https://orcid.org/0000-0002-9176-318X
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Abstract
While science–policy interfaces (SPIs) are argued to be crucial in developing and implementing effective public policy programmes, what happens in a particular SPI policy-research relationship remains under-researched, particularly in relation to ‘success criteria’ for policy makers and researchers. In this article, we address this gap by examining the SPI created for monitoring the national implementation of UNESCO’s Global Action Programme for Education for Sustainable Development (ESD) policies in Germany. Our study used analytical autoethnography and intersubjective group discussions with the ESD-SPI researchers. Findings illustrate key considerations for fostering productive working relationships. These include: (i) dealing with different expectations and perspectives on measuring policy implementation; (ii) reflecting on the diverse ways an evidence base is used; and (iii) becoming more aware of and factoring in power dynamics, at the SPI. We conclude with a series of questions for further examining ‘critical detachment’ by researchers and ‘constructive involvement’ with policymakers in SPIs.
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No potential conflict of interest was reported by the authors.
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Mandy Singer-Brodowski
Mandy Singer-Brodowski ([email protected]) studied educational science at the University of Erfurt and did her PhD at the Leuphana University of Lüneburg. She worked at the Wuppertal Institute for Climate, Environment and Energy and as the scientific coordinator of the Centre for Transformation Research and Sustainability at the University of Wuppertal. Currently, she coordinates the monitoring of education for sustainable development (ESD) at the department of the German scientific advisor of the UNESCO programme on ESD at Institut Futur, Freie Universität Berlin. Her main research interests are ESD, transformative research and transformative learning.
Antje Brock
Antje Brock ([email protected]) works as a research associate at the department of the scientific advisor of the German implementation structures of the UNESCO programme ‘ESD for 2030’. She holds a diploma in educational science (Universität Münster) and worked as a lecturer at the University of Bielefeld and was a member of the international postgraduate programme ‘Education & Capabilities’. Her main research interests are monitoring approaches for ESD and the links between ESD and the concepts of social and environmental justice.
Julius Grund
Julius Grund ([email protected]) also works as a research associate at the department of the scientific advisor of the German implementation structures of the UNESCO programme ‘ESD for 2030’. He holds a master’s degree in psychology (Leipzig University) and works as a lecturer at the Freie Universität Berlin. His main research interests are quantitative monitoring approaches for ESD, the role of emotions in ESD and the broader psycho-social context of ESD, such as its link to individual well-being.
Gerhard de Haan
Gerhard de Haan ([email protected]) is a professor of educational futures studies, the scientific director of the master’s program Future Studies and an expert in educational futures studies, sustainable development and ESD. From 2005 to 2014, he was the chairman of the German National Committee of the UN Decade of ESD. From 2015 to 2019, he was the scientific advisor of the German implementation of the UNESCO Global Action Programme on ESD, and since 2020, he has been the scientific advisor of the new UNESCO programme ‘ESD for 2030’. His research interests are education for sustainable development, citizenship education, future science, knowledge society and theories and models of education.