Diapositiva 1

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WORKING GROUP C What are the QC for ESD in the
light of national and International Educational
Quality Standards?
Roel Van Raaij Karin Sollart Michela Mayer
From where we come Universities Public
educational administrations Public environmental
administrations NGO International
Institutions International projects National
projects .
To what we are interested? EE ESD What
is ESD Quality (for a subject as ESD that is in
discussion) Policy Strategies Practices Curricula
and schools Formal-informal education
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KEY PRESENTATIONS Karin Sollart Report form
the UNECE expert group on indicators for the
effectiveness of the implementation of the
strategy Daniella Tilbury IUCN-CEC/UNESCO/MacQuar
ie University project, to assist the task of
monitoring progress and achievement for the
Decade in the Asia Pacific Region. Michela Mayer
The search for Quality criteria as a
participatory learning strategy an Italian
proposal for Interregional quality indicators
systems for EE oriented to SD. Karin Sollart
Example from Flemish Belgium. Quality Criteria
for ESD. Target group teachers and educational
tools producer.
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MACRO
MICRO
Next practices
Best practices
Good practices
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• Conclusions
• Discussion on Quality
• In Education Quality is related more to
  processes then to products. Educational
  processes cannot be captured in strict standards
• ESD ask for a mind shift about what is needed in
  quality evaluation, from accountability to
  evidence based quality development
• We accept that numbers are often not
  meaningful, other ways of evaluation such as
  examples, good practices, descriptions are more
  underpinning the evolving concepts of ESD
• ESD will contribute to the changes of behaviors
  needed for SD. It is an important component of
  the complex approach that is needed but cannot
  be evaluated by the attained changes.
• The outcomes of ESD is education as such more
  critical thinker, more action competences, .

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• What our needs are?
• Quality indicators could be an important
  instruments for quality enhancement of ESD,
  because they ask for reflection and action
  research on the meaning and on the practice of
  ESD. But they require time and they change with
  time.
• International collaboration and exchanges could
  guide/help the process of finding meaningful
  local indicators
• There is a need for an information exchange
  mechanism on ESD (eg. a clearing house) to insure
  the transparency and exchange of information on
  policy, legislation, research, good practices,
  etc., for experts and policy makers at
  international and national levels
• Main question How we can convince decision
  makers of the need of this mind shift and of a
  new approach to quality evaluation?

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Recommendations to EU

• More possibilities/funding for
• International/European exchange on good practices
  on ESD Evaluation and Quality
• Research on changes and on how education can
  contribute to changes
• Integrate ESD and ESD evaluation needs with
  other cross-curricular themes (as citizenship,
  democracy, ) changes happens at the borders
• Provide opportunities to discuss and integrate
  the ESD vision of quality in different
  departments and at different governmental levels
• Integrate explicitly ESD competencies (and
  possibly use them as an umbrella) in the on going
  projects on European Key-competences (in
  citizenship, but also in entrepeneurships, as
  proposed by Australian experience)
• Use existing European or International tools (as
  PISA, eurobarometers,,..) for collect more
  information on changes in knowledge and attitudes
  useful for SD and ESD