UNECE Indicators for ESD successful implementation Prof. Michael Scoullos University of Athens Chairman, MIO-ECSDE, GWP-med, Coordinator, MEdIES Chairman, Greek National Commission of ΜΑΒ UNESCO UNECE’s Initiative on ESD Green light for the development of a UNECE regional Strategy on ESD during the 5th Ministerial “Environment for Europe” Conference, (Kiev, 2003). Drafting was a challenging exercise for everybody: Environment and education ministries, UNESCO, NGOs and other stakeholders through a participatory process. Result: “Strategy on ESD” Adopted at high level meeting (Vilnius, 2005) UNECE Strategy on ESD GOAL: to encourage the 56 developing and developed countries of the vast UNECE region (and beyond) to develop and incorporate ESD into their formal education systems, in all relevant subjects, as well as in non-formal and informal education and to serve as a flexible framework in order to be adapted to each country’s priorities, specific needs and circumstances. KEY THEMES of SD to be incorporated in all education systems: poverty alleviation, peace, ethics, democracy, justice, security, human rights, health, social equity, cultural diversity, economy, environmental protection, natural resource management. THE EVALUATION MODEL Check List ……………… Y/n Policy Framework ……………… Y/n Indicators TYPE 1 Direct/ Indirect Through put activities TYPE 0 TYPE 3 Output Current Effects, Impact Situation (Baseline) TYPE 4 Outcome T=0 2006 2007 2015 UNECE Strategy for ESD Criteria for successful implementation of the Strategy (quantitative definition of success aggregated per objective) Quality descriptors (clarifying the indicators /subindicators) Indicators for ESD Self-assessment in implementing the Strategy Good practices in ESD The UNESCO evaluation model UNECE INDICATORS of the Implementation of the Strategy They reflect both aspects of the mandate: “the implementation” as a process, and “the effectiveness of the implementation”, as a qualitative feature of the process and the outcome. Not to be seen as a stand alone tool, but rather within a comprehensive implementation framework Nature of Indicators: Quantitative (absolute figures or ratios) & Qualitative (description or rating) Baseline data: Current situation per country (as of 1st Jan. 2005) Types of UNECE indicators “Checklist/baseline indicators” give info on initial policy, legislation, regulatory & governance measures in order to implement the Strategy (e.g. if a coordinating mechanism is in place, translation of the Strategy into national language, etc.) “Input indicators” give info on a broader spectrum of activities for the implementation of the Strategy (e.g. amount of public authority money invested in the ESD materials, etc.) “Output indicators” give info on the results of the aforementioned activities (e.g. number of businesses involved in ESD projects, ratio of trained to non trained educators). “Outcome indicators” give info on the possible impact of the implementation of the Strategy, in particular its qualitative aspect in terms of values, attitudes and choices in favour of SD (e.g. learning outcomes resulting from ESD partnerships, community-based projects and business involvement). (not developed yet) Process so far 2005: UNECE Strategy on DESD 2005: UNESCO Draft Implementation Plan 2005-07: UNECE & UNESCO indicators to the implementation of the UNECE Strategy 2007: Baseline data gathered from countries based on UNECE or UNESCO forms (indicators) 2008: UNECE descriptors to indicators of the strategy 2008: Decision for a UNECE WP on competences to the Strategy OBJECTIVE 1. ENSURE THAT POLICY, REGULATORY AND OPERATIONAL FRAMEWORKS SUPPORT THE PROMOTION OF ESD Sub-indicators 1.1 Prerequisite measures are taken to support the promotion of ESD. 1.2 Policy, regulatory and operational frameworks support the promotion of ESD 1.3 National policies support synergies between processes related to SD and ESD Sub-indicator 1.1.2 Have you appointed a national focal point to deal with the UNECE Strategy for ESD? Description: The national focal point (NFPs) is designated by the Government as the central body in charge of coordinating ESD-related activities under the framework of UNECE Strategy for ESD at the national and international levels. The NFPs is in charge of preparation of the national implementation report (NIR). The NFPs serves also as a mailing box or contact person for the UNECE secretariat.The focal point could be a person or a unit. Some countries have more then one focal point, which implies that communication between them should be well organized. Sub-indicator 1.1.2 Have you appointed a national focal point to deal with the UNECE Strategy for ESD? Relevant quote from the Strategy/ Vilnius framework :42.(Strategy) Each country is responsible for implementing this Strategy. To include SD perspectives throughout education, strong political support will be necessary at all levels of governance. To that end, it is recommended that countries should translate this Strategy into their official language(s), and, as appropriate, language(s) of minorities,and distribute it to the relevant authorities and designate a focal point. 13. (Vilnius framework)To ensure efficient regional governance and communication,focal points for education for sustainable development are required in all UNECE member States and in relevant international organizations. Illustration (examples/good practices/case studies): OBJECTIVE 2. PROMOTE SD THROUGH FORMAL, NON-FORMAL & INFORMAL LEARNING 2.1 SD key themes are addressed in formal education Subindicators 2.2 Strategies to implement ESD are clearly identified Subindicators 2.3 A whole institution approach to SD/ESD is promoted Sub-indicators 2.4 ESD is addressed by quality assessment/enhancement systems 2.5 ESD methods and instruments for non-formal and informal learning are in place to assess changes in knowledge, attitude and practice 2.6 ESD implementation is a multi-stakeholder process OBJECTIVE 3. EQUIP EDUCATORS WITH COMPETENCE TO INCLUDE SD IN THEIR TEACHING 3.1 ESD is included in the training of educators 3.2 Opportunities exist for educators to cooperate on ESD OBJECTIVE 4. ENSURE THAT ADEQUATE TOOLS AND MATERIALS FOR ESD ARE ACCESSIBLE 4.1 Teaching tools and materials for ESD are produced 4.2 Quality control mechanisms for teaching tools and materials for ESD exist 4.3 Teaching tools and materials for ESD are accessible OBJECTIVE 5. PROMOTE RESEARCH ON AND DEVELOPMENT OF ESD 5.1 Research on ESD is promoted 5.2 Development of ESD is promoted 5.3 Dissemination of research results on ESD is promoted OBJECTIVE 6. STRENGTHEN COOPERATION ON ESD AT ALL LEVELS WITHIN THE UNECE REGION 6.1 International cooperation on ESD is strengthened within the UNECE region and beyond Sub indicators (1.1) Sub-indic BACK to 1.1 Prerequisite measures are taken to support the promotion of ESD 1.1.1 Is the UNECE Strategy for ESD available in your national language(s)? 1.1.2 Have you appointed a national focal point to deal with the UNECE Strategy for ESD? 1.1.3 Do you have a coordinating body for implementation of ESD? 1.1.4 Do you have a national implementation plan for ESD? 1.1.5 Are there any synergies at the national level between UNECE ESD process, the UNESCO global process on the UN Decade of ESD, and other policy processes relevant to ESD? Sub indicators (1.2) BACK to 1 Subindi Policy, regulatory and operational frameworks support the promotion of ESD 1.2.1 Is ESD reflected in national policy documents? 1.2.2 Is ESD: (a) addressed in relevant national education legislation/regulatory document(s); & (b) included in national curricula and/or standards/requirements; at all levels of formal education? 1.2.3 Is non-formal and informal ESD addressed in relevant national policy and/or regulatory documents and operational frameworks? 1.2.4 Is public awareness in relation to ESD addressed in relevant national documents? 1.2.5 Does a formal structure for interdepartmental cooperation relevant to ESD exist in your Government? 1.2.6 Does a mechanism for multi-stakeholder cooperation on ESD exist with the involvement of your Government? 1.2.7 Are public budgets and/or economic incentives available specifically to support ESD? Sub indicators (2.1) (2.2) (2.3) BACK to 2 Sub-indi SD key themes are addressed in formal Education 2.1.1 Are key themes of SD addressed explicitly in the curriculum/ programme of study at various levels of formal education? 2.1.2 Are learning outcomes (skills, attitudes and values) that support ESD addressed explicitly in the curriculum /programme of study at various levels of formal education? 2.2.1 Are teaching/ learning methods that support ESD addressed explicitly in the curriculum/ programme of study at various levels of formal education? Sub-indi Whole institution approach 2.3.1 Do educational institutions adopt a “whole-institution approach” to SD/ESD? 2.3.2 Are there any incentives (guidelines, award scheme, funding, technical support) that support “a whole institution approach to SD/ESD”? 2.3.3 Do institutions/learners develop their own SD/ESD indicators for their institution/organization? Sub indicators (2.4, 2.5, 2.6) BACK to 2 Sub-2.4 ESD is addressed by quality assessment/enhancement systems 2.4.1 (a) Are there any education quality assessment/enhancement systems? (b) Do they address ESD? (c) Are there any education quality assessment/enhancement systems that address ESD in national systems? Sub-2.5 ESD methods and instruments for non-formal and informal learning are in place to assess changes in knowledge, attitude and practice 2.5.1 Are SD issues addressed in informal and public awareness raising activities? 2.5.2 Is there any support for work-based learning (e.g. for small companies, farmers, trade unions, associations, etc.), which addresses SD issues? 2.2.1 Are there any instruments (e.g. research, surveys, etc.) in place to assess the outcomes of ESD as a result of non-formal and informal learning? Sub- 2.6 ESD implementation is a multi-stakeholder process 2.6.1 Is ESD implementation a multi-stakeholder process? Sub indicators (3.1) (3.2) BACK to 3 Sub- 3.1 ESD is included in the training of educators 3.1.1 Is ESD a part of educators’ initial training? 3.1.2 Is ESD a part of the educators’ in-service training? 3.1.3 Is ESD a part of training of leaders and administrators of educational institutions? Sub- 3.2 Opportunities exist for educators to cooperate on ESD 3.2.1 Are there any networks / platforms of educators and/or leaders/administrators who are involved in ESD in your country? 3.2.2 Are ESD networks/platforms supported by the government in any way? Sub indicators (4) BACK to 4 Sub4.1 Opportunities exist for educators to cooperate on ESD 4.1.1 Does a national strategy/ mechanism for encouragement of development and production of ESD tools and materials exist? 4.1.2 Is public (national, sub-national, local) authority money invested in this activity? Sub4.2 Quality control mechanisms for teaching tools and materials for ESD exist 4.2.1 Do you have quality criteria and/or guidelines for ESD-related teaching tools and materials that are: (a) Supported by public authorities? (b) Approved by public authorities? (c) Tested and recommended by educational institutions? 4.2.2 Are ESD teaching tools / materials available: (a) In national languages?; (b) For all levels of education according to ISCED? Sub-4.3 Teaching tools and materials for ESD are accessible 4.3.1 Does a national mechanism for dissemination of ESD tools and materials exist? 4.3.2 Is public authority money invested in this activity? 4.3.3 Are approved ESD teaching materials available through the Internet? 4.3.4 Is a database of ESD teaching tools and materials in the national language(s): (a) accessible through the Internet?; (b) provided through other channels? Sub indicators (5) BACK to 5 Sub-5.1 Research on ESD is promoted 5.1.1 Is research that addresses content and methods for ESD supported? 5.1.2 Does any research evaluate the outcome of the implementation of the UNECE Strategy for ESD? 5.1.3 Are post-graduate programmes available: (1) on ESD : (a) for Masters level?; (b) for Doctorate level? (2) addressing ESD: (a) for Masters level?; (b) for Doctorate level? 5.1.4 Are there any scholarships supported by public authorities for post-graduate research in ESD: (a) for Masters level; (b) for Doctorate level? Sub- 5.2 Development of ESD is promoted 5.2.1 Is there any support for innovation and capacity building in ESD practice? Sub5.3 Dissemination of research results on ESD is promoted 5.3.1 Is there any public authority support for mechanisms to share the results of research & good practices examples in ESD among authorities & stakeholders? 5.3.2 Are there any scientific publications: (a)specifically on ESD? (b)addressing ESD?` Sub indicators (6) Subindi 6.1 BACK to 6 International cooperation on ESD is strengthened within the UNECE region and beyond 6.1.1 Do your public authorities cooperate in/support international networks on ESD? 6.1.2 Do educational institutions/organizations (formal and non-formal) in your country participate in international networks related to ESD? 6.1.3 Are there any state, bilateral and/or multilateral cooperation mechanisms/agreements that include an explicit ESD component? 6.1.4 Does your Government take any steps to promote ESD in international forums outside the UNECE region?