Tomorrow Today

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• Learning to be

• Learning to know

• Learning to live together

• Learning to do.

The objectives of these proposed pillars intersect and share common-

alities, each contributing to the formation of a whole. Learning that

goes beyond the instrumental view of education helps to realise the

full human potential, thus allowing individuals to lead lives that

they value.

To this end, the vision of this report could also be seen not so

much in terms of education as in terms of learning and learning

outcomes. The four pillars could be used as one of the elements

to inform the proposed assessment framework for ESD learning

outcomes, as they provide a broad scope and allow space for the

interpretation that is necessary to reflect the differences at regional,

national and local levels.

DESD Monitoring and Evaluation process: Learning for a Sustainable

World report series

The DESD Monitoring and Evaluation process, which spans the life

of the decade, comprises three distinct phases, each with a specific

focus:

• 2007–2009: Phase I – focusing on contexts and structures for ESD

• 2007–2011: Phase II – focusing on processes and learning for ESD

• 2011–2014: Phase III – focusing on outcomes and impacts of the

DESD

Findings from each phase will inform a report.

Since ESD-related learning is still in its very early stages, there

was a lack of existing baseline data to inform the process. Efforts

in the Europe/North America and Asia/Pacific regions to develop

ESD-related assessment frameworks are commendable and have

informed the development of the monitoring and evaluation process

for the decade at the global level. The database of ESD

indicators is slowly but surely developing with every

phase, as are the ways to capture valuable information.

This database could help countries monitor how well

they address all the dimensions of sustainable develop-

ment and contribute to developing a shared regional

and national vision, which is in fact a requisite for ESD.

The body of work achieved through the monitoring

and evaluation process for the decade could also be

used to develop new and innovative ways of captur-

ing ESD-related information. The area of ESD-related

monitoring and evaluation is weakly researched and is

a process that is currently being developed in a number

of universities around the world.

The monitoring and evaluation process for the

decade at the global level has also created awareness

in countries about the importance of assessment and

to this end, the capacity-building that is necessary. The

momentum that has been created by the process needs

to be built on and further strengthened.

The lessons learned, the database of indicators

developed, and the methods that were used to assess

the different phases of the monitoring and evaluation

process for the decade at the global level provide a rich

and informative body of knowledge that could contrib-

ute to informing the development of the assessment

framework for the learning outcomes of ESD.

Education for All: enhancing the quality of education

The Dakar World Education Forum in 2000 took the clear

position that all human beings have the right “to benefit

from an education that will meet their basic learning needs

in the best and fullest sense of the term.” It echoed the

Delors Report in advocating an education that includes

“learning to know, to do, to live together and to be.”

Learning throughout life: a requisite for a sustainable future