Evaluating Learning Performance in Education for Sustainable Development (ESD): Case Studies from Regional Centres of Expertise on ESD in East Asia

Event: PERL 2nd International Conference, Berlin
Date: March 2012

As the UN Decade for Education for Sustainable Development (DESD) nears its end in 2014, the impact of education in attaining a more sustainable future and the scale of ESD’s implementation is a key issue. The challenge now is to measure the extent to which ESD has been implemented and to identify methods to further mainstream these important learning processes in a systemic manner. The United Nations University Institute of Advanced Studies (UNU-IAS) and the Institute for Global Environmental Strategies (IGES) initiated a collaborative research project in close cooperation with UNESCO’s Bangkok Office in early 2011.
This project focuses on monitoring and evaluation of ESD and aims to establish regionally-relevant indicators of ESD to assess the implementation that has occurred under DESD in individual countries across Asia. The current research takes a two-fold approach by quantifying aspects of countries’ current status and context of ESD implementation through work with national ESD focal points and also by assessing the qualitative aspects of good practice cases in cooperation with Regional Centres of Expertise on ESD (RCE). This paper presents five good practice cases collected from RCEs in Japan, the Republic of Korea and the People’s Republic of China. A qualitative evaluation of these cases is made to identify success factors, strengths and weaknesses in regards to effective ESD learning performance across these countries.