Recursos
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How Digital is Transforming the Lives of Young People in Small Island Developing States Año de publicación: 2024 Autor corporativo: United Nations Development Programme (UNDP) Young people represent a sizeable and vital population in Small Island Developing States (SIDS). For them, digital technologies are more than just tools; they are gateways to new horizons. Digital is creating fresh opportunities, opening doors to unconventional careers, and redefining how knowledge is acquired and shared. Young people are using digital to start new businesses, explore new opportunities, learn new knowledge and skills, and to build global connections. However, young people are also cautious about digital – and they recognise risks and issues posed by digital channels, tools, and technologies. ‘How Digital is Transforming the Lives of Young People in SIDS’ explores these opportunities and challenges by hearing from young people – in their own words. Through a bespoke survey chatbot, running on messaging platforms most used by young people living in SIDS, more than 5,000 respondents from over 30 countries discuss how they’re using digital to transform their lives and livelihoods. And the barriers and challenges that they are facing on their digital journeys. 
Kit de Plaidoyer pour la promotion de l'éducation multilingue: y compris les exclus Año de publicación: 2007 Autor corporativo: UNESCO Bangkok 
Learning to live together Año de publicación: 2014 Autor corporativo: 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. 
Advocacy kit for promoting multilingual education: including the excluded Año de publicación: 2007 Autor corporativo: UNESCO Bangkok Who Can Use This Kit? This kit was prepared for all of those who want to ensure that “Education for All” does, indeed, include everyone! The kit will be especially valuable for policy makers, education practitioners and specialists who want to improve access to and quality of education for those excluded by language. It will also be helpful for speakers of ethnic minority languages who want to improve the education situation in their own communities.This kit is designed to raise awareness on the importance of mother tongue-based multilingual education (MLE). It presents key arguments and facts about MLE and provides important insights about the value and benefits of providing education in learners’ mother tongue. The kit also presents ideas, research findings and concrete examples that you can use to think about your own situation and suggests steps for taking actions to make your school system more responsive to linguistic diversity.The kit is not a definitive textbook, and it will not have an answer for every problem that you might face. To help you as much as possible, at the end of each booklet we have included lists of references. In addition, each booklet contains a glossary of terms and, at the front of each booklet is a one-page summary of its contents.How Can You Use This Kit? This kit contains three main booklets. Each booklet has a designated audience: 1) policy makers, 2) education programme planners and practitioners and 3) community members. Please remember that developing MLE requires contributions from everyone at all levels. For that reason, we encourage you to use all three booklets along with other available resources as you work together to plan, implement and sustain your MLE programmes.This kit can be used in many different ways. For those who are already involved in MLE programmes, you might use these ideas to help you to promote mother tongue instruction and strengthen your programme. Those who are not familiar with multilingual education but want to improve educational access for minority language students might use these booklets to identify specific points that they can investigate and discuss in their own contexts. 
MTB MLE resource kit: Including the excluded: promoting multilingual education Año de publicación: 2016 Autor: Susan Malone Autor corporativo: UNESCO Bangkok Who Can Use this Resource Kit?This MTB MLE Resource Kit is for people who are committed to the idea that all children have the right to quality education in a language they speak and understand. MTB MLE programmes that are sustained within the formal education system require contributions from all stakeholders, working together and supporting one another. The next three booklets were developed for three specific stakeholder groups: policy makers, programme implementers and community members. These three booklets, with the case studies, provide a “big picture” of successful MTB MLE programmes and suggestions for the roles each group can take as they plan, implement and maintain their programmes. How Can You Use this Resource Kit?Each booklet is organized around key questions about MTB MLE that are frequently asked by policy makers, implementers and community members. Responses to each question include examples of specific activities that are part of successful MTB MLE programmes in a variety of contexts. Working together, stakeholders can identify the specific activities that are best suited for their own situation and make the best use of all available resources. Advocacy kit for promoting multilingual education: including the excluded Año de publicación: 2007 Autor corporativo: UNESCO Bangkok This kit was prepared for all of those who want to ensure that “Education for All” does, indeed, include everyone! The kit will be especially valuable for policy makers, education practitioners and specialists who want to improve access to and quality of education for those excluded by language. It will also be helpful for speakers of ethnic minority languages who want to improve the education situation in their own communities. This kit is designed to raise awareness on the importance of mother tongue-based multilingual education (MLE). It presents key arguments and facts about MLE and provides important insights about the value and benefits of providing education in learners’ mother tongue. The kit also presents ideas, research findings and concrete examples that you can use to think about your own situation and suggests steps for taking actions to make your school system more responsive to linguistic diversity. The kit is not a definitive textbook, and it will not have an answer for every problem that you might face. To help you as much as possible, at the end of each booklet we have included lists of references. In addition, each booklet contains a glossary of terms and, at the front of each booklet is a one-page summary of its contents. This kit contains three main booklets. Each booklet has a designated audience: 1) policy makers, 2) education programme planners and practitioners and 3) community members. Please remember that developing MLE requires contributions from everyone at all levels. For that reason, we encourage you to use all three booklets along with other available resources as you work together to plan, implement and sustain your MLE programmes. This kit can be used in many different ways. For those who are already involved in MLE programmes, you might use these ideas to help you to promote mother tongue instruction and strengthen your programme. Those who are not familiar with multilingual education but want to improve educational access for minority language students might use these booklets to identify specific points that they can investigate and discuss in their own contexts. Case Study - Pakistan: Education, Religion and Conflict Año de publicación: 2015 Autor: Raza Rumi Autor corporativo: Tony Blair Faith Foundation | McGill University Pakistan is in the midst of crisis. It is threatened by virulent extremist groups and is suffering from a failing education system that is poorly funded and politically manipulated. It promulgates an undefined Islamo-nationalist ideology that lays the foundations for widespread acceptance of ideologically motivated violence. Reforms to the curriculum have been legislated but are badly implemented by the country's politicians; the international community has largely turned a blind eye to these shortcomings. Unless aid and advocacy are specifically focused on far-reaching educational reform that directly tackles extremism, the long-term consequences will be extremely severe. Case Study - Pakistan: Education, Religion and Conflict Año de publicación: 2015 Autor: Raza Rumi Autor corporativo: Tony Blair Faith Foundation | McGill University Le Pakistan traverse une crise. Il est menacé par des groupes extrémistes virulents et souffre d'un système éducatif défaillant, mal financé et manipulé politiquement. Il promulgue une idéologie islamo-nationaliste vague qui jette les bases d'une large acceptation de la violence idéologique. Il y a une législation sur les réformes du programme mais celles-ci sont mal appliquées par les politiciens du pays ; la communauté internationale dans son ensemble a fermé les yeux sur ces lacunes. Si l'assistance et le plaidoyer ne sont pas spécifiquement axés sur une vaste réforme de l'éducation abordant directement l'extrémisme, les conséquences à long terme seront extrêmement graves. 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. MTB MLE resource kit: Including the excluded: promoting multilingual education (chi) Año de publicación: 2016 Autor: Susan Malone Autor corporativo: UNESCO Bangkok Who Can Use this Resource Kit?This MTB MLE Resource Kit is for people who are committed to the idea that all children have the right to quality education in a language they speak and understand. MTB MLE programmes that are sustained within the formal education system require contributions from all stakeholders, working together and supporting one another. The next three booklets were developed for three specific stakeholder groups: policy makers, programme implementers and community members. These three booklets, with the case studies, provide a “big picture” of successful MTB MLE programmes and suggestions for the roles each group can take as they plan, implement and maintain their programmes. How Can You Use this Resource Kit?Each booklet is organized around key questions about MTB MLE that are frequently asked by policy makers, implementers and community members. Responses to each question include examples of specific activities that are part of successful MTB MLE programmes in a variety of contexts. Working together, stakeholders can identify the specific activities that are best suited for their own situation and make the best use of all available resources.