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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
87 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Situation Assessment: Comprehensive Sexuality Education in Digital Spaces โ Opportunities for Formal Education in Thailand ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: UNESCO Bangkok This rapid situation assessment of comprehensive sexuality education across digital spaces in Thailand aims to understand the opportunities for using digital sexuality education spaces and content in formal education. The report analyses original data drawn from young people, teachers, education officials, and representatives of organizations engaged in young peopleโs health and well-being, and consolidates these with learnings from earlier studies both locally and further afield. It offers recommendations for capacity-building and other efforts to expand access to innovative teaching and learning on sexuality education by leveraging digital spaces both in and out of the classroom. 
The Impact of COVID-19 on Early Childhood Education in the Asia-Pacific and Sub-Saharan Africa: Insights From the Results of Rapid Regional Personnel Survey ๋ฐํ ์ฐ๋: 2021 ์ ์: Yoshie Kaga | Kyungah Bang ๋จ์ฒด ์ ์: UNESCO Bangkok Declared a global pandemic on 11 March 2020 by the World Health Organization (WHO), COVID-19 has had far-reaching impacts on every facet of life around the world, exacerbating pre-existing inequalities and negatively impacting on vulnerable and disadvantaged populations the most. Learning continuity has been disrupted by school closures, generating an unprecedented situation worldwide. According to UNESCO Institute for Statistics (UIS) data collated in July 2020, over 18.6 million children in pre-primary education in forty-eight Sub-Saharan African countries and 4.4 million pre-primary teachers โ eighty- five per cent of whom were women โ in twenty-four countries in the Asia-Pacific region were affected by school or centre closures. Recognizing the possible severe and detrimental impact that COVID-19 might have on ECE personnel and their practices, UNESCO Bangkok and Dakar teamed up with several partners to undertake regional surveys in the Asia-Pacific and Sub-Saharan Africa from April to July 2020. Based on the regional surveys, this report features eight key findings and three key messages to better understand ECE personnelโs needs and to identify possible responses to support them. 
่ๅๅฝ ๆ็งๆ็ป็ป ็ปฟ่ฒๅญฆ้ข: ๆฐๅ้ๅบๅๅญฆๆ กๆๅ ๋ฐํ ์ฐ๋: 2019 ๋จ์ฒด ์ ์: UNESCO Bangkok ๆฌๆๅ้ผๅฑ็คพๅบ่ฟ่ก่ฝๅๅปบ่ฎพ๏ผๅนถๆ็้ๅบๆฐๅๅๅ็ๆนๅ ่ฟๆธกใๅฎไปฅ็งๅญฆ็ฅ่ฏไธบๅบ็ก๏ผๆ็
งโไบบไธ็็ฉๅ่ฎกๅโ็่ง ๅฎๆนๅไบบไธ็ฏๅขไน้ด็ๅ
ณ็ณปใ 
Positioning ICT in Education to Achieve the Education 2030 Agenda in Asia and the Pacific: Recommendations for a Regional Strategy ๋ฐํ ์ฐ๋: 2018 ์ ์: Hyojeong So | Kyungsim Yeon | Kyungsim Yeon | Jian Xi Teng ๋จ์ฒด ์ ์: UNESCO Bangkok This regional study is an important document for Asia-Pacific Member States as it consolidates data related to the effective use of ICT in education. One highlight of this study is the five priority areas for the use of ICT towards achieving SDG4 and Education 2030 that were identified based on a synthesis of the data:ICT for transforming and expanding TVET and higher education ICT for improving teacher qualityICT for improving access to and quality of secondary education ICT for enabling inclusive and equitable learningICT for monitoring and evaluation 
5-year progress review of SDG 4 โ Education 2030 in Asia-Pacific ๋ฐํ ์ฐ๋: 2021 ๋จ์ฒด ์ ์: UNESCO Bangkok | United Nations Children's Fund (UNICEF) This report documents progress made towards the achievement of SDG 4 in the Asia-Pacific region since the ambitious vision for Education 2030 was set in 2015. It analyses the regional context, challenges and opportunities, and provides policy recommendations through the lens of the overarching themes of equity and inclusion, while also considering the impact of the COVID-19 pandemic. 
Asia-Pacific Regional Synthesis: Climate Change, Displacement and the Right to Education ๋ฐํ ์ฐ๋: 2023 ๋จ์ฒด ์ ์: UNESCO | United Nations University Institute for the Advanced Study of Sustainability (UNU-IAS) | UNESCO Bangkok In 2020, 30.7 million people were displaced by natural disasters โ disasters which the scientific community acknowledges are more frequent and more intense as a result of climate change. In Asia and the Pacific alone, 21.3 million people were displaced, making it the region the most impacted by national disasters and climate change in the world. Therefore, country case studies were carried out in Bangladesh, India, Indonesia, Tuvalu, and Viet Nam to examine not only specific vulnerabilities to climate change and related mobility, but also the impacts of climate change on the right to education in Asia and the Pacific. These case studies show that climate change directly threatens education โ through the destruction of schools and property โ but also indirectly puts education in peril by forcing people to cross borders, ensuring neither legal residency nor the right to education. This regional synthesis report aims to guide policy-makers through providing operational policy recommendations on how to ensure education is protected in Asia and the Pacific in the face of climate change and displacement from a human rights-based approach. The report is one of four being developed and will contribute to the global initiative on climate change and displacement and the right to education โ launched by UNESCO in 2020 โ by informing the development of a Global Report with global policyrecommendations.How climate change impacts the right to education in Asia and the Pacific21.3million displacementstook place in Asia and the Pacific 
Learner-Centred Teaching in Technical and Vocational Education and Training: Perspectives and Reviews of Six Asia-Pacific Countries ๋ฐํ ์ฐ๋: 2023 ๋จ์ฒด ์ ์: UNESCO Bangkok Learner-centred Teaching in Technical and Vocational Education and Training: Perspectives and Reviews of Six Asia-Pacific Countries A learner-centred approach to teaching in Technical and Vocational Education and Training (TVET) is based on learner engagement, autonomy and outcome-based activities to support professional development. This report analyses the status of learner-centred TVET teaching in six selected countries across Asia and the Pacific, including China, Republic of Korea, Samoa, Sri Lanka, Thailand, and Uzbekistan. The countries were selected because of their geographic diversity, access to national experts, and potential around learner-centred TVET.The first part of the study is a review of the theoretical background on the learner-centred approach and TVET teaching with an international scope. A total of 25 indicators were used to assess three components of TVET teaching in the region. The analysis includes 17 examples corresponding to the selected indicators. The findings showcase lessons learned and recommendations for countries to self-assess their TVET teaching strategies. These examples will help to inform future projects and capacity building in each sub-region of Asia-Pacific.As a result, seven proposals are identified and discussed to promote the development of learner-centred TVET teaching in the region. These proposals include: 1) supporting national reform of the pedagogy based on the results of pilot projects; 2) increasing two-way communication between students and teachers; 3) producing learning materials adapted to learner-centred methods; 4) using technology in the learning process; 5) implementing competency-based learning to support the learner-centred pedagogy; 6) integrating transversal and core skills; and 7) developing teachersโ capacities by employing a learner-centred approach. These proposals (on reform, teaching method, use of materials, etc.) also address gender dimensions throughout the planning, implementation and review process. Conclusions from the study provide lessons learned as well as proposals for further research and implementation of learner-centred TVET teaching in Asia-Pacific. 
Leave No One Behind: Equity and Inclusion in Education at UNESCO Multisectoral Regional Office in Bangkok (UNESCO Bangkok) ๋ฐํ ์ฐ๋: 2023 ๋จ์ฒด ์ ์: UNESCO Bangkok Equity and inclusion in education ensures a process intended to respond to studentsโ diversity by increasing their participation and reducing exclusion within and from education. 
Digital Citizenship in Asia-Pacific: Translating Competencies for Teacher Innovation and Student Resilience ๋ฐํ ์ฐ๋: 2023 ๋จ์ฒด ์ ์: UNESCO Bangkok A digitally-equipped and competent teaching force is crucial for cultivating students' digital citizenship skills. This UNESCO report, consisting of a comprehensive analysis comprising 15 countries in the Asia-Pacific region, unveils compelling evidence pertaining to what factors influence teachers' Information and Communication Technology (ICT) skills and their impact on studentsโ digital citizenship competencies. Perhaps unsurprisingly, the findings of this report show that students are developing most of their digital citizenship competencies through self-directed learning and outside of school. Nevertheless, teachers still play an important role, particularly in coaching students to use technology safely and effectively. Thus as UNESCO reports, Digital Creativity and Innovation remains relatively underdeveloped in all participating research countries. Additionally, female students tend to benefit more from teachers' guidance and advice, especially in terms of Digital Safety and Resilience. Support for teachers in terms of access to ICT infrastructure and training on ICT and pedagogical skills will contribute towards improving their ability to effectively guide and mentor their students, ultimately leading to better outcomes in terms of digital citizenship competencies. To achieve this, it is important for education systems to develop comprehensive and contextualized approaches to enhance digital citizenship capacities in teachers. Education policymakers and leaders are encouraged to use the 10 recommendations herein as a โroadmapโ to ensure that teachers are equipped with the necessary skills and knowledge to effectively integrate digital citizenship education into their teaching practices. This will ultimately help prepare students for the digital world and ensure their safety and well-being online. 
Together for Peace: Silent Manga Catalogue ๋ฐํ ์ฐ๋: 2020 ์ ์: Walden Schertz | Jeremy Clay | Santibhap Ussavasodhi ๋จ์ฒด ์ ์: UNESCO Bangkok | Coamix This Together for Peace Silent Manga Catalogue is a compilation of silent manga โ manga stories told entirely through illustration without the use of dialogue. These works of art were selected from 274 entries submitted by artists in 117 countries worldwide to join SILENT MANGA AUDITIONยฎ Round 13 held under the theme Together for Peace, in collaboration with UNESCO Bangkok, the Asia and Pacific Regional Bureau for Education. Silent manga is a powerful medium of communication in the Asia-Pacific. Although the region is the most diverse in the world, it can be enjoyed by anyone regardless of their background. Silent manga has no language barrier. These works showcase different reflections of peace as expressed by artists around the world while conforming to the Japanese manga style.