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Connet with respect: preventing-gender based violence in schools; classroom programme for students in early secondary school 出版年份: 2016 机构作者: UNESCO Bangkok Students learn best in schools that provide safety and social support. However, some young people experience violence and harassment in, around, and on the way to school. This includes gender-based violence (GBV), which can take many different forms.As a teacher, you can play an important role in preventing the expression of gender-based violence in the school setting. Teachers, school principals and the broader education system can provide positive role models, empower children and youth to have healthy and respectful relationships, and deliver a violence prevention programme within their curriculum.This tool has been created to help schools in Asia and the Pacific to do all of these things. 
Happy Schools!: A Framework for Learner Well-being in the Asia-Pacific 出版年份: 2016 机构作者: UNESCO Bangkok The Happy Schools Project was launched in June 2014 in the aim of promoting learner well-being and holistic development. It follows on the findings of UNESCO Bangkok’s research on ‘Learning to Live Together’, which examined the ways in which education systems can promote peace through education in the Asia-Pacific region. While the concept of ‘Learning to Live Together’ is often reflected at policy level, there is little evidence as to how it is implemented in practice. Therefore, the Happy Schools Project aims to identify and recognize proven practices at school level that integrate this concept. 
Promoting inclusive teacher education: Introduction 出版年份: 2013 作者: Ian Kaplan | Ingrid Lewis 机构作者: UNESCO Bangkok ‘Promoting Inclusive Teacher Education’ is a series of five advocacy guides. The guides discuss challenges and barriers to inclusive education in different areas of teacher education and offer related strategies and solutions for effective advocacy towards more inclusive practices. The series begins with this introductory guide. It provides an overview of inclusive teacher education and of what advocacy means in this context. It also provides an introduction to the topics covered in the four other guides in the series. These are ‘Policy’, ‘Curriculum’, ‘Materials’, and ‘Methodology’.Advocacy Guide 1: Introduction – This introductory guide begins by providing a brief introduction to inclusive education. Readers should not, however, see this introductory guide as their only guide for understanding inclusive education. It is assumed that advocates will either have existing knowledge of inclusive education or will refer to other more comprehensive sources of information to learn about the concept. This guide goes on to explain the benefits of integrating awareness and understanding of inclusive education throughout pre-service teacher education. Finally, it provides a practical introductory guide to advocacy. 
Education and Training in a Changing Word: What Skills Do We Need? 出版年份: 2015 机构作者: UNESCO Bangkok What skills do learners need in today’s world? While academic skills have often been the focus of education systems, other skills that help us to better learn to live together and prepare us for the world of work must not be underestimated. This video highlights key messages on the importance of these skills, such as critical thinking, creativity, teamwork and empathy among many others as we enter a new era for Education 2030: towards inclusive and quality education and lifelong learning for all. 
Happy Schools Art E-Exhibition 出版年份: 2016 机构作者: UNESCO Bangkok Happy Schools Art E-Exhibition What does a Happy School look like to you? A happy learner is more likely to be a thriving one – better able to solve problems and apply critical thinking skills, more self-confident and likelier to form and foster positive relationships with others. Happy learners require Happy Schools, those that ensure the holistic development and well-being of students and the wider school community. In today’s rapidly changing world, we are faced with increasing mobility, life stress, competition, information overload, inequalities and environmental concerns. As these symptoms of ‘unhappiness’ begin to emerge, the Happy Schools Project calls for the need for education systems to reposition the school as more than a service for educational instruction, but rather, an environment which allows for social and emotional growth and development for learners to contribute to a more peaceful, just and equitable world. As part of UNESCO Bangkok’s Happy Schools Project, the Happy Schools team hosted an art contest in early 2016 in an effort to capture actions, moments and ideas that are promoting happiness in schools. All residents of the Asia-Pacific region were invited to submit images of any kind (photos, drawings, cartoons, paintings, graphics, and posters) along with a caption/description that captures the concept of Happy Schools. Thirty winners were selected from the pool of entries for the Happy Schools Art Exhibition and Report Launch (of the Happy Schools: A Framework for Learner Well-being in the Asia-Pacific report. The artwork will be on display for the Happy Schools Art Exhibition from 25 March to 3 April, 2016 at The Commons in Bangkok, Thailand, and available to view here as an e-exhibition. Écoles Heureux Art E-Exhibition 出版年份: 2016 机构作者: UNESCO Bangkok Heureux Écoles d'art E-Exposition, qu'est-ce qu'une école heureux ressemble pour vous? Un apprenant heureux est plus susceptible d'être une entreprise florissante un - mieux à même de résoudre les problèmes et appliquer la pensée critique, plus confiant et plus susceptibles de former et de favoriser des relations positives avec les autres. Apprenants Heureux exigent l’écoles Heureux, ceux qui assurent le développement holistique et le bien-être des élèves et la communauté scolaire. Dans le monde en évolution rapide d'aujourd'hui, nous sommes confrontés à la mobilité croissante, le stress de la vie, la concurrence, la surcharge d'information, les inégalités et les préoccupations environnementales. Comme ces symptômes de «malheur» commencent à émerger, le projet Bonne écoles appelle à la nécessité pour les systèmes éducatifs pour repositionner l'école comme plus qu'un service pour l'enseignement de l'éducation, mais plutôt, un environnement qui favorise la croissance et le développement social et affectif pour apprenants de contribuer à un monde plus pacifique, juste et équitable. Dans le cadre du projet Écoles heureux de l'UNESCO à Bangkok, l'équipe Ecoles Heureux a organisé un concours d'art au début de 2016 dans le but de capturer des actions, des moments et des idées qui font la promotion du bonheur dans les écoles. Tous les résidents de la région Asie-Pacifique ont été invités à soumettre des images de toute nature (photos, dessins, bandes dessinées, peintures, graphiques et affiches) avec une légende / description qui capture le concept des écoles Heureux. Trente gagnants ont été sélectionnés à partir du pool d'entrées pour les écoles Bonne Exposition Art et Rapport de lancement (des écoles Heureux:. Un cadre pour l'apprenant le bien-être dans le rapport Asie-Pacifique, l'œuvre sera exposée pour l'Exposition Heureux Ecoles d'Art du 25 Mars au 3 Avril, 2016 au The Commons à Bangkok, en Thaïlande et à la disposition de la considérer comme un e-exposition) 
UNESCO 2018 Asia-Pacific Youth Evaluation Report 出版年份: 2020 作者: Rebecca Barr | Sue Vize 机构作者: UNESCO Bangkok In March 2019 UNESCO conducted the first ever “youth evaluation” of the youth programmes implemented during 2018. This evaluation is a pilot for integrating youth-led evaluation as part of UNESCO’s programming cycle as part of our commitment to meaningfully engaging with youth.This evaluation was developed by UNESCO staff in partnership with youth who have been involved in UNESCO’s work in a variety of ways. It consists of three parts: an online survey, focus group discussions and stories written by young people about their experiences being part of a UNESCO project. 
Promoting inclusive teacher education: curriculum 出版年份: 2013 作者: Ian Kaplan | Ingrid Lewis 机构作者: UNESCO Bangkok ‘Promoting Inclusive Teacher Education’ is a series of five advocacy guides. The guides discuss challenges and barriers to inclusive education in different areas of teacher education and offer related strategies and solutions for effective advocacy towards more inclusive practices. The series begins with this introductory guide. It provides an overview of inclusive teacher education and of what advocacy means in this context. It also provides an introduction to the topics covered in the four other guides in the series. These are ‘Policy’, ‘Curriculum’, ‘Materials’, and ‘Methodology’.Advocacy Guide 3: Curriculum – changing the overall organization and sequencing of teacher education. Curriculum refers to the overall courses of study at pre-service teacher education institutions. A curriculum is a way of organizing and sequencing learning experiences with the aim of achieving specified learning outcomes. It guides what will be learned, and why, and how this learning is facilitated. The curriculum reflects connections between society, politics and schools/teachers, so the development of inclusive curricula reflects 2 ADVOCACY GUIDE 1 3 a desire to develop an equitable, non-discriminatory society1 through attention to the overall structuring of teaching and learning within teacher education. 
Promoting inclusive teacher education: materials 出版年份: 2013 作者: Ian Kaplan | Ingrid Lewis 机构作者: UNESCO Bangkok ‘Promoting Inclusive Teacher Education’ is a series of five advocacy guides. The guides discuss challenges and barriers to inclusive education in different areas of teacher education and offer related strategies and solutions for effective advocacy towards more inclusive practices. The series begins with this introductory guide. It provides an overview of inclusive teacher education and of what advocacy means in this context. It also provides an introduction to the topics covered in the four other guides in the series. These are ‘Policy’, ‘Curriculum’, ‘Materials’, and ‘Methodology’.Advocacy Guide 4: Materials – changing the materials that are used to support teaching and learning within teacher education. Materials refer to the resources (e.g. textbooks) which are used in pre-service teacher education institutions. Teacher education utilizes a wide range of materials, including those used by teacher educators as an aid to teaching, and those used by student teachers as an aid to learning. 
Promoting inclusive teacher education: methodology 出版年份: 2013 作者: Ian Kaplan | Ingrid Lewis 机构作者: UNESCO Bangkok ‘Promoting Inclusive Teacher Education’ is a series of five advocacy guides. The guides discuss challenges and barriers to inclusive education in different areas of teacher education and offer related strategies and solutions for effective advocacy towards more inclusive practices. The series begins with this introductory guide. It provides an overview of inclusive teacher education and of what advocacy means in this context. It also provides an introduction to the topics covered in the four other guides in the series. These are ‘Policy’, ‘Curriculum’, ‘Materials’, and ‘Methodology’.Advocacy Guide 5: Methodology – changing teaching methodology within teacher education institutions. Methodology refers to the theory and practice of teaching and learning. This addresses how teaching and learning is understood, organized, and conducted. Methodology, then, is the overall framework or approach to teaching which encompasses specific teaching methods. For example, an overall inclusive teaching methodology involves specific approaches to individualized/personalized instruction, and learner-centred teaching. These four advocacy guides are structured so that they: • break the issue down into several key challenges; • analyse the broad situation in the region, and suggest questions that advocates could ask to help them investigate the situation in their specific context; and • suggest pertinent advocacy goals, and the messages that advocates may want to convey, as well as indicators for deciding whether advocacy on the issue is having any impact. Tables at the end of each advocacy guide summarize the advocacy messages and suggest potential targets for each message, and then offer space for readers to make notes about how they might convey these messages to each target (drawing on advice provided in the brief guide to advocacy in this introductory guide). Illustrative case studies are provided wherever possible, and readers are encouraged to use their own investigations within their context to identify local case studies that they can use to back up their advocacy messages.