In this paper we are reconsidering which approach to evaluation suits the best to education for sustainable development. We approach the evaluation in education for sustainable development through mapping key points in a technical and participatory approach
to evaluation. In the central part of the paper, based on outlined characteristics, we
propose a sketch of the potential model of a participatory approach to evaluation. The
proposed model is based on interconnection between reflection and action. The principles that shape the model are flexibility, listening, multi-perceptivity, trust, negotiation
and participation which emerge in a complex context. In the final part of the paper, we
are highlighting the necessary steps for achieving a potential model of participatory approach to evaluation as a support to education for sustainable development. For establishment of such a model we need to reach a consensus in understanding the purpose
and expectations of education, to reconsi...der the previous approach to evaluation in education and to increase number of researches on different approaches in evaluation.
Keywords:
evaluation in education / evaluation for sustainable development / technical approach to evaluation / model of participatory approach to evluation
Source:
Quality of education: global development goals and local strategies, 2019, 187-202
Publisher:
Institute for Pedagogy and Andragogy Faculty of Philosophy, University of Belgrade, Serbia
Department of Social Work and Social Pedagogy Centre for Innovation in the Early Years Ghent University, Belgium
Funding / projects:
Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja u Srbiji
TY - CHAP
AU - Purešević, Dragana
AU - Krnjaja, Živka
PY - 2019
UR - http://reff.f.bg.ac.rs/handle/123456789/3680
AB - In this paper we are reconsidering which approach to evaluation suits the best to education for sustainable development. We approach the evaluation in education for sustainable development through mapping key points in a technical and participatory approach
to evaluation. In the central part of the paper, based on outlined characteristics, we
propose a sketch of the potential model of a participatory approach to evaluation. The
proposed model is based on interconnection between reflection and action. The principles that shape the model are flexibility, listening, multi-perceptivity, trust, negotiation
and participation which emerge in a complex context. In the final part of the paper, we
are highlighting the necessary steps for achieving a potential model of participatory approach to evaluation as a support to education for sustainable development. For establishment of such a model we need to reach a consensus in understanding the purpose
and expectations of education, to reconsider the previous approach to evaluation in education and to increase number of researches on different approaches in evaluation.
PB - Institute for Pedagogy and Andragogy Faculty of Philosophy, University of Belgrade, Serbia
PB - Department of Social Work and Social Pedagogy Centre for Innovation in the Early Years Ghent University, Belgium
T2 - Quality of education: global development goals and local strategies
T1 - Participatory evaluation in education for sustainable development
EP - 202
SP - 187
UR - https://hdl.handle.net/21.15107/rcub_reff_3680
ER -
@inbook{
author = "Purešević, Dragana and Krnjaja, Živka",
year = "2019",
abstract = "In this paper we are reconsidering which approach to evaluation suits the best to education for sustainable development. We approach the evaluation in education for sustainable development through mapping key points in a technical and participatory approach
to evaluation. In the central part of the paper, based on outlined characteristics, we
propose a sketch of the potential model of a participatory approach to evaluation. The
proposed model is based on interconnection between reflection and action. The principles that shape the model are flexibility, listening, multi-perceptivity, trust, negotiation
and participation which emerge in a complex context. In the final part of the paper, we
are highlighting the necessary steps for achieving a potential model of participatory approach to evaluation as a support to education for sustainable development. For establishment of such a model we need to reach a consensus in understanding the purpose
and expectations of education, to reconsider the previous approach to evaluation in education and to increase number of researches on different approaches in evaluation.",
publisher = "Institute for Pedagogy and Andragogy Faculty of Philosophy, University of Belgrade, Serbia, Department of Social Work and Social Pedagogy Centre for Innovation in the Early Years Ghent University, Belgium",
journal = "Quality of education: global development goals and local strategies",
booktitle = "Participatory evaluation in education for sustainable development",
pages = "202-187",
url = "https://hdl.handle.net/21.15107/rcub_reff_3680"
}
Purešević, D.,& Krnjaja, Ž.. (2019). Participatory evaluation in education for sustainable development. in Quality of education: global development goals and local strategies
Institute for Pedagogy and Andragogy Faculty of Philosophy, University of Belgrade, Serbia., 187-202.
https://hdl.handle.net/21.15107/rcub_reff_3680
Purešević D, Krnjaja Ž. Participatory evaluation in education for sustainable development. in Quality of education: global development goals and local strategies. 2019;:187-202.
https://hdl.handle.net/21.15107/rcub_reff_3680 .
Purešević, Dragana, Krnjaja, Živka, "Participatory evaluation in education for sustainable development" in Quality of education: global development goals and local strategies (2019):187-202,
https://hdl.handle.net/21.15107/rcub_reff_3680 .
