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استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
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Regional Guidelines on Innovative Financing Mechanisms and Partnerships for Early Childhood Care and Education (ECCE) سنة النشر: 2019 المؤلف المؤسسي: SEAMEO. Regional Centre for Early Childhood Care Education and Parenting (CECCEP) | UNESCO Bangkok The development of the Regional Guidelines on Innovative Financing Mechanisms and Partnerships for Early Childhood Care and Education (ECCE) was a joint initiative of the UNESCO Asia-Pacific Regional Bureau for Education (UNESCO Bangkok) and the Southeast Asian Ministers of Education Organization Regional Centre for Early Childhood Care Education and Parenting (SEAMEO CECCEP). The Guidelines are part of UNESCO Bangkok’s “Exploring innovative financing and mechanisms for ensuring free inclusive and equitable quality pre-primary education for all in Asia-Pacific” project, which is supported by the Ministry of Economy and Finance Republic of Korea. 
Developing Holistic Indicators to Promote the Internationalization of Higher Education in the Asia-Pacific سنة النشر: 2018 المؤلف: Da Wan Chang المؤلف المؤسسي: UNESCO Bangkok The internationalization of higher education has been emphasized by the global community to improve access and quality in higher education (SDG4.3), as well as to achieve other global goals by promoting cross-cultural understanding and tolerance. Even though the internationalization of higher education has diverse dimensions, ‘student mobility’ has been a predominant indicator and there are conceptual and methodological challenges in the existing sources of data and statistics. In addition to student mobility, this document proposes a holistic set of indicators to capture other important dimensions of the internationalization of higher education, such as alignment with international normative instruments, international networking, governance and management, as well as the mobility of academics and programmes, etc. The suggested indicators are categorized into domains on two levels: system and institutional. It is hoped that this policy brief will help users better understand and adapt the indicators for use in their local contexts, so as to promote the internationalization of higher education. 
Out-of-School Children (OOSC): regional overview سنة النشر: 2017 المؤلف المؤسسي: UNESCO Bangkok This leaflet provides a regional overview of out-of-school children (OOSC) situation in Southeast Asia including school exposure of OOSC of primary school age. To provide learning opportunities for OOSC in the region, UNESCO Bangkok has launched the project titled “Strengthening Education Systems for Out of School Children” with the support of Educate a Child (EAC). Information on country activities implemented under the project is included in the leaflet. 
Gender in Education Network in Asia-Pacific (GENIA) Toolkit: Promoting Gender Equality in Education سنة النشر: 2019 المؤلف المؤسسي: UNESCO Bangkok The GENIA Toolkit was originally designed in 2003 when the Gender in Education Network in Asia Pacific was established. The fifth edition of the GENIA Toolkit (25 tools) is designed for use by gender focal points and education planners and implementers. It introduces key concepts and theoretical debates, and outlines practical approaches for mainstreaming gender equality throughout the education system, and within education policy.The toolkit is designed to be used selectively, depending on the user’s needs. It can be used as a self-study tool. Readers can select topics that they have identified as priority learning areas to help them improve their own understanding and practical capacity. The toolkit can also be used by trainers to facilitate training sessions. Trainers can choose tools from the kit that best match the needs of their trainees. 
Pursuing quality in early learning, vol. 1: Early childhood care and education (ECCE) teacher competency framework for Southeast Asia (SEA) سنة النشر: 2018 المؤلف المؤسسي: Southeast Asian Ministers of Education Organization (SEAMEO) | UNESCO Bangkok With the United Nation’s (UN) Sustainable Development Goals (SDGs) as a platform for achieving quality early childhood care and education outcomes by 2030, ECCE policy-makers, practitioners, and academicians from Asia-Pacific countries gathered at the second Asia-Pacific Regional Policy Forum on Early Childhood Care and Education in Putrajaya, Malaysia in 2016 to share experiences, innovations, and lessons learned in developing and implementing ECCE policies and initiatives. This document first provides a brief background, and discusses the purposes and intended audience for which the framework was developed (Section I). A succeeding section reflects on the regional ECCE landscape (Section II), before proceeding to a discussion of the ECCE teacher competency framework for Southeast Asia (Section III). Section IV suggests possible uses of the ECCE teacher competency framework; a final section concludes with areas for future action. 
Online Programme and Meeting Document Situation Analysis of SDG 4 with a Gender Lens, Target 4.C سنة النشر: 2018 المؤلف المؤسسي: UNESCO Bangkok Teachers play a critical role in delivering high-quality education and learning outcomes. Indeed, the quality of an education system cannot exceed that of its teachers (OECD, 2010). Target 4.c recognizes this fact by calling on countries to increase the supply of qualified teachers. East Asia and the Pacific does not have enough trained and qualified teachers, particularly in remote and impoverished areas where children are most in need of highquality education. Moreover, the gender distribution of teachers is uneven across the education system, in teaching and administration. While integrating Target 4.c into national education policies and sector plans, governments should develop specific strategies to ensure that teachers are trained, qualified and deployed in an equitable manner. 
Situation Analysis of SDG 4 with a Gender Lens, Target 4.5 سنة النشر: 2018 المؤلف المؤسسي: UNESCO Bangkok Equity and inclusion are at the heart of the SDG 4-Education 2030 Agenda. Target 4.5 calls for monitoring equity using disaggregated parity indices for all education indicators “by income, sex, age, race, ethnicity, migratory status, disability and geographic location, or other characteristics” (UN, 2016). In East Asia and the Pacific, access to basic education has expanded in recent decades, especially for girls (UNESCO & UNICEF, 2012). Despite these gains, many girls are still denied the right to education in the sub-region, but this should not mask the fact that boys also face barriers to education. As policymakers seek to implement Target 4.5, they must address the multiple, intersecting disadvantages that all children and youth face. 
Conférence de l'Éducation Régionale Asie-Pacifique Bangkok, Thaïlande, 6-8 Août 2014: Déclaration de l'Asie-Pacifique sur l'Éducation Au-delà de 2015 سنة النشر: 2014 المؤلف المؤسسي: UNESCO Ce document est le résultat de la Conférence de l'Éducation Régionale Asie-Pacifique (en englais, APREC) le 6 Août -8 2014, en présence de ministres de l'éducation, des responsables gouvernementaux de haut niveau et des représentants des organisations de la société civile, les organisations d'enseignants, United Nations agences (ONU), les partenaires de développement, et des membres du milieu universitaire et du secteur privé, se sont réunis à Bangkok, Thaïlande. Après avoir fait le bilan des progrès réalisés dans la région dans la réalisation des six Éducation Pour Tous (EPT) buts pour, après avoir examiné les défis restant à relever, et après avoir réfléchi sur les priorités et les stratégies futures pour la région Asie-Pacifique pour atteindre le l'après 2015 émergente agenda de l'éducation, les délibérations ont été faites sur la base des examens nationaux de l'EPT, l'accord Muscat adopté à la éducation globalepour tous Réunion (Muscat, Oman, 12-14 mai 2014), et le document final du Groupe ouvert de travail de l'Assemblée générale des Nations Unies pour Objectifs de développement durable. La déclaration souscrit pleinement à la vision, les principes et les objectifs énoncés dans l'Accord de Mascate, en notant que l'objectif primordial de «garantir une éducation de qualité équitable et inclusive et l'apprentissage continu pour tous d'ici 2030» reflète l'aspiration de la région pour l'éducation et le développement. Asia-Pacific Regional Education Conference, Bangkok, Thailand, 6-8 August 2014: Asia-Pacific Statement on Education Beyond 2015, Bangkok Statement سنة النشر: 2014 المؤلف المؤسسي: UNESCO This document is an outcome of the Asia-Pacific Regional Education Conference (APREC) on August 6 -8, 2014, attended by Ministers of Education, high-level government officials and representatives of civil society organizations, teachers’ organizations, United Nations (UN) agencies, development partners, and members of academia and the private sector, gathered in Bangkok, Thailand. Having taken stock of the progress made in the region in achieving the six Education for All (EFA) goals, having examined the remaining challenges, and having reflected on future priorities and strategies for the Asia-Pacific region to achieve the emerging post-2015 education agenda, the deliberations were made based on the national EFA reviews, the Muscat Agreement adopted at the Global Education for All Meeting (Muscat, Oman, 12-14 May 2014), and the Outcome Document of the UN General Assembly Open Working Group for Sustainable Development Goals. The statement fully endorses the vision, principles and targets laid out in the Muscat Agreement, noting that the overarching goal to ‘ensure equitable and inclusive quality education and lifelong learning for all by 2030’ reflects the aspiration of the region for education and development. 
Digital kids Asia-Pacific: insights into children’s digital citizenship سنة النشر: 2019 المؤلف: Taeseob Shin | Hyeyoung Hwang | Jonghwi Park | Jian Xi Teng | Toan Dang المؤلف المؤسسي: UNESCO Bangkok This report responds to the growing needs of Member States in the Asia-Pacific region to understand children’s knowledge, behaviour and attitudes in a hyper-connected digital world. It aims to create a data-driven, conducive educational and policy environment that maximizes opportunities that Information and Communications Technology (ICT) offers, while minimizing potential threats that the same may pose. The report was also developed in the context of the Education 2030 Agenda identifying digital skills as one of the key competencies for youth and adults to achieve and monitor until 2030.