Lessons from the Making of the MDGs: Human Development Meets Results?based Management in an Unfair World

This article argues that two ideas – human development and results?based management – were particularly significant in shaping the MDGs. These are unlikely intellectual bedfellows, but by charting the evolution of the MDGs, their many influences are demonstrated. The conclusion identifies three main lessons. First, it argues that the MDGs have had only limited impact on policies and actions because the idea behind them, human development, was never fully institutionalised. Second, the article points out the disjuncture that occurred with global goals, the MDGs being operationalised by country level Poverty Reduction Strategies (PRSs) overseen by the International Monetary Fund (IMF) and the World Bank. PRSs need to be genuinely owned by countries, and the IMF and World Bank need to introduce internal ‘Arrogance Reduction Strategies’ to transform their control?oriented cultures. Finally, the conclusion questions whether the idea of human development is past its ‘sell?by’ date – do we need a new idea to mobilise and guide post?2015 pro?poor policy

Beyond outputs: pathways to symmetrical evaluations of university sustainable development partnerships

As the United Nations Decade of Education for Sustainable Development (2005–2014) draws to a close, it is timely to review ways in which the sustainable development initiatives of higher education institutions have been, and can be, evaluated. In their efforts to document and assess collaborative sustainable development program outcomes and impacts, universities in the North and South are challenged by similar conundrums that confront development agencies. This article explores pathways to symmetrical evaluations of transnationally partnered research, curricula, and public-outreach initiatives specifically devoted to sustainable development. Drawing on extensive literature and informed by international development experience, the authors present a novel framework for evaluating transnational higher education partnerships devoted to sustainable development that addresses design, management, capacity building, and institutional outreach. The framework is applied by assessing several full-term African higher education evaluation case studies with a view toward identifying key limitations and suggesting useful future symmetrical evaluation pathways. University participants in transnational sustainable development initiatives, and their supporting donors, would be well-served by utilizing an inclusive evaluation framework that is infused with principles of symmetry

From environmental policy concepts to practicable tools : knowledge creation and delegation in multilevel systems

The problem‐solving capacity and problem‐generating potential of multilevel systems entail the need for the delegation of authority. When the problem concerned is about how to put an abstract policy concept into a practicable policy tool, the choice of the respective delegation trajectory depends on the policy models or the policy‐relevant knowledge that the respective political levels can supply. When regarding the European Union (EU) level as the starting point of knowledge creation and delegation trajectories, and concentrating on transaction costs, policy knowledge and models generated at the international level provide the most cost‐effective solution. Only when the international level is not able to provide further policy knowledge and innovation, the EU delegates its definitional authority, first downward to the member states and then sideward to EU agencies. We illustrate the plausibility of our dynamic understanding of multilevel governance by using Environmental Policy Integration as an example