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Integrating education for sustainable development (ESD) in teacher education in South-East Asia: a guide for teacher educators Año de publicación: 2018 Autor corporativo: UNESCO Bangkok This publication is a cumulative output of the project Sustainability Begins with Teachers in South-East Asia, implemented by UNESCO Bangkok, in cooperation with SEAMEO from 2017 to 2018, with the generous support of the Government of Japan. The initial content was developed together with the representatives of the universities and teacher education institutions who participated in the South-East Asia Sub-Regional Workshop on Education for Sustainable Development for Teacher Education Institutions, held from 5 to 9 June 2017 in Chiang Rai, Thailand. Content has since been enhanced through the sharing of knowledge and experiences gathered from a series of in-country workshops held in Cebu, Philippines; Luang Prabang, Lao PDR; Kampot, Cambodia; Bangkok, Thailand; and Yogyakarta, Indonesia. This culminated in a project review workshop in Bangkok from 24 to 26 April 2018 in which different in-country experiences were shared and comments on the guidebook collected. Twenty-six universities and teacher education institutions have taken part in the project process in total. This guidebook is a result of this collaborative journey. 
Sharing Malaysian experience in participation of girls in STEM education Año de publicación: 2016 Autor corporativo: UNESCO International Bureau of Education (IBE) The Malaysia government has placed STEM as a focus in developing the country towards achieving the status of a developed nation. The government acknowledges the role of women as equal partners in nation building. Thus, various policies ranging from economy, education, women’s welfare and human resources have been formulated through the years. These policies have resulted in among others, the increase in women researchers from 35.8% in 2004 to 49.9% in 2012 as well as more women’s participation in selected STEM courses at the tertiary level. A total of 84 girls’ day schools with 6 of them as residential STEM Girls’ schools have been built since 1939. There are many female role models in STEM for the girls to emulate. This has been made possible by the successful implementation of the various policies related to women in STEM as well as innovative measures in facing the continuing challenges in STEM education. 
រ ល ស ត ុ ន ិ ងអភ ិ លក ិ ច ្ច ធន ន: ប ឈម និង រ ើ លព ី សន ្តិស ុ ខទ ឹ ក និង រ ល ស ត ុ ក ្នុង ងស ្ទ ឹ ង ម ួ យចំន ួ ន 'កម ្ពុ, អ ្ន ក+ស, ល សំ - ី ម ុំ និង បិុ ច ស ុ .ម Año de publicación: 2015 Autor: Sam Sreymom, Pech Sokhem Autor corporativo: Cambodia Development Resource Institute (CDRI) This book is the major output of a three-year research project titled “Climate Change and Water Governance in Cambodia”, supported by the International Development Research Centre (IDRC) of Canada. The book is the result of close collaboration between the Cambodia Development Resource Institute (CDRI), a lead institute, and project partners: the Ministry of Water Resources and Meteorology (MOWRAM), Ministry of Environment (MOE), Tonle Sap Authority (TSA), Royal University of Agriculture (RUA), Institute of Technology of Cambodia (ITC) and the Mekong Programme on Water, Environment and Resilience(M-POWER).The project focussed on three river catchments around the Tonle Sap Lake: Stung Chrey Bak in Kompong Chhnang province, Stung Chinit in Kompong Thom province and Stung Pursat in Pursat province. The main research outcomes encompass (1) better understanding among decision makers, researchers and students of the livelihood implications of hydrological and ecosystem changes caused by changes in climate and human systems in the Tonle Sap Basin, and (2) improved methods of integrating local knowledge and scientific empirical evidence into Cambodia’s policy and planning framework. 
Gain or Drain: Understanding Public Private Partnerships in Education Año de publicación: 2013 Autor corporativo: Asia South Pacific Association for Basic and Adult Education (ASPBAE) As a facilitating tool for education campaign coalitions and other education campaigners to begin to build deeper appreciation and understanding of the issue, this Primer specifically seeks to:• Contribute to achieving clarity on the origin, scope and context of PPPs in education• Provide a simple guideline in assessing PPP initiatives to measure how they relate to realising the right to education• Help education campaign coalitions and networks deepen their analyses and define their operational positions for policy engagement on PPP initiatives. Quality Adult Education Benchmarks for Indigeneous Education Año de publicación: 2011 Autor: Sandra L. Morrison | Timote Vaioleti Autor corporativo: Asia South Pacific Association for Basic and Adult Education (ASPBAE) In November 2010, in Indonesia, Asia South Pacific Association for Basic and Adult Education(ASPBAE) brought together a number of educators from across its region to discuss benchmarking quality adult education for indigenous peoples. Educators came from across the ASPBAE region including the Philippines, India, Nepal, New Zealand, Australia, Thailand, Indonesia and Uzbekistan to share experiences and to build a collective understanding of what constitutes a good quality adult education program for indigenous peoples. Discussions were informed by a broader ASPBAE Quality Adult Education Framework, which had its origins in discussions held in 2009. The Core of the Framework is grounded on ASPBAE’s commitment to education as a right, adult education for transformation, and adult and basic education as integral and inter‐connected components of the vision of lifelong learning (Guevara, 2010). Other frameworks promoted by ASPBAE for education to be empowering, pro‐poor, gender just and sustainable were also important considerations. The 2010 gathering served as a nodal point to discuss the ASPBAE framework more deeply and to reaffirm or create a set of benchmarks for indigenous education which can be validated through a subsequent national and regional consultation process. 
UN and SDGs: A Handbook for Youth Año de publicación: 2017 Autor: Sunyoung Hwang | Jiwon Kim Autor corporativo: UN. Economic and Social Commission for Asia and the Pacific (UN. ESCAP) | Asian Development Bank (ADB) | United Nations Development Programme (UNDP) "UN and SDGs: A Handbook for Youth" is an outcome of ESCAP East and North-East Asia’s internship program that brings young people closer to the work of the United Nations, as well as to the achievement of the ambitious set of Sustainable Development Goals (SDGs). As young leaders of tomorrow, it is pivotal that youth are informed and engaged with the global vision for the future. Over the next fifteen years, youth will not only directly experience the outcome of SDGs and plans, but will also be the key driver for their successful implementation. For this reason, it is vital to raise awareness about the recently adopted 17 SDGs and the 2030 Agenda for Sustainable Development among youth, build a platform for discussion, and create the conditions for active engagement. This Handbook explores SDGs and the 2030 Agenda from a youth perspective. In the first chapter, it introduces the concept of sustainable development and outlines its historical development through the transition from Millennium Development Goals (MDGs) to SDGs. The second chapter discusses how youth can be harnessed as a major agent of change in achieving sustainable development, focusing on several pertinent youth issues in Asia and the Pacific. The final chapter introduces the UN system and its regional arm, ESCAP, explaining their role in the successful implementation of SDGs. 청년을 위한 UN과 SDGs 핸드북 Año de publicación: 2017 Autor: Sunyoung Hwang | Jiwon Kim Autor corporativo: UN. Economic and Social Commission for Asia and the Pacific (UN. ESCAP) | Asian Development Bank (ADB) | United Nations Development Programme (UNDP) 이 핸드북은 유엔의 업무와 지속가능발전목표(SDGs)에 대해 배울 수 있는 유엔 인턴십 프로그램을 통해 만들어졌습니다. 청년들이 내일의 리더로써 미래 글로벌 비전을 인식하고, 이에 적극 동참하는 일은 매우 중요합니다. 그들은 향후 15년간 SDGs의 결과를 체험하고, 목표를 성공적으로 이행할 핵심 주체가 될 것입니다. 그러므로 지속가능발전을 위한 2030 의제와 SDGs에 대한 청년들의 인식을 함양하고, 논의의 장을 늘리고, 적극적인 참여를 유도하기 위한 환경을 조성하는 것이 중요합니다. '청년을 위한 UN과 SDGs 핸드북'은 청년들의 관점에서 2030 의제와 SDGs를 개괄합니다. 제1장에서는 지속가능발전에 대한 개념을 소개하고 새천년개발목표 (MDGs)에서 SDGs로의 이행을 통한 역사적인 발전에 대해 알아보며, 제2장에서는 아시아태평양지역 내 청년과 관련된 여러가지 사안에 초점을 맞춰 청년들이 지속가능발전을 실현하기 위해 어떤 역할을 할 수 있는지에 대해 논의합니다. 제3장에서는 유엔 시스템과 지역기구인 ESCAP에 대해 소개하면서 SDGs의 성공적 이행 과정에 있어서의 청년들의 역할에 대해 알아봅니다. 
한국교육과 SDG4-교육2030 Año de publicación: 2018 Autor: 김광호 Autor corporativo: 유네스코한국위원회 영유아 교육부터 성인교육에 이르기까지 교육의 모든 분야를 망라하고 있는 SDG4는 매우 야심 찬 목표다. 세계 각국은 이를 달성하기 위해 여러 논의도 벌이고 교육 정책 에 반영도 하는 등 다각도로 노력하고 있다. 이러한 국제사회의 노력에 비해 국내의 SDG4 관련 움직임은 아직 그리 크지 않은 것 같다. 이에 유네스코한국위원회는 교육부와 함께 한국의 SDG4 달성 현황을 파악하고 앞으로 어떤 과제에 집중해야 하는지 점검하기 위하여 2017년 11월에 ‘제1회 SDG4-교육 2030 포럼: 한국교육과 SDG4-교육 2030’을 개최한 바가 있다. 이 책은 포럼 발표문과 토론문의 저자들이 포럼에서의 논의를 반영하여 수정한 원고를 한데 묶은 것이다. 일차적으로 교육 정책 담당자, 교육 연구자, 교육기관 종사자, 시민단체 활동가를 위한 내용을 담고 있지만, 일반 시민의 SDG4에 대한 관심과 이해를 높이는 데에도 유용할 것이다. 
2017-18 브릿지 프로그램 연차보고서 Año de publicación: 2018 Autor corporativo: 유네스코한국위원회 브릿지 프로그램은 유네스코한국위원회가 교육부의 지원과 후원 모금을 통해 남아시아 지역과 사하라 이남 아프리카 지역에 거주하는 비문해자를 포함한 교육소외계층을 대상으로 교육의 기회를 제공하는 사업이다. 이 보고서는 2017년도부터 2018년도 상반기까지 유네스코한국위원회가 아시아 6개국과 아프리카 6개국에서 각국의 정부기관, 시민사회단체 및 유네스코국가위원회 등과 협력하여 추진한 사업들의 세부 활동과 성과를 보여준다. 아울러, 브릿지 프로그램을 통해 삶의 변화를 맞이한 사람들의 이야기도 확인할 수 있다. 
Asia and the Pacific SDG Progress Report 2019 Año de publicación: 2019 Autor: Arman Bidarbakht Nia | Eric Hermouet | Dayyan Shayani | Phuong Tran Autor corporativo: 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.