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UNU-IAS capacity development support for
evaluation to strengthen RCE reporting
Members of the RCE Evaluation Working Group
2012-2014
• UNU-IAS: Zinaida Fadeeva, Abel Atiti
• RCE KwaZulu Natal: Jim Tailor, Tich Pesanayi
• RCE Western Sydney: Geoff Scott
• RCE Graz: Clemens Mader
• RCE European Advisor: Jos Hermans
SADC RCEs approached to participate in an
evaluation pilot project to feed into Nagoya
• RCE Lusaka, Zambia (T)
• RCE Zomba, Malawi (D)
• RCE Dar es Salaam, Tanzania (D)
• RCE Mutari, Zimbabwe (T)
• RCE Harare, Zimbabwe (T)
• RCE Swaziland (I)
• RCE Lesotho (I)
• RCE Khomas-Erongo, Nambia (I)
• RCE Makana, South Africa (R)
• RCE KwaZulu-Natal, South Africa (J)
Pilot project outputs:
1. Multistakeholder evaluation tool kit
2. O’Donoghue, R. B. and Fadeeva, Z. (2014). “Enhancing Monitoring and Evaluation Practices in
RCEs” In Building a Resilient Future through Multistakeholder Learning and Action: Ten Years of
Regional Centres of Expertise on Education for Sustainable Development. Dirksen, A. (Ed). UNU-
IAS, Tokyo, Japan. Pg. 161-178.
3. O’Donoghue, R.B. (2015). Evaluation and Education for Sustainable Development (ESD):
Navigating a shifting landscape in Regional Centres of Expertise (RCEs). In Rieckmann (2015) ESD
Research in Higher Education Handbook. Routledge Handbooks.
RCE: People learning-to-change and
produce freedoms together
“In order to set our institutions firmly on the path of
future knowledges, we need to re-invent a classroom
without walls in which we are all co-learners; a university
that is capable of convening various publics in new forms
of assemblies that become points of convergence of and
platforms for the redistribution of different kinds of
knowledges”.
Achille Mbembe 2015 (Decolonizing Knowledge and the Question of the Archive, public lecture, WISER, University
of the Witwatersrand)
• Baseline assessment around core RCE elements (R.1)
Constitutive
Evaluation
• Stakeholder accounts of RCE processes and projects (R.2-5)
Appreciative
Evaluation
• Explore ways to strengthen engagement / goals (R.2-5)
Developmental
Evaluation
• Assessment of value creation through RCE activities (R.6)
Value Creation
Assessment
• Review of RCE tool kit & evaluation capacity development
Meta
Evaluation
An overview of the RCE Evaluation Toolkit Pilot Studies
RCE Outputs: Evaluation reports, photo case study & capacity development strategy per RCE.
Working with the SDGs and RCE evaluation tools for scaling
through (course-supported) collaborative change projects
New knowledges and systems
thinking:
• Earth systems sciences
• Social Ecological Systems
thinking
• Socio-economic systems
thinking (Society)
Local Issue-centred actions:
• Assess local concerns
• Clarify global concerns
• Identify change practices to
resolve matters of concern
• Explore ‘third-space’ cultural-
historical innovations
Whole institution approaches
with situated learning actions through:
• Deliberative civic engagement
• Co-engaged action and change practices
• Citizen science to monitor issues and change
Review 1: RCE Coordination & networking
The RCE Journey:
A review of how the RCE was constituted and how it is functioning to
enable learning-led change.
• How did the RCE evolve?
• How has membership changed?
• What ESD initiatives have been undertaken?
• How can coordination and networking be
strengthened?
• What SDGs are being positively addressed locally?
Framing images of SDGs
for People, Planet and
Prosperity
The Sustainable Development Goals (SDGs)
1. End poverty in all its forms everywhere
2. End hunger, achieve food security and improved nutrition, and promote sustainable agriculture
3. Ensure healthy lives and promote wellbeing for all at all ages
4. Ensure, inclusive and equitable quality education and promote life-ling learning opportunities for
all
5. Achieve gender equality and empower all women and girls.
6. Ensure availability and sustainable management of water and sanitation for all
7. Ensure access to affordable, reliable, sustainable and modern energy for all
8. Promote sustained, inclusive and sustainable economic growth, full and productive employment
and decent work for all.
9. Build resilient infrastructure, promote inclusive and sustainable industrialisation and foster
innovation .
10. Reduce inequality within and amongst countries (equity).
11. Make cities and human settlements inclusive, safe, resilient and sustainable.
12. Ensure sustainable production and consumption patterns.
13. Take urgent action to combat climate change and its impacts.
14. Conserve and sustainably use the oceans, seas and marine resources for sustainable
development.
15. Protect, restore and promote sustainable use of terrestrial ecosystems. Sustainably manage
forests, combat desertification and halt and reverse land degradation and halt biodiversity loss.
16. Promote peaceful and inclusive societies for sustainable development, provide access to justice
for all and build effective, accountable and inclusive institutions at all levels.
17. Strengthen the means of implementation and revitalise the global partnerships for sustainable
development.
169 specified targets
(Loew and Rippin (Eds) (2015) The 2030 Agenda for SD. Bonn: DIE)
Review 2: RCE activities & their positive effects
• How have the activities of the RCEs evolved?
• What have been the best RCE activities and why?
• Give examples of how successful collaboration/decision
making is producing the effects that are being achieved?
• How can useful activities be up-scaled and mainstreamed?
• How could better work be achieved?
– In the RCE? (inward looking)
– In the region? (collaboration and outward looking)
Review 3: Transformation & Sustainability
• What flagship initiatives reflect the successes of the RCE?
• What scale of knowledge and practice transformation is
evident?
– Summarise what has happened in key success areas over a
period 12, 24, 36 months etc.
– What has changed and how is the change evident?
• What resources and governance have enabled success?
• What, besides funding, can be done to overcome barriers and
sustain the positive activities of the RCE?
Review 4: Strategic areas & networked learning
• What strategic focus areas, partnerships, activities have been
key to the successes of the RCE?
• What could be done to improve learning and effectiveness
(e.g. partnerships, resourcing and scale)?
• How can existing linkages, processes and programs be
strengthened?
• What new strategic links and capacity development could be
explored?
Review 5: RCE Global Service Centre
• What have been the benefits of being acknowledged as an
RCE?
• How are you interacting with the RCE Service Centre?
• How are you working with other RCEs and what are some of
the activities, successes and challenges?
• How has your RCE participated in regional and global RCE
conferences and undertaken follow up activities?
• How could regional and global RCE activities be improved to
strengthen your RCE work?
Review 6: Document records and overall value creation
• Assess documents available for review: RCE application,
articles in the RCE bulletin, local RCE publications, current
project documents, the evaluation record and audio visual
materials etc.
• What value creation does the appreciative evidence reflect?
– What were the most meaningful RCE activities discussed?
– What of potential value are the RCE activity producing?
– What difference has this made that would not happen otherwise
– What difference has it made to the ability of the RCE to produce what
matters through its ESD projects?
– What has produced new understandings of what produces value in
RCE work?
The SDGs should be read within the self-determination
principle of cultural / individual dignity and a right to
thrive as diverse human cultures
Here ESD will need to be framed to include:
• Healing of the physical, spiritual, psychological and social wellbeing of
situated, intergenerational collectives.
• Decolonising actions with tools and strategies for countering sustained
processes of current modernist and earlier colonial dominance and
exclusion.
• Mobilisation of knowledge practices on local matters of concern and
sustainability practices for the common good.
• Transformation through civic action at the collective level of socio-
economic and ecological wellbeing.
(Adapted Smith, 1999 p117)
Note: These qualifying additions reframe many of the SDGs as reflexive
processes of co-engaged socio-cultural re-orientation following an
expansive period of colonial and modernist exclusion in Afrca.
Inclusive, quality education for all (G:4)
Global Partnerships for SD (G:17) - GAP priorities
We have a shared
responsibility in RCEs to
engage matters of concern:
No poverty (G:1)
No hunger (G:2)
Good Health &
wellbeing (G:3)
living together in diverse socio-cultural contexts
trying to
be more
ethical
and fair
using
life-giving
resources
with greater
care
whilst striving towards a sustainable future in more peaceful, just and safe conditions.
Decent work and
Economic growth (G: 8-9)
Sustainable cities (G: 11)
Responsible production &
consumption (G:12)
NEXUS of
SUSTAINABILITY in
an RCE CONTEXT
Clean Water &
Energy (G:6&7)
Climate action,
Resilient life
below water
and on land.
(G:13-15)
Gender equality
(G:5)
Reduce inequity
(G10)
Peace & justice
(G:16)
Poverty
(G1)
Hunger
(G2)
Health and
Wellbeing
(G3)
Gender
(G:5)
Inequality
(G:10)
Peace &
Justice
(G:16)
Water
(G6)
Energy
(G7)
Climate
(G13)
Life in
Water
(G14)
Life on
Land
(G15)
Sustainable
Cities
(G11)
Responsible
Production &
Consumption
(G12)
Decent
Work
(G:8)
Economic
Growth
(G:9)
Inclusive, quality EDUCATION for all (G:4) within Global PARTNERSHIPS for SD (G:17)
Description of context:
Concerns driving ethical purpose:
Summary of current knowledge:
Learning-led change needed:
Handout for mapping the SDG nexus of concerns in an
education context of social-ecological change
Imagining….... Future Sustainability?
A SADC / SWEDESD adaptive integration of ‘the enclosed earth garden,’ ‘planetary boundaries’ and ‘Natural Step (John Holmberg).’
What pathways to
future sustainability
are possible?
Principles for future sustainability:
• How are people’s dignity and
capacities to meet basic needs
being undermined?
• How have nature and natural
systems been degrading?
• How are concentrations of
substances extracted from the
earth’s crust accumulating?
• What man-made substances
are accumulating.
What future states of dignity,
equity, care and sustainable ways
of doing things can we imagine as
being possible?
Small Scale
Food Garden
Makana RCE Short Course
on Changing Practice
Waste
• Refuse, reduce and re-use waste
better
Water
• Capture, store and clean water
better
Gardening
• Grow vegetables at low cost.
Biodiversity
• Plant trees that provide food and
seasonal benefits.
Health and Energy
• Make health giving broth, bread,
jam and greens at low cost.

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RCE Assessment as Learning and Empowerment - UNU-IAS support to strengthen the network

  • 1. UNU-IAS capacity development support for evaluation to strengthen RCE reporting Members of the RCE Evaluation Working Group 2012-2014 • UNU-IAS: Zinaida Fadeeva, Abel Atiti • RCE KwaZulu Natal: Jim Tailor, Tich Pesanayi • RCE Western Sydney: Geoff Scott • RCE Graz: Clemens Mader • RCE European Advisor: Jos Hermans SADC RCEs approached to participate in an evaluation pilot project to feed into Nagoya • RCE Lusaka, Zambia (T) • RCE Zomba, Malawi (D) • RCE Dar es Salaam, Tanzania (D) • RCE Mutari, Zimbabwe (T) • RCE Harare, Zimbabwe (T) • RCE Swaziland (I) • RCE Lesotho (I) • RCE Khomas-Erongo, Nambia (I) • RCE Makana, South Africa (R) • RCE KwaZulu-Natal, South Africa (J) Pilot project outputs: 1. Multistakeholder evaluation tool kit 2. O’Donoghue, R. B. and Fadeeva, Z. (2014). “Enhancing Monitoring and Evaluation Practices in RCEs” In Building a Resilient Future through Multistakeholder Learning and Action: Ten Years of Regional Centres of Expertise on Education for Sustainable Development. Dirksen, A. (Ed). UNU- IAS, Tokyo, Japan. Pg. 161-178. 3. O’Donoghue, R.B. (2015). Evaluation and Education for Sustainable Development (ESD): Navigating a shifting landscape in Regional Centres of Expertise (RCEs). In Rieckmann (2015) ESD Research in Higher Education Handbook. Routledge Handbooks.
  • 2. RCE: People learning-to-change and produce freedoms together “In order to set our institutions firmly on the path of future knowledges, we need to re-invent a classroom without walls in which we are all co-learners; a university that is capable of convening various publics in new forms of assemblies that become points of convergence of and platforms for the redistribution of different kinds of knowledges”. Achille Mbembe 2015 (Decolonizing Knowledge and the Question of the Archive, public lecture, WISER, University of the Witwatersrand)
  • 3. • Baseline assessment around core RCE elements (R.1) Constitutive Evaluation • Stakeholder accounts of RCE processes and projects (R.2-5) Appreciative Evaluation • Explore ways to strengthen engagement / goals (R.2-5) Developmental Evaluation • Assessment of value creation through RCE activities (R.6) Value Creation Assessment • Review of RCE tool kit & evaluation capacity development Meta Evaluation An overview of the RCE Evaluation Toolkit Pilot Studies RCE Outputs: Evaluation reports, photo case study & capacity development strategy per RCE.
  • 4. Working with the SDGs and RCE evaluation tools for scaling through (course-supported) collaborative change projects New knowledges and systems thinking: • Earth systems sciences • Social Ecological Systems thinking • Socio-economic systems thinking (Society) Local Issue-centred actions: • Assess local concerns • Clarify global concerns • Identify change practices to resolve matters of concern • Explore ‘third-space’ cultural- historical innovations Whole institution approaches with situated learning actions through: • Deliberative civic engagement • Co-engaged action and change practices • Citizen science to monitor issues and change
  • 5. Review 1: RCE Coordination & networking The RCE Journey: A review of how the RCE was constituted and how it is functioning to enable learning-led change. • How did the RCE evolve? • How has membership changed? • What ESD initiatives have been undertaken? • How can coordination and networking be strengthened? • What SDGs are being positively addressed locally?
  • 6. Framing images of SDGs for People, Planet and Prosperity
  • 7. The Sustainable Development Goals (SDGs) 1. End poverty in all its forms everywhere 2. End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 3. Ensure healthy lives and promote wellbeing for all at all ages 4. Ensure, inclusive and equitable quality education and promote life-ling learning opportunities for all 5. Achieve gender equality and empower all women and girls. 6. Ensure availability and sustainable management of water and sanitation for all 7. Ensure access to affordable, reliable, sustainable and modern energy for all 8. Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all. 9. Build resilient infrastructure, promote inclusive and sustainable industrialisation and foster innovation . 10. Reduce inequality within and amongst countries (equity). 11. Make cities and human settlements inclusive, safe, resilient and sustainable. 12. Ensure sustainable production and consumption patterns. 13. Take urgent action to combat climate change and its impacts. 14. Conserve and sustainably use the oceans, seas and marine resources for sustainable development. 15. Protect, restore and promote sustainable use of terrestrial ecosystems. Sustainably manage forests, combat desertification and halt and reverse land degradation and halt biodiversity loss. 16. Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels. 17. Strengthen the means of implementation and revitalise the global partnerships for sustainable development. 169 specified targets (Loew and Rippin (Eds) (2015) The 2030 Agenda for SD. Bonn: DIE)
  • 8. Review 2: RCE activities & their positive effects • How have the activities of the RCEs evolved? • What have been the best RCE activities and why? • Give examples of how successful collaboration/decision making is producing the effects that are being achieved? • How can useful activities be up-scaled and mainstreamed? • How could better work be achieved? – In the RCE? (inward looking) – In the region? (collaboration and outward looking)
  • 9. Review 3: Transformation & Sustainability • What flagship initiatives reflect the successes of the RCE? • What scale of knowledge and practice transformation is evident? – Summarise what has happened in key success areas over a period 12, 24, 36 months etc. – What has changed and how is the change evident? • What resources and governance have enabled success? • What, besides funding, can be done to overcome barriers and sustain the positive activities of the RCE?
  • 10. Review 4: Strategic areas & networked learning • What strategic focus areas, partnerships, activities have been key to the successes of the RCE? • What could be done to improve learning and effectiveness (e.g. partnerships, resourcing and scale)? • How can existing linkages, processes and programs be strengthened? • What new strategic links and capacity development could be explored?
  • 11. Review 5: RCE Global Service Centre • What have been the benefits of being acknowledged as an RCE? • How are you interacting with the RCE Service Centre? • How are you working with other RCEs and what are some of the activities, successes and challenges? • How has your RCE participated in regional and global RCE conferences and undertaken follow up activities? • How could regional and global RCE activities be improved to strengthen your RCE work?
  • 12. Review 6: Document records and overall value creation • Assess documents available for review: RCE application, articles in the RCE bulletin, local RCE publications, current project documents, the evaluation record and audio visual materials etc. • What value creation does the appreciative evidence reflect? – What were the most meaningful RCE activities discussed? – What of potential value are the RCE activity producing? – What difference has this made that would not happen otherwise – What difference has it made to the ability of the RCE to produce what matters through its ESD projects? – What has produced new understandings of what produces value in RCE work?
  • 13. The SDGs should be read within the self-determination principle of cultural / individual dignity and a right to thrive as diverse human cultures Here ESD will need to be framed to include: • Healing of the physical, spiritual, psychological and social wellbeing of situated, intergenerational collectives. • Decolonising actions with tools and strategies for countering sustained processes of current modernist and earlier colonial dominance and exclusion. • Mobilisation of knowledge practices on local matters of concern and sustainability practices for the common good. • Transformation through civic action at the collective level of socio- economic and ecological wellbeing. (Adapted Smith, 1999 p117) Note: These qualifying additions reframe many of the SDGs as reflexive processes of co-engaged socio-cultural re-orientation following an expansive period of colonial and modernist exclusion in Afrca.
  • 14. Inclusive, quality education for all (G:4) Global Partnerships for SD (G:17) - GAP priorities We have a shared responsibility in RCEs to engage matters of concern: No poverty (G:1) No hunger (G:2) Good Health & wellbeing (G:3) living together in diverse socio-cultural contexts trying to be more ethical and fair using life-giving resources with greater care whilst striving towards a sustainable future in more peaceful, just and safe conditions. Decent work and Economic growth (G: 8-9) Sustainable cities (G: 11) Responsible production & consumption (G:12) NEXUS of SUSTAINABILITY in an RCE CONTEXT Clean Water & Energy (G:6&7) Climate action, Resilient life below water and on land. (G:13-15) Gender equality (G:5) Reduce inequity (G10) Peace & justice (G:16)
  • 15. Poverty (G1) Hunger (G2) Health and Wellbeing (G3) Gender (G:5) Inequality (G:10) Peace & Justice (G:16) Water (G6) Energy (G7) Climate (G13) Life in Water (G14) Life on Land (G15) Sustainable Cities (G11) Responsible Production & Consumption (G12) Decent Work (G:8) Economic Growth (G:9) Inclusive, quality EDUCATION for all (G:4) within Global PARTNERSHIPS for SD (G:17) Description of context: Concerns driving ethical purpose: Summary of current knowledge: Learning-led change needed: Handout for mapping the SDG nexus of concerns in an education context of social-ecological change
  • 16. Imagining….... Future Sustainability? A SADC / SWEDESD adaptive integration of ‘the enclosed earth garden,’ ‘planetary boundaries’ and ‘Natural Step (John Holmberg).’ What pathways to future sustainability are possible? Principles for future sustainability: • How are people’s dignity and capacities to meet basic needs being undermined? • How have nature and natural systems been degrading? • How are concentrations of substances extracted from the earth’s crust accumulating? • What man-made substances are accumulating. What future states of dignity, equity, care and sustainable ways of doing things can we imagine as being possible?
  • 17. Small Scale Food Garden Makana RCE Short Course on Changing Practice Waste • Refuse, reduce and re-use waste better Water • Capture, store and clean water better Gardening • Grow vegetables at low cost. Biodiversity • Plant trees that provide food and seasonal benefits. Health and Energy • Make health giving broth, bread, jam and greens at low cost.

Hinweis der Redaktion

  1. Notes: A Evaluation Tool Kit was developed as a hybrid that draws on a range of evaluation traditions that can be adapted to differing RCE needs and contexts. These include: Constitutive, Appreciative and Developmental Evaluation, Value Creation and Impact Assessment. The tool kit opens with a review of documentary evidence on how the RCE was constituted; a review of ‘The RCE Journey.’ The development of a picture of how the RCE evolved (Review 1) is designed to provide key reference points or a baseline around which the core elements of the RCE can be reviewed by the evaluation participants. The evaluation is approached as a deliberative process of appreciative inquiry with developmental evaluation developed through Reviews 2-5. The open evaluation process concludes with an open-ended assessment of value creation (Review 6). The review framework of the toolkit (Reviews 1-6) has been developed as an appreciative assessment process to inform and to strengthen an RCE and the reporting of the work people are doing together.
  2. This section invites RCE participants to provide appreciative input on the ‘RCE journey,’ outlining how the RCE is beginning to function as a coordinating network of partners supporting education for sustainable development (ESD). The initiating documents for the establishment of the RCE will be a good place to start and electronic copies of these documents are on the RCE Portal. RCEs are dynamic organisations so it is important to document how the existing structures have emerged and how membership has changed over time. The developing evaluative focus is centred on the what and how of the RCE as structures and members have been deployed to begin to address their ESD work to certain local issues. Members of the evaluation working group can first discuss the scope and focus of their activities and then elect to provide descriptive and appreciative narratives on particular aspects of the programs that they have been most involved in. Here questions 4 & 5 can be combined in the appreciative reporting process. The first four questions should provide detailed insights into the processes and substance of the RCE coordination and networked activities in the area so that the participants have sufficient detail for them to begin to discuss what could be done to improve existing RCE programmes and how this might be achieved. This section is thus an opening introduction to an appreciative process of reflexive review through which the RCE journey comes to be mapped out for an appreciation of what they have been involved in and and what can be done to strengthen their ESD activities.
  3. This question has been framed in the same way, developing from appreciative discussion to developmental appreciations. Drawing on the activities reported in question one, it should be possible to list the portfolio of activities and then discuss which of these have been the most successful activities and why? From this opening work it should be possible to support appreciative evaluation as participants to begin to examine and discuss how the model of collaboration and decision-making is related to the achievement of the successes noted. This provides a baseline for beginning to contemplate how the successes might best be built on to scale up and mainstream successful activities and thus build on and expand the RCE program around its strengths. Once again this section concludes with a developmental question that is in two parts, one looking in on the activities and their effects and the other looking out into possible regional collaboration.
  4. Question three scales up the appreciative review into the effects that are apparent in terms of transformation and sustainability. Sustainability opens up in two forms for discussion: the sustainability of the RCE activities and their contributions to sustainability in the region. The session opens by inviting discussion on a flagship initiative or two so that learning through success might become building blocks of widening success. Question two is structured to invite detail on learning processes around knowledge acquisition and ‘transfer’ as well as around change in the way of practice transformation. Here the time scale is in twelve month blocks but any time scale can be used, the most important work being to deliberate what has changed and how the change is evident. After this the focus shifts to the probing of resources needed for the program and its governance. Finally the concluding question is developmental. Dick recommended the deflecting of the question of funding to explore how barriers can be overcome to sustain the work of the RCE.
  5. By this stage there should be quite a lot of appreciative data in the evaluative record and enough to switch the focus to a continuing appreciative exploration the strategic side of local RCE work. This is reflected here as strategic areas and networked learning, reflecting the RCE as a purposeful network of co-engaged activity in the co-production of new knowledge to better steer sustainable ways of being in the world together. Again the process starts with a focus on how that has been done and the way of doing so has produced successes to build on. The design of the framework switches immediately to the question of what has been learned within the RCE towards improving learning and the effectiveness of its initiatives and then on to a developmental focus on strengthening learning network linkages and processes that are proving to be effective in enabling change. A key process to deliberate here is course-supported capacity development training and how the existing materials could be used in local ESD change-projects that address the SDGs.
  6. On a regional and global scale the RCEs could come to function better together through the portal and services provided by the RCE Service Centre. Appreciative evidence on the benefits of being acknowledged as an RCE and in interacting with the Service Centre can now be usefully deliberated. The questions are primarily calling for appreciations of networking activities with the service centre and other regional RCEs. Here the main area of evaluative interest is how are RCEs learning from each other, with the appreciative deliberation being concluded with ideas on how the regional and global networking processes of knowledge sharing and collaboration can be strengthened?
  7. The concluding question is entirely open with the focus of deliberation being all form of documentary evidence on and out of RCE activities. It is at this stage that we should ask participants if there are there any areas that have not been covered in our evaluative deliberations. It is also important to note that all of the data that we have supported participants to generate on the RCE and their activities as a networked learning community are for them to take forward into shared understandings that can be used to strengthen their cycles of ESD work. Wenger describes how communities of practice produce value in their work cycles of activity. Value creation starts with a sense of something that is of immediate value that might be seen to have a wider potential for value creation. The aspiration to create value is then initiated through applied work that affirms and creates value, often producing change that is realised in context and can involve a positive reframing of what is of value and worth achieving. Looking back into the document record and the appreciative data it is possible to work with the evidence to undertake an assessment of value creation in the emerging story of the RCE as an active learning community producing value through the work that they do together. At this stage we should encourage participants to nominate an editorial team to work up the narrative data into an evaluative report. The team might also be able to identify opportunities for taking the appreciative evaluation process further and for making review processes such as this a part of their core activities in the RCE. Through the evaluative work that we have supported them to do, it should also be possible to support the production of case stories of value creation through the successful learning and action that they are involved in together.