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Asia-Pacific guidelines for the development of national ESD indicators Year of publication: 2007 Author: Daniella Tilbury | Sonja Janousek | Derek Elias | Joel Bacha Corporate author: UNESCO Bangkok UNESCO Bangkok, with assistance from the Commission on Education and Communication (CEC) of the World Conservation Union (IUCN) in conjunction with Macquarie University in Australia, implemented a project to assist with the important task of monitoring and assessing progress during the UN Decade of Education for Sustainable Development (DESD). This process has been funded by the generous contribution of the Ministry of Education, Culture, Sports, Science and Technology under the Japanese Funds-In-Trust for Education for Sustainable Development (ESD). The DESD provides an important opportunity to enhance the profile of ESD in both formal and informal learning spaces which in turn assists UNESCO Member States with the transformation into sustainable societies. Efforts to promote and integrate ESD at all levels will be key to advancing the reach of the Decade.Responding to the DESD International Implementation Scheme’s (IIS) recommendation to develop indicators (see Appendix 1), the Asia-Pacific DESD Indicators Project commenced in March 2006. The first stage of the project has resulted in the publication of this Guidelines document which assists UNESCO Member States in the Asia-Pacific region with the development of ESD indicators and monitoring systems at the national level.The document is intended to provide an important practical resource for UNESCO National Commissions, in addition to other stakeholders, in the area of ESD indicator development. By outlining how to develop national ESD indicators, the Guidelines offers an effective way of building knowledge and increasing ownership of the Decade among stakeholders. Rather than deliver a pre-packaged set of ESD indicators, this document provides countries with a foundation for developing indicators that are relevant to their national contexts.The objectives of the Guidelines are:• To assist with understanding the nature of ESD indicators and the different approaches for their use;• To identify the different types of ESD indicators and what they may reveal about progress;• To identify important sources, methods and planning tools for both data collection and reporting;• To encourage UNESCO Member States in the Asia-Pacific region to work collaboratively, share experiences and learn about meaningful monitoring and assessment during and beyond the DESD; and• To build national capacity to develop ESD indicators and ESD data collection mechanisms at the national level Orientations Asie-Pacifique pour l'élaboration d'indicateurs nationaux Year of publication: 2007 Author: Daniella Tilbury | Sonja Janousek | Derek Elias | Joel Bacha Corporate author: UNESCO Bangkok L'UNESCO Bangkok, avec l'aide de la Commission de l'Éducation et de la Communication (CEC) de l'Union mondiale pour la nature (UICN) en collaboration avec l'Université Macquarie en Australie, a mis en œuvre un projet pour aider à la tâche importante de suivi et d'évaluation des progrès de la Décennie des Nations Unies. Éducation pour le développement durable (DEDD). Ce processus a été financé par la contribution généreuse du ministère de l'Éducation, de la Culture, des Sports, des Sciences et de la Technologie au Fonds fiduciaire japonais pour l'éducation pour le développement durable. Le DEDD offre une occasion importante de rehausser le profil de l'EDD dans les espaces d'apprentissage formels et informels, ce qui aide les États membres de l'UNESCO à se transformer en sociétés durables. Les efforts déployés pour promouvoir et intégrer l'EDD à tous les niveaux seront essentiels pour faire progresser la portée de la Décennie.Répondant à la recommandation du DEDD International Implementation Scheme (IIS) pour l'élaboration d'indicateurs (voir Annexe 1), le Projet d'Indicateurs DEDD de l'Asie-Pacifique a débuté en mars 2006. La première étape du projet a abouti à la publication du présent document qui aide l'UNESCO Les États membres de la région Asie-Pacifique, avec l'élaboration d'indicateurs et de systèmes de suivi au niveau national.Le document est destiné à fournir une ressource pratique importante aux Commissions nationales de l'UNESCO, en plus des autres parties prenantes, dans le domaine de l'élaboration d'indicateurs de développement durable. En définissant la manière d'élaborer des indicateurs nationaux de développement économique durable, les Lignes directrices offrent un moyen efficace de renforcer les connaissances et d'accroître l'appropriation de la Décennie par les parties prenantes. Plutôt que de fournir un ensemble pré-emballé d'indicateurs EDD, ce document fournit aux pays une base pour développer des indicateurs qui sont pertinents à leur contexte national.Les objectifs des lignes directrices sont les suivants:• Aider à comprendre la nature des indicateurs EDD et les différentes approches pour leur utilisation;• Identifier les différents types d'indicateurs EDD et ce qu'ils peuvent révéler sur les progrès;• Identifier les sources, les méthodes et les outils de planification importants pour la collecte et le compte rendu des données;• Encourager les États membres de l'UNESCO de la région Asie-Pacifique à travailler en collaboration, à échanger leurs expériences et à en apprendre davantage sur le suivi et l'évaluation significatifs pendant et après le DEDD; et• Renforcer la capacité nationale d'élaborer des indicateurs EDD et des mécanismes de collecte de données EDD au niveau national 
2023 Asia-Pacific Regional Global Citizenship Education (GCED): Network Activities Summary Report Year of publication: 2023 Author: Seek Ling Tan Corporate author: UNESCO Bangkok This is a summary report from the Global Citizenship Education (GCED) network activities in Asia-Pacific in 2023. The Asia-Pacific Regional Global Citizenship Education Network, spearheaded by UNESCO Bangkok and the Asia-Pacific Centre of Education for International Understanding (APCEIU), has illuminated the path to empower learners to become global citizens since its inception in 2018. In 2023, their journey was punctuated by significant milestones and a revitalized commitment to propel GCED across the region. This commitment is particularly evident in the key priority areas of advocacy, capacity building, learning/teaching materials, policy and research and the synergizing of regional collaboration towards Education 2030. Integrating education for sustainable development & education for international understanding: conceptual issues and pedagogical principles for teacher education to address sustainability Year of publication: 2006 Author: Swee-Hin Toh Corporate author: UNESCO Bangkok It is in this spirit that this essay seeks to “integrate” two active and expanding fields of 2 educational innovation and transformation worldwide, namely ESD (education for sustainable development or sustainability) and EIU (education for international understanding). The key conceptual issues and themes of both of these movements will be clarified and shared values and understandings highlighted. It will also be argued that both ESD and EIU , in order to effectively fulfill their goals of building a peaceful, just and sustainable world order, rests on some key common pedagogical principles and processes. Another introductory caveat is also essential here, namely the question of paradigm. Among policy-makers, theorists and practitioners, there may well be and often are distinct differences in conceptualization according to their paradigmatic interpretations, with consequently alternative implications for policies and practices. Integrating education for sustainable development & education for international understanding: conceptual issues and pedagogical principles for teacher education to address sustainability Year of publication: 2006 Author: Swee-Hin Toh Corporate author: UNESCO Bangkok Il est dans cet esprit que cet essai vise à «intégrer» deux champs actifs et en expansion de 2 innovations pédagogiques et de transformation dans le monde entier, à savoir l'EDD (éducation pour le développement durable ou la durabilité) et ECI (éducation pour la compréhension internationale). Les principaux problèmes conceptuels et les thèmes de ces deux mouvements seront clarifiés et des valeurs et une compréhension partagées mis en évidence. Il sera fait également valoir que les deux EDD et ECI, en vue de remplir efficacement leurs objectifs de construction, un ordre pacifique juste et durable monde, repose sur quelques principes pédagogiques communs clés et des processus. Une autre mise en garde d'introduction est également essentiel ici, à savoir la question de paradigme. Parmi les décideurs, les théoriciens et les praticiens, il pourrait bien être souvent des différences distinctes dans la conceptualisation en fonction de leurs interprétations paradigmatiques, ayant des implications en conséquence alternatives pour les politiques et les pratiques. 지속가능발전교육과 국제이해교육의 통합: 지속가능성 문제 해결에 대한 교사 교육의 개념적 문제와 교육학적 원칙 Year of publication: 2006 Author: Swee-Hin Toh Corporate author: UNESCO Bangkok 이것은 ESD(지속가능한발전 혹은 지속가능성을 위한 교육)와 EIU(국제이해교육)이라는 교육 혁신과 전 세계의 변화, 이 두 가지 확장 개념과 활동을 ‘통합’하고자 한다. 아울러 이 두 운동의 주요 개념적 문제와 주제는 명확히 되고, 공유된 가치와 이해가 강조될 것이다. 또한 평화롭고 지속가능한 세계 질서 구축이라는 목표를 효과적으로 수행하기 위해서, ESD와 EIU는 몇 가지 주요 공통 교수법과 과정에 그 성패가 달려있다고 보인다. 여기에 또 다른 입문주의 사항(introductory caveat), 즉 패러다임의 문제가 필수적이다. 정책 입안자, 이론가 및 실무자 사이에선 결과적으로 정책과 관행에 대한 대안적 함의와 함께 그들의 패러다임 해석에 따른 개념화의 뚜렷한 차이점이 종종 나타날 수 있다. The heart of education: learning to live together; selected papers presented at the 16th UNESCO-APEID international conference Year of publication: 2014 Corporate author: UNESCO Bangkok To help frame current thinking on education in a changing world, UNESCO Bangkok, the Ministry of Education in Thailand, the Asian-Pacific Network for International Education and Values (APNIEVE), Pearson Thailand and J.P. Morgan co-organized the 16th UNESCO-APEID International Conference, The Heart of Education: Learning to Live Together in November 2012 in Bangkok, Thailand. The Conference provided a forum for participants to share their knowledge and experiences, raise critical questions, provide constructive feedback and, most of all, express their commitment to imbue and translate the essence of learning to live together in their respective educational efforts. This report contains selected papers presented at the Conference to reflect the linkages between learning and social development, showcase approaches and tools, and identify enabling policies and instruments to promote learning to live together. Le cœur de l'éducation: apprendre à vivre ensemble; articles sélectionnés présentés à la 16e Conférence internationale UNESCO-APEID Year of publication: 2014 Corporate author: UNESCO Bangkok Pour aider à encadrer la réflexion actuelle sur l'éducation dans un monde en mutation, l'UNESCO à Bangkok, le Ministère de l'éducation en Thaïlande, le Réseau Asie-Pacifique pour l'éducation et les valeurs internationales (APNIEVE), Pearson Thaïlande et JP Morgan co-organisé le 16 UNESCO-APEID internationale Conférence, The Heart of Education: Apprendre à vivre ensemble en Novembre 2012 à Bangkok, Thaïlande. La conférence a fourni un forum pour les participants de partager leurs connaissances et expériences, soulèvent des questions critiques, fournir une rétroaction constructive et, surtout, expriment leur engagement à imprégner et de traduire l'essence de l'apprentissage à vivre ensemble dans leurs efforts éducatifs respectifs. Ce rapport contient des documents présentés à la conférence afin de refléter les liens entre l'apprentissage et le développement social, les approches de la vitrine et des outils, et d'identifier des politiques favorables et des instruments pour promouvoir l'apprentissage à vivre ensemble sélectionné. Kit de Plaidoyer pour la promotion de l'éducation multilingue: y compris les exclus Year of publication: 2007 Corporate author: UNESCO Bangkok 
Learning to live together Year of publication: 2014 Corporate author: UNESCO Bangkok The importance of LTLT has increased in recent years. Indeed, relevant competencies appear to be gaining focus in international frameworks and educational initiatives across countries. This is all the more necessary as Voogt and Roblin (2012) argue, given the demands of our increasingly knowledge-based society in which “ideas and knowledge function as commodities” (p. 299 –300) and to which effective social and emotional skills are critical. It is perhaps all the more critical given the multivariate global challenges in the 21st Century and the need for unified global commitment to effectively combat these challenges. In this context, the significance of LTLT is reflected in both the rise of and growing interest in Global Citizenship Education (GCE), Education for Sustainable Development (ESD), Education for International Understanding (EIU) as well as peace and human rights education. The UN Secretary-General’s Global Education First Initiative, which lists ‘Fostering Global Citizenship’ as one of its three global priorities, also implicitly recognizes the significance of LTLT as a precursor to the building of a more peaceful society, one in which discrimination is intolerable and common challenges such as climate change and abject poverty are tackled together.Yet despite the significance of LTLT in the 21st Century, and despite numerous international initiatives to foster LTLT competencies, there is a large gap of evidence identifying how this supposition is translated into effective policy and curricula, and eventually into the reality of schools, teachers and learners. This report is a response to this gap, and attempts to understand how ten selected countries in the Asia-Pacific region – Afghanistan, Australia, Indonesia, Malaysia, Myanmar, Nepal, The Philippines, Republic of Korea, Sri Lanka and Thailand – have reflected and integrated LTLT into their education policies and initiatives. This variety of countries aims to reflect their diverse experiences in terms of reflecting LTLT through their education systems. By exploring a number of areas, namely policy, curricula, teachers and assessment, this study aims to identify what has so far been achieved in education systems of the Asia-Pacific region in the area of LTLT.This report is therefore targeted predominantly at education policy makers, researchers, academics as well as education practitioners of the Asia-Pacific region. Given its connection to Global Citizenship Education and other relevant international initiatives around sustainability and peace education, this report is also relevant to UNESCO’s partner organizations and the broader educational development community.This report will first present the research framework for the study, before exploring the social and economic contexts in the ten selected countries and wider regional factors in the Asia-Pacific in relation to global challenges in Chapter Two. Chapter Three will then examine national policy frameworks, including the vision of those policies in defining LTLT in education. Chapter Four focuses on the national curriculum in selected countries and the extent to which they incorporate learning objectives, subjects, and extra-curricular activities reflecting the concept of LTLT and related skills and competencies. In Chapter Five, teaching practices are examined, including the role of teachers and teacher education, as well as teaching methods and application of media and information literacy (MIL) in the classroom. Chapter Six then looks at assessment, and how far countries have attempted to develop assessment frameworks that measure the skills and competencies related to LTLT. Finally, Chapter Seven provides reflections and conclusions based on the main findings of the study, while also identifying trends across policy domains, shortcomings and some policy considerations.