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Can We Improve Indicator Design for Complex Sustainable Development Goals? A Comparison of a Values-Based and Conventional Approach

Author

Listed:
  • Gemma Burford

    (Department of Environmental Science and Engineering, Fudan University, Shanghai 200433, China
    Values and Sustainability Research Group, University of Brighton, Brighton BN2 4GJ, UK)

  • Peter Tamás

    (Wageningen University and Research Centre, Wageningen 6700 HB, The Netherlands)

  • Marie K. Harder

    (Department of Environmental Science and Engineering, Fudan University, Shanghai 200433, China
    Department of Environmental Science & Engineering, Fudan Tyndall Centre, Fudan University, Shanghai 200433, China)

Abstract

A conceptual framework was constructed for United Nations’ complex Sustainable Development Goal (SDG) Target 4.7 focusing on education for sustainable development (ESD), and used to analyse the usefulness and character of indicators produced from a values-based approach called ESDinds, compared to a UN process. The analysis shows that the latter generated very few indicators concerning the wider aspects of knowledge such as ‘critical thinking’ or ‘learning to learn’. The values-based approach, created for a different purpose, produced complementary if not better coverage of Target 4.7, including finely-developed concepts for competencies and less tangible aspects. It is suggested that the UN process would benefit from ESDinds design elements such as intersubjective and slightly disruptive elements, purposeful contextualisation at group level, and a holistic and inductive consideration of values. The use of a reference ‘fuzzy framework’ of slightly generalised proto-indicators suited for deep contextualisation locally is recommended, rather than any rigid global-level indicator with unclear local value. It is recommended that ESD practitioners immediately develop localised interpretations of valid measures for whatever final Target 4.7 indicator is selected by the UN, as this localisation process will itself cause important learning towards local ESD achievements.

Suggested Citation

  • Gemma Burford & Peter Tamás & Marie K. Harder, 2016. "Can We Improve Indicator Design for Complex Sustainable Development Goals? A Comparison of a Values-Based and Conventional Approach," Sustainability, MDPI, vol. 8(9), pages 1-38, August.
    • Handle: RePEc:gam:jsusta:v:8:y:2016:i:9:p:861-:d:76959
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    References listed on IDEAS

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    Cited by:

    1. Eva-Maria Waltner & Werner Rieß & Christoph Mischo, 2019. "Development and Validation of an Instrument for Measuring Student Sustainability Competencies," Sustainability, MDPI, vol. 11(6), pages 1-20, March.
    2. Eva-Maria Waltner & Werner Rieß & Antje Brock, 2018. "Development of an ESD Indicator for Teacher Training and the National Monitoring for ESD Implementation in Germany," Sustainability, MDPI, vol. 10(7), pages 1-17, July.
    3. Svatava Janoušková & Tomáš Hák & Bedřich Moldan, 2018. "Global SDGs Assessments: Helping or Confusing Indicators?," Sustainability, MDPI, vol. 10(5), pages 1-14, May.
    4. Francisco Guijarro & Juan A. Poyatos, 2018. "Designing a Sustainable Development Goal Index through a Goal Programming Model: The Case of EU-28 Countries," Sustainability, MDPI, vol. 10(9), pages 1-17, September.
    5. Blaženka Popović & Svjetlana Janković Šoja & Tamara Paunović & Radojka Maletić, 2019. "Evaluation of Sustainable Development Management in EU Countries," Sustainability, MDPI, vol. 11(24), pages 1-16, December.

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