Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
76 Results found
Paving the Road to Education: A Target-by-Target Analysis of SDG 4 for Asia and the Pacific Year of publication: 2018 Corporate author: UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific The globally adopted development agenda “Transforming our World: the 2030 Agenda for Sustainable Development” has established ambitious intentions that build on the past Millennium Development Goals but also expand on their achievements.The Sustainable Development Goal 4 on education propels forward the vision of ensuring inclusive and equitable quality education and to promote lifelong learning opportunities for all through a holistic, aspirational and systematic education agenda. Education monitoring is an integral part in this process.This publication delivers a data-rich snapshot of Sustainable Development Goal 4, its targets and their monitoring indicators while analyzing available data through a lens of inequality.Assessing the progress which countries have made in the recent past as well as where countries currently stand, this publication sets a baseline against which Member States from Asia and the Pacic are able to monitor progress in achieving the Goal 4 over time but at latest by 2030.Finally, after discussing emerging opportunities and remaining challenges in the region, this publication seeks to assist Member States in identifying what steps can be taken to ensure that the region will achieve the new education agenda. 
Mother Tongue-Based Multilingual Education: The Key to Unlocking SDG 4 - Quality Education for All Year of publication: 2017 Author: Matt Wisbey Corporate author: UNESCO Bangkok This brochure, designed as a bright and bold resource to be used with policy makers and other key stakeholders, explores the reasons why mother tongue-based multilingual education (MTB-MLE) is the key to quality lifelong learning opportunities for all. Linking the key elements of MTB-MLE with SDG4’s targets, it outlines the benefits for both individual learners and society as a whole. 
Assessment of Transversal Competencies: Current Tools in the Asian Region Year of publication: 2019 Author: Esther Care | Alvin Vista | Helyn Kim Corporate author: UNESCO Bangkok | Brookings Institution UNESCO’s Asia-Pacific Regional Bureau for Education has been working on education quality under the name of ‘transversal competencies’ (TVC) since 2013. Many of these competencies have been included in national education policy and curricula of countries in the region, but now the importance accorded them is increasingly gaining attention. As policy makers increasingly require their systems to provide evidence of 21st century skills acquired by their learners, implementation challenges highlight the need for a stronger alignment between curricula, pedagogy and learning assessments. UNESCO Bangkok’s Network on Education Quality Monitoring in the Asia Pacific (NEQMAP) undertook this regional study to examine components within countries’ learning assessments that show how these apply to and can measure transversal competencies. This report provides valuable information on how learning assessments are already capturing TVC and is useful for a broad range of education stakeholders, not only test developers, but also curriculum developers, teacher trainers and teachers. Particularly important is the need to align these skills and competencies across the entire education system. 
Asia and the Pacific SDG Progress Report 2019 Year of publication: 2019 Author: Arman Bidarbakht Nia | Eric Hermouet | Dayyan Shayani | Phuong Tran Corporate author: United Nations (UN) This report analyses Sustainable Development Goals (SDGs) trends as well as data availability for monitoring progress in Asia and the Pacific and its five subregions. It assesses progress towards the SDGs and the gaps which must be closed for these to be achieved by 2030. This assessment is designed to ensure the region’s actions remain on target, shortcomings are addressed as they arise, and all interested parties remain engaged. It is an invaluable resource for all stakeholders involved in prioritisation, planning, implementation and follow-up of the 2030 Agenda for Sustainable Development in Asia and the Pacific. 
Digital kids Asia-Pacific: insights into children’s digital citizenship Year of publication: 2019 Author: Taeseob Shin | Hyeyoung Hwang | Jonghwi Park | Jian Xi Teng | Toan Dang Corporate author: 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. 
Envisioning education beyond 2015: Asia-Pacific regional perspectives; final report Year of publication: 2014 Corporate author: UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific This report provides a thorough account of the discussions and deliberations that led to the construction of the Asia-Pacific Statement on Education Beyond 2015 (Bangkok Statement), the outcome document of this historic event. Participants reviewed in fine detail EFA progress across the Asia-Pacific region and debated key thematic areas of basic education, skills and competencies, global citizenship education, education for sustainable development, teachers, governance and finance. Participants also looked into implementation strategies, and education ministers from across the region shared their views on remaining challenges, future priorities and strategies for education beyond 2015. 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. 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 
Out-of-School Children (OOSC): regional overview Year of publication: 2017 Corporate author: UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific 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. 
Online Programme and Meeting Document Situation Analysis of SDG 4 with a Gender Lens, Target 4.C Year of publication: 2018 Corporate author: UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific 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.