Abstract
This paper explains why learning, especially social learning, and evaluation are essential and integral parts of Integrated Sustainability Assessment (ISA). This is linked to the intent and purpose of ISA as a process that seeks to achieve transformative outcomes, including through issue reframing. The goals of ISA require a participatory process, adaptability and an iterative architecture with, at the end of each ISA cycle, a phase of purposefully structured evaluation of learning achieved. The paper explains how the evaluation of learning outcomes has been structured in the MATISSE project and reports findings from the first round of evaluation.
| Original language | English |
|---|---|
| Pages (from-to) | 128-152 |
| Number of pages | 25 |
| Journal | International Journal of Innovation and Sustainable Development |
| Volume | 3 |
| Issue number | 1-2 |
| DOIs | |
| Publication status | Published - May 2008 |
| Externally published | Yes |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
-
SDG 4 Quality Education -
SDG 12 Responsible Consumption and Production -
SDG 16 Peace, Justice and Strong Institutions
Keywords
- 'learning-by-doing'
- Conceptual learning
- Evaluation of learning
- Issue reframing
- Social learning
- Sustainability learning
- Transformative outcomes
Fingerprint
Dive into the research topics of 'Learning and evaluation in Integrated Sustainability Assessment'. Together they form a unique fingerprint.Cite this
- APA
- Author
- BIBTEX
- Harvard
- Standard
- RIS
- Vancouver