key SD themes addressed: Peace and human security,conflict resolution; Biological Diversity, Climate changeTeacher training for ESD at primary & secondary levels ofeducation; further education and informal education lackESD trainers. RESPONSE RATE : 84%ESD tools available for primary & secondary levels ofeducation.OBSTACLES & CHALLENGES Non availability of resource materials inArabic (policy development, curriculadevelopment and teacher training). Not enough financial support; Coordination between countries andinstitutions on ESD Concept of ESD is not easily understood. Lack of regional cooperation (South-SouthCooperation and North-South Cooperation). Role of NGOs vis-à-vis ESD promotion is notwell defined. Need a regional roadmap to promote ESD.

GMEFComponent 1: questionnaireWhat do the findings reveal?LATIN AMERICA & THE CARRIBBEAN : AT A GLANCESTRENGHTS9/33 countries have completed the questionnaire ESD has good support in the region. Global assessment of ESD provisions shows a favorabletrend; ESD legislation tends to target primary & secondaryeducation; Key ESD themes addressed : critical reflective thinking,futures thinking, acting responsibly locally and globally. Key SD themes addressed: Peace and human security,natural resource management, climate change, rural &urban development. RESPONSE RATE : 27.3%ESD tools available at primary & secondary levels ofeducation.OBSTACLES & CHALLENGES Lack of inter-sectoral co-operation. ESD concept is not very clear, difficulties inmoving from theory to action.; Lack of National strategies for ESD in somecountries or the region. Lack of M&E processes for ESD. Lack ofindicators. Low use of ICTs in promotion of ESD. Availability of ESD tools & materialsrelatively low. Lack of international co-operation.

GMEFComponent 2: MSCPWhat do the findings reveal?AT A GLANCESTRENGHTS1.Active engagement of stakeholder networks in thepromotion of ESD as well as SD.2.SD provision (for ex: advocacy policy) shows a favorabletrend3.Collaboration between stakeholder networks for concreteESD-related action7/11 LARGE STAKEHOLDER NETWORKSRESPONDEDRESPONSE RATE : 63%OBSTACLES & CHALLENGES1.Need of clarification of the difference betweenESD and environmental education. Not allstakeholders are aware of the distinction.4.Capacity building & training activities target teachers andtrainers for ESD.5.Participation in developing regional ESD strategies andother ESD related regulatory frameworks2.ESD is seen as formal-education centric. Thatnotion needs to change.6.Funding available for ESD-related research & innovationprojects & programs3.Upscaling ESD activities for lack of funds.4.Maintaining a balance between ESD & SDwork.5.Lack of methodological information abouthow to develop long-term processes of ESD6.Need of educators for sustainability networkto help exchange experiences and knowledgeregarding ESD.7.Favorable response to M&E initiatives. Most stakeholdernetworks monitor and evaluate their ESD-relatedactivities/programs.

What role for the UN & the OECD?1. Serve as a ‘broker’ to facilitate cooperation betweenregions that have made progress in ESD (Europe/NA,Asia/Pacific) and those that are in the first stage oftheir ESD regional strategy development (Africa) in aframework that facilitates North-South cooperationand or North-South/South cooperation.2. Promote and lobby for ESD to be integrated intonational planning processes.3. Disseminate findings of M&E processes throughrelevant channels to inform policy processes4. Promote financial contributions to the cause of ESD.

ConclusionPOLICY FORMULATIONAT NATIONAL & REGIONAL LEVELSREGIONAL ESD STRATEGIESM&E PROCESS

Monitoring & Evaluation Processat the Global levelNot everything that counts can be counted.Not everything that can be counted counts.Albert Einstein

LATIN AMERICA & THE CARRIBBEAN : AT A GLANCE STRENGHTS ESD has good support in the region. Global assessment of ESD provisions shows a favorable trend; ESD legislation tends to target primary & secondary education; Key ESD themes addressed : critical reflective thinking, futures thinking, acting responsibly locally and globally.