Gerhard de Haan

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.

Education for Sustainable Development (ESD) contributes to a holistic transformation of education systems, fostering deeply rooted learning processes required to co-create a sustainable future for all. The independent project National Monitoring on ESD in Germany traces the status and progress of formal ESD implementation via repeated large-scale indicator-based document analysis. Including over 4500 documents from early childhood education, school education, higher education, and vocational education and training, this study shows that the process of ESD implementation gained momentum over the period of the Global Action Programme (2015–2019). At the same time, large discrepancies remain between the areas of education, different types of documents, federal states, and with regard to the depth and quality of the contextualization of ESD and related concepts. While considerable developments are identifiable within all four formal areas of education, strong additional efforts are required for a comprehensive structural implementation of ESD in Germany. Although the results of the study focus on the status and progress of ESD within the German education system, the methodological framework may also serve as groundwork for other independent, comprehensive, and supportive monitoring programs.