El presente artículo ofrece varios elementos de carácter teórico y práctico acerca de la evaluación de proyectos que se están ejecutando. La reflexión se nutre de la experiencia acumulada en el trabajo universitario. En el marco de un modelo flexible de evaluación se sugieren una serie de dimensiones de análisis así como orientaciones para su operacionalización. Asimismo, se sugiere estrategias complementarias que permitan aumentar el rigor con el cual se ejecuta el proceso de evaluación, tales como el manejo de la información, las reglas establecidas entre evaluadores y evaluados, entre otras.

The purpose of this proposal is to verify the incorporation of key competenciesof the Education for Sustainable Development in the Educational Policy “Theperson: center of the educational process and transforming subject of thesociety” (EP) and to analyze the axis Education for Sustainable Development ofthe Educational Policy and its relationship with the 17 Sustainable DevelopmentGoals (SDG). These goals were approved in September 2015 by the UnitedNations and make up the 2030 Agenda for Sustainable Development with theaim of ending poverty, fighting inequality and injustice and being prepared forclimate change.To carry out this analysis, the comparative method is used to verify the inclusionof key competencies and the relationship of the Education for SustainableDevelopment axis with the 17 Sustainable Development Goals, which describethe main economic, social and environmental challenges for the development of humanity to achieve a sustainable world in the year 2030. This study determines that Costa Rica considers the Education for Sustainable Development as the axis of the Costa Rican Educational Policy, being education  the means that allow the achievement of the Sustainable Development Goals.In addition, public policies based on ESD are formulated and strengthened through regulatory frameworks that consolidate initiatives in organizations and citizens.