UNESCO Bangkok: Education News http://www.unescobkk.org/ Education News from UNESCO Bangkok, Asia Pacific Bureau for Education. en UNESCO Bangkok: Education News http://www.unescobkk.org/fileadmin/FIELD/_GLOBAL/PICS/logo_en_05.gif http://www.unescobkk.org/ 186 86 Education News from UNESCO Bangkok, Asia Pacific Bureau for Education. TYPO3 - get.content.right http://blogs.law.harvard.edu/tech/rss Fri, 25 May 2012 17:41:00 +0700 Aid effectiveness in education: what is really needed? http://www.unescobkk.org/education/news/article/aid-effectiveness-in-education-what-is-really-needed/ Sufficient funding Country representatives at the seminar expressed a general concern that financial commitment, as suggested by the benchmark of 6% of GNP in the Delors report (1996),[1] has not been met by many countries to sufficiently implement set education policies. Despite the efforts of many countries to raise public expenditure for education, very few countries have achieved this benchmark, notably in West and South Asia. In addition, many countries depend on external funding to meet expenditure for education, including Cambodia, Lao PDR and Nepal. This dependency on foreign aid is risky: it is both potentially unstable and unsustainable in efforts to improve quality of education. The 2010 Global Monitoring Report (GMR) estimates that $US 16 billion in aid is needed to fill the financial gap required to achieve the Education for All (EFA) goals by 2015. Some countries in the Asia-Pacific may face a serious challenge of insufficient financial resources for education. This may then be compounded by lack of technical capacity to quantify resources actually needed to achieve both the EFA goals and their own national priorities in education. Targeted ODA spending for education Country representations at the seminar acknowledged the positive contributions that international aid has brought. The funding conditions and guidelines of donors, especially in high priority areas, have helped countries to shift their education financing approach from input based to outcome based. Mr Tran Dai Hai from the Ministry of Education and Training, Viet Nam, illustrated how the practices in aid can be applied at the country level to improve quality of education. Foreign assistance to education in Vietnam has gradually moved away from a mix of large-scale projects to specific-targets for decentralized implementation of the EFA plan. This has encouraged a better medium-term policy and resources framework within which budget support can be delivered. In Viet Nam, targeted funding has been of great benefit to improving education. In particular, it has led to increased innovation in policy and institutional reform, enabling a change in the quality of policies and efforts by government and donors to improve the efficiency and impact of these policies. One example is the implementation of programmes to ensure minimum quality standards are met in primary schools by targeting donor resources. Partnerships for greater accountability and capacity Many governments have made great effort to optimize ODA in education. The Cook Islands, for example, is working to guide projects towards holistic and sector-wide priorities of the Ministry of Education away from segregated projects. Lao PDR has adopted policy-driven planning by linking planning and budgeting at both central and provincial levels using budget allocation. This approach requires working in partnership with donors, where governments actively participate in financial management process or procurement systems with minimal support from external advisors. This also enables enhanced capacity development across the sector. Challenges remain however, as many countries still lack a comprehensive capacity development plan that links to their long term Education Sector Development Plan. Strengthened partnerships between donors and recipient countries is needed to promote results based management and accountability rather than monitoring aid flow and usage, and to allow countries to take a more active role in defining and implementing initiatives aimed at improving education quality. It is important that these partnerships pave the way for an improving public financial management system, building confidence and developing long term capacity in line with the country’s strategic objectives. According to Mr. Tran, flexibility in accepting diverse approaches to working with the various partners appears to be a successful strategy for Viet Nam in establishing effective co-operation and dialogue. It seems that demanding high levels of transparency from partners in linking performance with the disbursement of funds may have served to encourage mutual ownership and to build a stronger consensus over technical issues to meet the objectives of both donors and recipients of ODA. The seminar highlights the needs for and challenges that many countries in the region face in terms of sufficient funding, dependency on short term funding and public financial management reforms to build long term funding modalities and strategies that are in line with national objectives, and develop capacity and accountability in improving learning outcomes. Clearly, a combination of sufficient funding and good policies lies at the heart of improved aid effectiveness in education. For full report on the 2011 KEDI-UNESCO regional report please click By Lien Pham [1] Learning: the Treasure Within, the report to UNESCO of the International Commission on Education for the Twenty-first Century Sufficient funding

Country representatives at the seminar expressed a general concern that financial commitment, as suggested by the benchmark of 6% of GNP in the Delors report (1996),[1] has not been met by many countries to sufficiently implement set education policies. Despite the efforts of many countries to raise public expenditure for education, very few countries have achieved this benchmark, notably in West and South Asia.  In addition, many countries depend on external funding to meet expenditure for education, including Cambodia, Lao PDR and Nepal. This dependency on foreign aid is risky: it is both potentially unstable and unsustainable in efforts to improve quality of education.

The 2010 Global Monitoring Report (GMR) estimates that $US 16 billion in aid is needed to fill the financial gap required to achieve the Education for All (EFA) goals by 2015. Some countries in the Asia-Pacific may face a serious challenge of insufficient financial resources for education. This may then be compounded by lack of technical capacity to quantify resources actually needed to achieve both the EFA goals and their own national priorities in education. 

Targeted ODA spending for education

Country representations at the seminar acknowledged the positive contributions that international aid has brought. The funding conditions and guidelines of donors, especially in high priority areas, have helped countries to shift their education financing approach from input based to outcome based. Mr Tran Dai Hai from the Ministry of Education and Training, Viet Nam, illustrated how the practices in aid can be applied at the country level to improve quality of education. Foreign assistance to education in Vietnam has gradually moved away from a mix of large-scale projects to specific-targets for decentralized implementation of the EFA plan. This has encouraged a better medium-term policy and resources framework within which budget support can be delivered.  In Viet Nam, targeted funding has been of great benefit to improving education. In particular, it has led to increased innovation in policy and institutional reform, enabling a change in the quality of policies and efforts by government and donors to improve the efficiency and impact of these policies. One example is the implementation of programmes to ensure minimum quality standards are met in primary schools by targeting donor resources. 

Partnerships for greater accountability and capacity

Many governments have made great effort to optimize ODA in education. The Cook Islands, for example, is working to guide projects towards holistic and sector-wide priorities of the Ministry of Education away from segregated projects. Lao PDR has adopted policy-driven planning by linking planning and budgeting at both central and provincial levels using budget allocation. This approach requires working in partnership with donors, where governments actively participate in financial management process or procurement systems with minimal support from external advisors. This also enables enhanced capacity development across the sector. Challenges remain however, as many countries still lack a comprehensive capacity development plan that links to their long term Education Sector Development Plan. 

Strengthened partnerships between donors and recipient countries is needed to promote results based management and accountability rather than monitoring aid flow and usage, and to allow countries to take a more active role in defining and implementing initiatives aimed at improving education quality. It is important that these partnerships pave the way for an improving public financial management system, building confidence and developing long term capacity in line with the country’s strategic objectives. According to Mr. Tran, flexibility in accepting diverse approaches to working with the various partners appears to be a successful strategy for Viet Nam in establishing effective co-operation and dialogue. It seems that demanding high levels of transparency from partners in linking performance with the disbursement of funds may have served to encourage mutual ownership and to build a stronger consensus over technical issues to meet the objectives of both donors and recipients of ODA.  

The seminar highlights the needs for and challenges that many countries in the region face in terms of sufficient funding, dependency on short term funding and public financial management reforms to build long term funding modalities and strategies that are in line with national objectives, and develop capacity and accountability in improving learning outcomes. Clearly, a combination of sufficient funding and good policies lies at the heart of improved aid effectiveness in education. 

For full report on the 2011 KEDI-UNESCO regional report please click 

 

By Lien Pham

 

[1] Learning: the Treasure Within, the report to UNESCO of the International Commission on Education for the Twenty-first Century

]]> ED Education Policy and Reform News UNESCO Bangkok m.manuson@unesco.org Fri, 25 May 2012 17:41:00 +0700 The Future of (Open) Education with Sir John Daniel http://www.unescobkk.org/education/news/article/the-future-of-open-education-with-sir-john-daniel/ Open education or open learning involves the policies and practices that permit entry to learning without barriers connected to age, gender, time constraints or prior learning. Arguably, the demand for open education has never been greater, particularly given the rapid development of ICTs and the ubiquitous spread of information through internet technologies. The benefits of open education are clear; not only can it enhance the cost-effectiveness of education and training systems, it helps to reach target groups with limited access to conventional education and training, it promotes innovation and allows greater opportunity for lifelong learning. As institutions including the Open University (Britain) and Athabasca University (Canada) throw away entry requirements and engage in distance learning programs, one might consider the critical role of open education in achieving Education for All, and beyond this, in shaping the very future of education. At the same time, many challenges need to be overcome, including persistent negative attitudes to e-learning and technological shortfalls which undermine the great potential of open education. Eight years after he left his position as Assistant Director General of UNESCO, Sir John Daniel visited UNESCO Bangkok to present on the concept of open education, the persistent challenges, achievements made and implications for the future of education, particularly in the context of discussion on the post-2015 international development agenda and post EFA. Sir John Daniel has been at the forefront of open education since its early days. He was studying in Paris during the 1968 student riots, which can be seen as a precursor to the ideals which initiated the development of open education. Later on, he aspired to become part of the new trend towards open education and joined the Quebec Open University. In 1990, he was appointed Vice-Chancellor of the Open University in the United Kingdom. In his current career, as President of the Commonwealth of Learning, he has been promoting learning for development, particularly through technology. Throughout his career in education, he has been instrumental in the development of paradigms regarding open education, including his signature ‘iron triangle’ which explains the balance between costs, access and quality in the education system, and how when one increases, the other two factors are compromised. As Sir John explains, “Pack more students into the class and quality will be perceived to suffer. Improve quality by providing more learning materials or better teachers and the cost will go up. Cost cutting may endanger both access and quality.” Having been part of the movement for so long, he has been witness to the development of the ideals which sustain open education. The ‘original’ Open University in the UK was founded on four key principles: being Open to People, Open to Places, Open to Methods and Open to Ideas. As the movement has grown, so have the ideals behind it. Empire State College even has an ‘open curriculum’ allowing students to design their own degree course. Open admissions and distance learning have been widely adopted by universities around the globe. This successful formula has lead to the growth of ‘mega universities’ with other 100,000 students, particularly dominant in the Asia-Pacific region. Technology has had an undeniable impact on open education, revolutionising the way in which it is implemented. It has, for instance, distorted the ‘Iron Triangle’; enter technology and there is no longer the same cost, access and quality constraints that may have existed previously. High quality education can be more easily accessed at lower costs. Open universities have been exploiting the benefits of technology for some time, including, for example, using technology to diffuse Open Education Resources to a wider audience. Initially, there were concerns about the economic viability and thus sustainability of such an approach. Surprisingly, however, universities have found economic benefit since the resources do attract students to paid courses. Indeed, the UK Open University’s OpenLearn website now has 28 million users, and is the largest global player on iTunesU with 450,000 downloads per week. The scope of open learning now goes far beyond traditional degree courses. The Yashwantrao Chavan Maharashtra Open University, for example, has offered a programme for tuk-tuk drivers. Technology has also allowed open education to spread to secondary schooling. This development has not been without its problems, but as the demand for secondary education surges, open education at this level can dramatically increase access. For Sir John Daniel, “Expanding access to secondary education is now education’s biggest challenge.” Technology could well aid the response to this. As Open Education becomes continues to spread, a number of issues need to be addressed, including perennial copy-right concerns. Publishers, who have had something of a monopoly in the production of educational materials, are increasingly up-in-arms, as governments cut costs through Open Educational Resources. Simultaneously, as Open Educational Resources spread, it is increasingly difficult to monitor quality, particularly if adapted when delivered. With regard to secondary education, younger people may require more contact hours than open education may provide for. The Commonwealth of Learning (COL) has been supporting the ‘opening’ up of open education in many dimensions. It supports integrative open schools placed at the heart of school systems, so that the open schools can improve the quality and reach of the overall system and act as a source of innovation and a catalyst for reform. COL and UNESCO have already collaborated on several projects; for example UNESCO’s highly respected competency framework for ICT for teachers, reinforced by the Commonwealth certificate for ICT and teachers. As institutions increasingly embrace the concept of opening education or open learning, it is very likely open education will be critical in achieving Education for All, and beyond this, in shaping the very future of education. Open education or open learning involves the policies and practices that permit entry to learning without barriers connected to age, gender, time constraints or prior learning. Arguably, the demand for open education has never been greater, particularly given the rapid development of ICTs and the ubiquitous spread of information through internet technologies.

The benefits of open education are clear; not only can it enhance the cost-effectiveness of education and training systems, it helps to reach target groups with limited access to conventional education and training, it promotes innovation and allows greater opportunity for lifelong learning. As institutions including the Open University (Britain) and Athabasca University (Canada) throw away entry requirements and engage in distance learning programs, one might consider the critical role of open education in achieving Education for All, and beyond this, in shaping the very future of education.  

At the same time, many challenges need to be overcome, including persistent negative attitudes to e-learning and technological shortfalls which undermine the great potential of open education.

Eight years after he left his position as Assistant Director General of UNESCO, Sir John Daniel visited UNESCO Bangkok to present on the concept of open education, the persistent challenges, achievements made and implications for the future of education, particularly in the context of discussion on the post-2015 international development agenda and post EFA.

Sir John Daniel has been at the forefront of open education since its early days. He was studying in Paris during the 1968 student riots, which can be seen as a precursor to the ideals which initiated the development of open education. Later on, he aspired to become part of the new trend towards open education and joined the Quebec Open University. In 1990, he was appointed Vice-Chancellor of the Open University in the United Kingdom. In his current career, as President of the Commonwealth of Learning, he has been promoting learning for development, particularly through technology.

Throughout his career in education, he has been instrumental in the development of paradigms regarding open education, including his signature ‘iron triangle’ which explains the balance between costs, access and quality in the education system, and how when one increases, the other two factors are compromised. As Sir John explains, “Pack more students into the class and quality will be perceived to suffer. Improve quality by providing more learning materials or better teachers and the cost will go up. Cost cutting may endanger both access and quality.”

Having been part of the movement for so long, he has been witness to the development of the ideals which sustain open education. The ‘original’ Open University in the UK was founded on four key principles: being Open to People, Open to Places, Open to Methods and Open to Ideas. As the movement has grown, so have the ideals behind it. Empire State College even has an ‘open curriculum’ allowing students to design their own degree course. Open admissions and distance learning have been widely adopted by universities around the globe. This successful formula has lead to the growth of ‘mega universities’ with other 100,000 students, particularly dominant in the Asia-Pacific region.

Technology has had an undeniable impact on open education, revolutionising the way in which it is implemented. It has, for instance, distorted the ‘Iron Triangle’; enter technology and there is no longer the same cost, access and quality constraints that may have existed previously. High quality education can be more easily accessed at lower costs. Open universities have been exploiting the benefits of technology for some time, including, for example, using technology to diffuse Open Education Resources to a wider audience.

Initially, there were concerns about the economic viability and thus sustainability of such an approach. Surprisingly, however, universities have found economic benefit since the resources do attract students to paid courses. Indeed, the UK Open University’s OpenLearn website now has 28 million users, and is the largest global player on iTunesU with 450,000 downloads per week. The scope of open learning now goes far beyond traditional degree courses. The Yashwantrao Chavan Maharashtra Open University, for example, has offered a programme for tuk-tuk drivers. Technology has also allowed open education to spread to secondary schooling. This development has not been without its problems, but as the demand for secondary education surges, open education at this level can dramatically increase access. For Sir John Daniel, “Expanding access to secondary education is now education’s biggest challenge.” Technology could well aid the response to this.

As Open Education becomes continues to spread, a number of issues need to be addressed, including perennial copy-right concerns. Publishers, who have had something of a monopoly in the production of educational materials, are increasingly up-in-arms, as governments cut costs through Open Educational Resources. Simultaneously, as Open Educational Resources spread, it is increasingly difficult to monitor quality, particularly if adapted when delivered. With regard to secondary education, younger people may require more contact hours than open education may provide for.

The Commonwealth of Learning (COL) has been supporting the ‘opening’ up of open education in many dimensions. It supports integrative open schools placed at the heart of school systems, so that the open schools can improve the quality and reach of the overall system and act as a source of innovation and a catalyst for reform. COL and UNESCO have already collaborated on several projects; for example UNESCO’s highly respected competency framework for ICT for teachers, reinforced by the Commonwealth certificate for ICT and teachers.

As institutions increasingly embrace the concept of opening education or open learning, it is very likely open education will be critical in achieving Education for All, and beyond this, in shaping the very future of education.  

]]> ED ICT in Education Education Policy and Reform News UNESCO Bangkok m.manuson@unesco.org Fri, 25 May 2012 17:38:00 +0700 A milestone for UNESCO: Malaysia Education Policy Review http://www.unescobkk.org/education/news/article/a-milestone-for-unesco-malaysia-education-policy-review/ UNESCO meets with Ministry of Education officials as part of the Malaysia Education Policy Review, April 2012The review identified the key strengths and challenges facing the Malaysian education system and provided recommendations to the Government for further consideration in its reform design. Overall, report findings indicate remarkable progress in improving access, equity and quality in its education services in Malaysia. Since gaining independence in 1957, the Federation of Malaysia has made significant commitment to achieving education for all and to improving its national education system. This is clearly reflected in a significant financial investment in education, comprehensive educational plans, and numerous policy reforms to meet evolving national aspirations and global demands. “Malaysia is not only on track to achieve the Millennium Development Goal of Universal Primary Education but will also be close to universal schooling in lower secondary education by 2015. This commendable achievement would not have been possible without the commitment of the Government and all stakeholders in education,” said UNESCO Bangkok Director, Mr Gwang-Jo Kim. But given Malaysia’s ambition to become a developed nation by 2020, the country is challenged to improve further still and in particular, boost the quality of the education it provides. For this purpose, the M-EPR provides recommendations for system-wide improvement in five educational areas of national priority: teacher development, curriculum development, learning assessment, ICT in education and technical and vocational education and training, as well as overarching systemic issues. The UNESCO review involved a team of UNESCO staff (Paris and Bangkok) as well as international consultants including Phil Stabback (International Bureau of Education), Edmond Law (Hong Kong Institute of Education), Oon Ying Chin (Australian Department of Education, Employment and Workplace Relations), Nancy Law (University of Hong Kong) and John Polesel (University of Melbourne) working with the Malaysian Ministry of Education and Ministry of Higher Education. “The Malaysian Education Policy Review has been a great learning opportunity, not just in reference to the findings and recommendations provided, but in the strengthened appreciation for the uniqueness of the Malaysian education system, for the distinctive strengths and challenges faced and the need for a suitably Malaysian ‘flavour’ to any reform measure,” said Mr Kim. We hope that this review provides a solid foundation for the Malaysian Government’s on-going efforts to strengthen its education system. In particular, we hope that it provides the international perspective needed to assess critically the systemic strengths and shortcomings and provide objective recommendations to support Malaysia in its bid for “Vision 2020,” he said. An abridged version of the report released for the public will soon be made available to the public. To receive a copy or for more information please contact UNESCO Asia and Pacific Regional Bureau for Education – Ms Satoko Yano (s.yano(at)unesco.org), tel. 66 2 391 0577 ext. 367 or Ms. Rachel McCarthy (r.mccarthy(at)unesco.org) tel. 66 2 391 0577 ext. 374. UNESCO meets with Ministry of Education officials as part of the Malaysia Education Policy Review, April 2012The review identified the key strengths and challenges facing the Malaysian education system and provided recommendations to the Government for further consideration in its reform design.

Overall, report findings indicate remarkable progress in improving access, equity and quality in its education services in Malaysia.

Since gaining independence in 1957, the Federation of Malaysia has made significant commitment to achieving education for all and to improving its national education system. This is clearly reflected in a significant financial investment in education, comprehensive educational plans, and numerous policy reforms to meet evolving national aspirations and global demands. 

“Malaysia is not only on track to achieve the Millennium Development Goal of Universal Primary Education but will also be close to universal schooling in lower secondary education by 2015. This commendable achievement would not have been possible without the commitment of the Government and all stakeholders in education,” said UNESCO Bangkok Director, Mr Gwang-Jo Kim.

But given Malaysia’s ambition to become a developed nation by 2020, the country is challenged to improve further still and in particular, boost the quality of the education it provides.

For this purpose, the M-EPR provides recommendations for system-wide improvement in five educational areas of national priority: teacher development, curriculum development, learning assessment, ICT in education and technical and vocational education and training, as well as overarching systemic issues.   

The UNESCO review involved a team of UNESCO staff (Paris and Bangkok) as well as international consultants including Phil Stabback (International Bureau of Education), Edmond Law (Hong Kong Institute of Education), Oon Ying Chin (Australian Department of Education, Employment and Workplace Relations), Nancy Law (University of Hong Kong) and John Polesel (University of Melbourne) working with the Malaysian Ministry of Education and Ministry of Higher Education.

“The Malaysian Education Policy Review has been a great learning opportunity, not just in reference to the findings and recommendations provided, but in the strengthened appreciation for the uniqueness of the Malaysian education system, for the distinctive strengths and challenges faced and the need for a suitably Malaysian ‘flavour’ to any reform measure,” said Mr Kim.

We hope that this review provides a solid foundation for the Malaysian Government’s on-going efforts to strengthen its education system. In particular, we hope that it provides the international perspective needed to assess critically the systemic strengths and shortcomings and provide objective recommendations to support Malaysia in its bid for “Vision 2020,” he said.

An abridged version of the report released for the public will soon be made available to the public.

To receive a copy or for more information please contact UNESCO Asia and Pacific Regional Bureau for Education – Ms Satoko Yano (s.yano(at)unesco.org), tel. 66 2 391 0577 ext. 367 or Ms. Rachel McCarthy (r.mccarthy(at)unesco.org) tel. 66 2 391 0577 ext. 374. 

 

]]> ED Education Policy and Reform News UNESCO Bangkok m.manuson@unesco.org Fri, 25 May 2012 17:31:00 +0700 Key development partners meet to discuss: the road to education reform in Myanmar http://www.unescobkk.org/education/news/article/key-development-partners-meet-to-discuss-the-road-to-education-reform-in-myanmar/ The meeting, held from 16-17 May 2012, involved drafting terms of reference for government and development partners including UNICEF, AusAID, DFID, ADB and a number of key NGOs as they work together to conduct CESR and to support the national reform efforts in education. For the Ministry of Education, the meeting allowed for the definition of three clear review phases: an initial education policy review along with rapid data collection and analysis, a subsequent in-depth analysis of the education system and a third phase, involving education planning and costing and the establishment of a comprehensive education plan. The CESR, beginning in July 2012 is expected to continue through to June 2014. For Mr Gwang-Chol Chang, the CESR provides an important opportunity for UNESCO to support the Government of Myanmar in its continued commitment to national reform in the area of education. “Given UNESCO’s expertise in the area of sector-wide policy and system development, UNESCO will play a key role in the review process, providing much needed technical assistance and capacity development support, in particular, in the areas of educational planning, Technical and Vocational Education and Training (TVET) and higher education,” Mr Chang said. “It is also important, given the rush of support to Myanmar that development partners work hand in hand, ensuring consistency and strengthened commitment to education reform in Myanmar.” The final terms of reference for the CESR will be finalized in Nay Pyi Taw, Myanmar in mid-June. UNESCO’s participation in the CESR will be supported by the UNESCO Programme on Capacity Development for Education for All (CapEFA), supporting sector-wide policy and planning in Myanmar. For more information please contact UNESCO Asia and Pacific Regional Bureau for Education – Ms. Kate Glazebrook (k.glazebrook(at)unesco.org), tel. 66 2 391 0577 ext. 213 or Ms. Rachel McCarthy (r.mccarthy(at)unesco.org) tel. 66 2 391 0577 ext. 374. The meeting, held from 16-17 May 2012, involved drafting terms of reference for government and development partners including UNICEF, AusAID, DFID, ADB and a number of key NGOs as they work together to conduct CESR and to support the national reform efforts in education. 

For the Ministry of Education, the meeting allowed for the definition of three clear review phases: an initial education policy review along with rapid data collection and analysis, a subsequent in-depth analysis of the education system and a third phase, involving education planning and costing and the establishment of a comprehensive education plan. The CESR, beginning in July 2012 is expected to continue through to June 2014. 

For Mr Gwang-Chol Chang, the CESR provides an important opportunity for UNESCO to support the Government of Myanmar in its continued commitment to national reform in the area of education. 

“Given UNESCO’s expertise in the area of sector-wide policy and system development, UNESCO will play a key role in the review process, providing much needed technical assistance and capacity development support, in particular, in the areas of educational planning, Technical and Vocational Education and Training (TVET) and higher education,” Mr Chang said. 

“It is also important, given the rush of support to Myanmar that development partners work hand in hand, ensuring consistency and strengthened commitment to education reform in Myanmar.” 

The final terms of reference for the CESR will be finalized in Nay Pyi Taw, Myanmar in mid-June. 

UNESCO’s participation in the CESR will be supported by the UNESCO Programme on Capacity Development for Education for All (CapEFA), supporting sector-wide policy and planning in Myanmar. 

For more information please contact UNESCO Asia and Pacific Regional Bureau for Education – Ms. Kate Glazebrook (k.glazebrook(at)unesco.org), tel. 66 2 391 0577 ext. 213 or Ms. Rachel McCarthy (r.mccarthy(at)unesco.org) tel. 66 2 391 0577 ext. 374. 

 

]]> ED Education Policy and Reform m.manuson@unesco.org Fri, 25 May 2012 16:42:00 +0700 The understated importance of non-cognitive skills http://www.unescobkk.org/education/news/article/the-understated-importance-of-non-cognitive-skills/ Indeed, more than a decade into the 21st century, it is increasingly acknowledged that a purely economic model of development is not sufficient to respond to the problems facing the world. In the lead-up to 2015 and beyond, it is important to increase our exploration of how education systems should go about promoting learning for the acquisition of so-called “non-cognitive skills”[1] needed to confront contemporary challenges and to be responsible and engaged members of society. Some national systems of education are increasingly working to find ways to accommodate the socio-cultural sphere, including the teaching of indigenous and other minority groups’ histories in culturally sensitive ways, the teaching of ethics and values and bilingual or mother tongue education. The latter is particularly significant given that teaching students in their mother tongue has been shown to not only improve their academic results, but also to provide communication skills, critical mind sets and opportunities to learn through aspects of one’s own culture. Given the linguistic diversity of the region (2500 languages are found in the Asia-Pacific region and Papua New Guinea alone has more than 850 languages (UNESCO 2007)), this is a particularly pertinent consideration. A related consideration concerns the purpose of education. Beyond its cognitive dimensions aimed at producing high performing students for the labour market, there is increasing recognition of the role of education in teaching people to live together. This more comprehensive conception of education acknowledges its centrality in promoting peace, citizenship and sustainable development and responding to crucial challenges such as ethnic and religious conflict, youth unemployment, social unrest and HIV and AIDS. Panelists on Discussion Three: Socio-cultural Trends in the Asia-Pacific Region and Implications for Education highlighted the great importance that should be placed on socio-cultural trends and challenges and the development of non-cognitive skills in improving education in the Asia-Pacific region, particularly as we look beyond 2015. The panel discussion, held on the second day of the regional high-level expert meeting, involved experts from Bhutan, Fiji and the Republic of Korea. Lopen Lungtean Gyatso, Director of the Institute for Language and Cultural Studies, Royal University of Bhutan, presented a Bhutanese perspective of the cultural value of education, highlighting the way in which curriculum, driven by market forces and economic values, may come at the cost of lessened ‘indigenous thought.’ At the same time, Lopen Gyatso revisited Bhutan’s well known policy of Gross National Happiness (GNH), explaining that “education systems should enable students to truly understand values and encourage wholesome and positive emotions,” underscoring the significance of culture and history in informing who we are as individuals, a concept that should be better embraced through education. The Bhutanese education system, in an effort to do this, incorporates the nine domains of GNH: psychological wellbeing, physical health, community vitality, work‐life balance, living standards, civic engagement in governance, education, cultural diversity and ecological integrity. Once these aspects are balanced, Lopen Gyatso explained, the chance of receiving happiness in life increases. Happiness has therefore replaced economic forces, to be at the heart of the Bhutanese education agenda. As part of the panel, Konai Thaman, UNESCO Chair in Indigenous Education and Professor at the University of the South-Pacific, shared her perspectives on socio-cultural contexts in the South-Pacific. She pointed out that in the South-Pacific, the common word for ‘culture’ is synonymous with ‘life’ and is thus all embracing of social, cultural, economic, political domains. The Pacific region is defined by its immense cultural diversity. At the same time, many are migrating for both business and education, while the Pacific region has continued to ‘underperform’ in education, when compared to the broader Asia-Pacific region. The quality of education continues to present as a perennial concern, with limited return for money spent on education. In many ways, it can be argued that the continued challenges to improving education in the Pacific region are largely the result of a system not culturally sensitive to the needs of its pupils. For Konai Thaman, pupils are commonly expected to learn in a foreign language and adapt to foreign values while in the school room. It may be that the idea of uniforms and registration are alien to those starting in schools, that the knowledge obtained and lessons learnt, indeed the curriculum itself, may not be of relevance to local communities. For many, it may be that what is taught in school does not reflect the world outside school. Children are thus at risk of becoming disconnected from their cultural heritage; they might not even know their ‘mother tongue’. In this environment, it may come as no surprise that children leave school prematurely. In the South-Pacific, unemployment is high and particularly for youth, while drug use and suicide rates are cause for concern. In the effort to reform education in the Pacific region, the great importance of socio-cultural factors could be an important part of the solution. The third panelist, Seunghwan Lee, Director of the Asia-Pacific Centre of Education for International Understanding, Republic of Korea, presented ‘Revisiting the Aim of Education and the Mainstreaming of Education for International Understanding.’ For Dr Lee, we have entered a new age of ‘discontent’ in education. Not only do we see great hikes in tuition fees in many parts of the world and persistently high levels of youth unemployment, in other parts of the world, we see continuing problems of illiteracy and a lack of easy access to schools. For Dr Lee, if global military spending, which continues to increase at an unimaginable pace, was instead directed towards eradicating illiteracy, we would go a long way to resolving many of the world’s greatest problems. Altering our perception of education as fundamental to international understanding, could also help bring about critical changes that we need. To this end, underpinning education for international understanding are three core values, according to Dr Lee, which should be at the forefront of future education agendas: 1) Respect of diversity 2) Respect of Universal Values – Human rights, Peace, Environment 3) Non-violent ways of conflict resolution This does perhaps bring us back to the very purpose of education. Beyond the cognitive dimensions aimed at producing high performing students for the labour market, there is indeed increasing recognition for the role of education in teaching people to live together. In shaping the future of education in the Asia-Pacific, we must indeed pay close attention socio-cultural trend and more specifically, the development of non-cognitive skills, an important core message from the high-level expert meeting, “Towards EFA 2015 and Beyond – Shaping a new Vision of Education.” [1] Non-cognitive areas include “soft skills” not always measured in educational assessments. such as interpersonal skills, creativity, one’s skills in verbal and non-verbal communication, empathy and emotional maturity. Indeed, more than a decade into the 21st century, it is increasingly acknowledged that a purely economic model of development is not sufficient to respond to the problems facing the world. In the lead-up to 2015 and beyond, it is important to increase our exploration of how education systems should go about promoting learning for the acquisition of so-called “non-cognitive skills”[1] needed to confront contemporary challenges and to be responsible and engaged members of society. 

Some national systems of education are increasingly working to find ways to accommodate the socio-cultural sphere, including the teaching of indigenous and other minority groups’ histories in culturally sensitive ways, the teaching of ethics and values and bilingual or mother tongue education.  The latter is particularly significant given that teaching students in their mother tongue has been shown to not only improve their academic results, but also to provide communication skills, critical mind sets and opportunities to learn through aspects of one’s own culture. Given the linguistic diversity of the region (2500 languages are found in the Asia-Pacific region and Papua New Guinea alone has more than 850 languages (UNESCO 2007)), this is a particularly pertinent consideration.

A related consideration concerns the purpose of education. Beyond its cognitive dimensions aimed at producing high performing students for the labour market, there is increasing recognition of the role of education in teaching people to live together. This more comprehensive conception of education acknowledges its centrality in promoting peace, citizenship and sustainable development and responding to crucial challenges such as ethnic and religious conflict, youth unemployment, social unrest and HIV and AIDS. 

Panelists on Discussion Three: Socio-cultural Trends in the Asia-Pacific Region and Implications for Education highlighted the great importance that should be placed on socio-cultural trends and challenges and the development of non-cognitive skills in improving education in the Asia-Pacific region, particularly as we look beyond 2015. The panel discussion, held on the second day of the regional high-level expert meeting, involved experts from Bhutan, Fiji and the Republic of Korea. 

Lopen Lungtean Gyatso, Director of the Institute for Language and Cultural Studies, Royal University of Bhutan, presented a Bhutanese perspective of the cultural value of education, highlighting the way in which curriculum, driven by market forces and economic values, may come at the cost of lessened ‘indigenous thought.’ At the same time, Lopen Gyatso revisited Bhutan’s well known policy of Gross National Happiness (GNH), explaining that “education systems should enable students to truly understand values and encourage wholesome and positive emotions,” underscoring the significance of culture and history in informing who we are as individuals, a concept that should be better embraced through education. 

 

The Bhutanese education system, in an effort to do this, incorporates the nine domains of GNH: psychological wellbeing, physical health, community vitality, work‐life balance, living standards, civic engagement in governance, education, cultural diversity and ecological integrity. Once these aspects are balanced, Lopen Gyatso explained, the chance of receiving happiness in life increases. Happiness has therefore replaced economic forces, to be at the heart of the Bhutanese education agenda.

 

As part of the panel, Konai Thaman, UNESCO Chair in Indigenous Education and Professor at the University of the South-Pacific, shared her perspectives on socio-cultural contexts in the South-Pacific. She pointed out that in the South-Pacific, the common word for ‘culture’ is synonymous with ‘life’ and is thus all embracing of social, cultural, economic, political domains. The Pacific region is defined by its immense cultural diversity. At the same time, many are migrating for both business and education, while the Pacific region has continued to ‘underperform’ in education, when compared to the broader Asia-Pacific region. The quality of education continues to present as a perennial concern, with limited return for money spent on education. In many ways, it can be argued that the continued challenges to improving education in the Pacific region are largely the result of a system not culturally sensitive to the needs of its pupils. 

 

For Konai Thaman, pupils are commonly expected to learn in a foreign language and adapt to foreign values while in the school room. It may be that the idea of uniforms and registration are alien to those starting in schools, that the knowledge obtained and lessons learnt, indeed the curriculum itself, may not be of relevance to local communities. For many, it may be that what is taught in school does not reflect the world outside school. Children are thus at risk of becoming disconnected from their cultural heritage; they might not even know their ‘mother tongue’. 

 

In this environment, it may come as no surprise that children leave school prematurely. In the South-Pacific, unemployment is high and particularly for youth, while drug use and suicide rates are cause for concern. In the effort to reform education in the Pacific region, the great importance of socio-cultural factors could be an important part of the solution.

 

The third panelist, Seunghwan Lee, Director of the Asia-Pacific Centre of Education for International Understanding, Republic of Korea, presented ‘Revisiting the Aim of Education and the Mainstreaming of Education for International Understanding.’ For Dr Lee, we have entered a new age of ‘discontent’ in education. Not only do we see great hikes in tuition fees in many parts of the world and persistently high levels of youth unemployment, in other parts of the world, we see continuing problems of illiteracy and a lack of easy access to schools. For Dr Lee, if global military spending, which continues to increase at an unimaginable pace, was instead directed towards eradicating illiteracy, we would go a long way to resolving many of the world’s greatest problems. Altering our perception of education as fundamental to international understanding, could also help bring about critical changes that we need. To this end, underpinning education for international understanding are three core values, according to Dr Lee, which should be at the forefront of future education agendas: 

 

1) Respect of diversity

2) Respect of Universal Values – Human rights, Peace, Environment

3) Non-violent ways of conflict resolution

 

This does perhaps bring us back to the very purpose of education. Beyond the cognitive dimensions aimed at producing high performing students for the labour market, there is indeed increasing recognition for the role of education in teaching people to live together. In shaping the future of education in the Asia-Pacific, we must indeed pay close attention socio-cultural trend and more specifically, the development of non-cognitive skills, an important core message from the high-level expert meeting, “Towards EFA 2015 and Beyond – Shaping a new Vision of Education.” 

 

 

 

 

[1] Non-cognitive areas include “soft skills” not always measured in educational assessments.  such as interpersonal skills, creativity, one’s skills in verbal and non-verbal communication, empathy and emotional maturity. 

 

]]> ED Education Policy and Reform Conference News UNESCO Bangkok m.manuson@unesco.org Fri, 25 May 2012 16:28:00 +0700 UNESCO Forum on Post Conflict Education “Learning to Live Together” http://www.unescobkk.org/education/news/article/unesco-forum-on-post-conflict-education-learning-to-live-together/ The Forum aims to support education initiatives and collect good practices in the context of conflict prevention from the Central Asian countries and CIS. It is expected that Forum will develop and adopt recommendations on response strategies and education policy formulation in post conflict situation with focus on promotion of human rights, peace building, gender mainstreaming and social inclusion for vulnerable groups. The Ministry of Education and Science of the Kyrgyz Republic, National Commission for UNESCO, UN Women Regional Office for CIS countries in Almaty and the Soros-Kyrgyzstan support and contribute to the work of the Forum. International experts from the Asia-Pacific Centre of Education for International Understanding (APCEIU) will participate as well and share experiences on peace-building activities. Specialists and experts from Ministries of Education, non-governmental organizations, research institutes from CIS countries, international organizations, development partners, practitioners, focal professionals and community leaders will participate in the working sessions of the Forum. Ministers of Education of the EURASEC Member States fully supported UNESCO's proposal to conduct the Forum on post conflict education and suggested to consolidate it with the next meeting of the Eurasian Economic Integration Community Education Committee Meeting at the Ministerial level in Bishkek in June 2012. Participation of Ministers of Education in the Forum will promote the implementation of joint initiatives and events for the achievement of quality education for all. This activity is a step forward to make education a powerful force for peace building in the government agenda of each Member State. For more information, pleas contact Aigul Khalafova (a.khalafova(at)unesco.org), Education Specialist, UNESCO Cluster Office for Kazakhstan, Kyrgyzstan, and Tajikistan; Almaty, KAZAKHSTAN. The Forum aims to support education initiatives and collect good practices in the context of conflict prevention from the Central Asian countries and CIS. It is expected that Forum will develop and adopt recommendations on response strategies and education policy formulation in post conflict situation with focus on promotion of human rights, peace building, gender mainstreaming and social inclusion for vulnerable groups. 

The Ministry of Education and Science of the Kyrgyz Republic, National Commission for UNESCO, UN Women Regional Office for CIS countries in Almaty and the Soros-Kyrgyzstan support and contribute to the work of the Forum. International experts from the Asia-Pacific Centre of Education for International Understanding (APCEIU) will participate as well and share experiences on peace-building activities. 

Specialists and experts from Ministries of Education, non-governmental organizations, research institutes from CIS countries, international organizations, development partners, practitioners, focal professionals and community leaders will participate in the working sessions of the Forum. 

Ministers of Education of the EURASEC Member States fully supported UNESCO's proposal to conduct the Forum on post conflict education and suggested to consolidate it with the next meeting of the Eurasian Economic Integration Community Education Committee Meeting at the Ministerial level in Bishkek in June 2012. 

Participation of Ministers of Education in the Forum will promote the implementation of joint initiatives and events for the achievement of quality education for all. This activity is a step forward to make education a powerful force for peace building in the government agenda of each Member State. 

For more information, pleas contact Aigul Khalafova (a.khalafova(at)unesco.org), Education Specialist, UNESCO Cluster Office for Kazakhstan, Kyrgyzstan, and Tajikistan; Almaty, KAZAKHSTAN.

]]> ESD e-news ED Education for sustainable development News Event / Activity r.kulsawet@unesco.org Thu, 24 May 2012 11:14:00 +0700 Request for Proposal – Scale up evidence-informed Comprehensive Sexuality Education (CSE) in the Philippines http://www.unescobkk.org/education/news/article/request-for-proposal-scale-up-evidence-informed-comprehensive-sexuality-education-cse-in-the-p/ RFP Closing Date: 1 June 2012Dear Sir/Madam, You are requested to submit a proposal for the development of supplementary training material on Comprehensive Sexuality Education and related implementation activities from June 2012 to December 2013, as per enclosed Terms of Reference (TOR). To enable you to submit a Proposal, kindly please download Terms of Reference (TOR) here. Your offer comprising of technical proposal (workplan) and financial proposal, should reach the following address no later than 1 June 2012. UNESCO Office, Jakarta Jl. Galuh II No.5, Kebayoran Baru, Jakarta 12110, INDONESIA PROPOSAL FOR SERVICES Reference: JAK/RFQ/EDU/12/007 RFP Closing Date and Time: 1 June 2012 Email: jakarta@unesco.org This letter is not to be construed in any way as an offer to contract with your firm/institution. Your proposal could, however, form the basis for a contract between your organization and UNESCO. You are requested to acknowledge the receipt of this letter and to indicate whether or not you will be submitting a proposal. For this purpose, and for any requests for clarifications, please contact UNESCO Jakarta Education Unit in email above.Source: UNESCO Cluster Office in Jakarta RFP Closing Date: 1 June 2012

Dear Sir/Madam, 

You are requested to submit a proposal for the development of supplementary training material on Comprehensive Sexuality Education and related implementation activities from June 2012 to December 2013, as per enclosed Terms of Reference (TOR).
 
To enable you to submit a Proposal, kindly please download Terms of Reference (TOR) here.
 
Your offer comprising of technical proposal (workplan) and financial proposal, should reach the following address no later than 1 June 2012.
 
UNESCO Office, Jakarta 
Jl. Galuh II No.5, Kebayoran Baru, Jakarta 12110, INDONESIA 
PROPOSAL FOR SERVICES 
Reference: JAK/RFQ/EDU/12/007 
RFP Closing Date and Time: 1 June 2012 
Email: jakarta@unesco.org 

This letter is not to be construed in any way as an offer to contract with your firm/institution. Your proposal could, however, form the basis for a contract between your organization and UNESCO.
 
You are requested to acknowledge the receipt of this letter and to indicate whether or not you will be submitting a proposal. For this purpose, and for any requests for clarifications, please contact UNESCO Jakarta Education Unit in email above.

Source: UNESCO Cluster Office in Jakarta

]]> HIV/AIDS News tl.ngo@unesco.org Wed, 23 May 2012 09:40:00 +0700 COMMUNITY LEARNING CENTRES: ASIA-PACIFIC REGIONAL CONFERENCE REPORT http://www.unescobkk.org/education/news/article/community-learning-centres-asia-pacific-regional-conference-report-1/ The Community Learning Centre (CLC) Project was launched in 1998 within the framework of the UNESCO Asia-Pacific Programme of Education for All (APPEAL). The purpose of a CLC is to promote human development by providing opportunities for lifelong learning to all people in the local community. CLCs support empowerment, social transformation and improvement of the quality of life of the people. The main functions of CLCs are to provide: (a) education and training, (b) community information and resource services, (c) community development activities, and (d) coordination and networking. There are various types of community learning centres and terms used to describe them in Asia and Pacific countries. Some CLCs are supported by governments, some by NGOs and donors, while others are fully owned and managed by communities. There are also adult/youth literacy centres which were designed after CLC concepts and approaches and which function like CLCs. Today, CLC programmes are operating in more than 24 countries throughout the Asia-Pacific region as well as 10 countries in the Arabic speaking world. The number of CLCs and similar NFE/literacy centres is estimated to be more than 170,000 in Asia and the Pacific (UNESCO Bangkok, 2008 1 ). Download The Community Learning Centre (CLC) Project was launched in 1998 within the framework of the UNESCO Asia-Pacific Programme of Education for All (APPEAL). The purpose of a CLC is to promote human development by providing opportunities for lifelong learning to all people in the local community. CLCs support empowerment, social transformation and improvement of the quality of life of the people. The main functions of CLCs are to provide: (a) education and training, (b) community information and resource services, (c) community development activities, and (d) coordination and networking.

There are various types of community learning centres and terms used to describe them in Asia and Pacific countries. Some CLCs are supported by governments, some by NGOs and donors, while others are fully owned and managed by communities. There are also adult/youth literacy centres which were designed after CLC concepts and approaches and which function like CLCs. Today, CLC programmes are operating in more than 24 countries throughout the Asia-Pacific region as well as 10 countries in the Arabic speaking world. The number of CLCs and similar NFE/literacy centres is estimated to be more than 170,000 in Asia and the Pacific (UNESCO Bangkok, 2008 1 ).

Download

]]> Literacy Publication nl.aung8@gmail.com Fri, 18 May 2012 12:18:00 +0700 Seminar on Cultural Factors in the Prevention and Promotion of Gender-Based Violence in the Greater Mekong Sub region http://www.unescobkk.org/education/news/article/seminar-on-cultural-factors-in-the-prevention-and-promotion-of-gender-based-violence-in-the-greater/ Despite an abundance of interventions to change behaviours to reduce gender-based violence (GBV), there is an extremely limited comprehension of the role of cultural factors in both its prevention and promotion. To the extent that culture is considered at all, it is generally restricted to so-called “harmful cultural practices.” Little attention is given to traditional coping and dispute settlement mechanisms – both formal and informal – that operate to avert and suppress conflict within communities. This has frequently led to an ethnocentric, ‘one size fits all’ approach to prevention that has not shown demonstrable impact on the incidence and prevalence of GBV. In confronting this issue, as with a number of other highly emotionally charged areas of development, there is a common flight from complexity that hampers effective action. Social change happens within local communities. An understanding of culture – in the anthropological sense -- is essential for promoting such change. Unless GBV interventions are locally relevant and grounded, they are unlikely to succeed. Moreover, in the Greater-Mekong Sub region (GMS), as in many other sub regions, both planning and interventions are hindered by paltry and flawed epidemiological data. Incidence data is not systematically collected, geo-linked, nor ethnically disaggregated. It is therefore virtually impossible to document the scale of the problem in the region. Furthermore, the lack of intensive ethnographic research on the issue in the GMS precludes an understanding of how and whether various forms of violence are perceived as gender-based in the various societies, as well as the extent to which such behaviours are defined as deviant. Aims This seminar will address these issues by: 1. Establishing a research agenda for understanding the role of culture in GBV in the Greater Mekong Sub Region; 2. Examining the standards and challenges for producing ethnically disaggregated, geo-linked epidemiological data; 3. Providing practitioners with examples of culturally and linguistically effective prevention approaches to address various forms of GBV; 4. Establishing a regional community of practice for those working in this area as well as encouraging additional research on the incidence, prevalence, and distribution of GBV. Participants 35 participants who are either researchers or practitioners working on issues related to culture, gender-based violence, education or HIV/Aids will be invited from countries in the Greater Mekong Sub-region. Agenda Despite an abundance of interventions to change behaviours to reduce gender-based violence (GBV), there is an extremely limited comprehension of the role of cultural factors in both its prevention and promotion. To the extent that culture is considered at all, it is generally restricted to so-called “harmful cultural practices.” Little attention is given to traditional coping and dispute settlement mechanisms – both formal and informal – that operate to avert and suppress conflict within communities. This has frequently led to an ethnocentric, ‘one size fits all’ approach to prevention that has not shown demonstrable impact on the incidence and prevalence of GBV. In confronting this issue, as with a number of other highly emotionally charged areas of development, there is a common flight from complexity that hampers effective action. Social change happens within local communities. An understanding of culture – in the anthropological sense -- is essential for promoting such change. Unless GBV interventions are locally relevant and grounded, they are unlikely to succeed. 

Moreover, in the Greater-Mekong Sub region (GMS), as in many other sub regions, both planning and interventions are hindered by paltry and flawed epidemiological data. Incidence data is not systematically collected, geo-linked, nor ethnically disaggregated. It is therefore virtually impossible to document the scale of the problem in the region. Furthermore, the lack of intensive ethnographic research on the issue in the GMS precludes an understanding of how and whether various forms of violence are perceived as gender-based in the various societies, as well as the extent to which such behaviours are defined as deviant. 

Aims 

This seminar will address these issues by: 

1. Establishing a research agenda for understanding the role of culture in GBV in the Greater Mekong Sub Region; 

2. Examining the standards and challenges for producing ethnically disaggregated, geo-linked epidemiological data; 

3. Providing practitioners with examples of culturally and linguistically effective prevention approaches to address various forms of GBV; 

4. Establishing a regional community of practice for those working in this area as well as encouraging additional research on the incidence, prevalence, and distribution of GBV. 

Participants 

35 participants who are either researchers or practitioners working on issues related to culture, gender-based violence, education or HIV/Aids will be invited from countries in the Greater Mekong Sub-region. 

Agenda

]]> Education for All Non-Violence Education Right to education School health & HIV/AIDS APPEAL Gender News Seminar UNESCO Staff Scientists / Researchers / Academics a.kapur@unesco.org Thu, 17 May 2012 16:53:00 +0700 Addressing homophobia in and through schools: Promising examples from Thailand http://www.unescobkk.org/education/news/article/addressing-homophobia-in-and-through-schools-promising-examples-from-thailand/ Every day, students around the world are denied the right to education, health, safety and non-discrimination because of bullying in school. While anyone can be bullied, students who are perceived as not conforming to prevailing sexual and gender norms, including those who are believed to be lesbian, gay, bisexual, or transgender (LGBT) are particularly affected. This type of gender-based violence is known as homophobic bullying. Homophobic bullying has been found to reduce school attendance, and lead to early school dropout and poorer academic performance and achievement. It can also adversely affect the mental and psychological health of those who are bullied, with clear associations between homophobic bullying at school and depression, anxiety, loss of esteem and confidence, withdrawal, social isolation, and in severe cases, suicidal ideation. On the International Day Against Homophobia and Transphobia (IDAHO), 17 May 2012, UNESCO is joining in activities around the world on the theme of “Combating Homophobia In and Through Education.” UNESCO’s Asia-Pacific Regional Bureau for Education has produced a short film highlighting the challenges faced by LGBT students and practical steps that have been taken in schools in Thailand to promote healthy, safe learning environments for all. Click here to watch the short film in English and Thai. More information on UNESCO’s work on homophobic bullying: UNESCO page on Homophobic Bullying Confronting Homophobic Bullying in SchoolMeeting on Effective Policy and Practice to Address Homophobic Bullying in Educational Institutions, 16 May 2012International Consultation on Homophobic Bullying in Educational Institutions, December 2011 Every day, students around the world are denied the right to education, health, safety and non-discrimination because of bullying in school. 

While anyone can be bullied, students who are perceived as not conforming to prevailing sexual and gender norms, including those who are believed to be lesbian, gay, bisexual, or transgender (LGBT) are particularly affected. This type of gender-based violence is known as homophobic bullying.  

Homophobic bullying has been found to reduce school attendance, and lead to early school dropout and poorer academic performance and achievement. It can also adversely affect the mental and psychological health of those who are bullied, with clear associations between homophobic bullying at school and depression, anxiety, loss of esteem and confidence, withdrawal, social isolation, and in severe cases, suicidal ideation. 

On the International Day Against Homophobia and Transphobia (IDAHO), 17 May 2012, UNESCO is joining in activities around the world on the theme of “Combating Homophobia In and Through Education.” 

UNESCO’s Asia-Pacific Regional Bureau for Education has produced a short film highlighting the challenges faced by LGBT students and practical steps that have been taken in schools in Thailand to promote healthy, safe learning environments for all. 

Click here to watch the short film in English and Thai. 

 

More information on UNESCO’s work on homophobic bullying: 

UNESCO page on Homophobic Bullying 

Confronting Homophobic Bullying in School

Meeting on Effective Policy and Practice to Address Homophobic Bullying in Educational Institutions, 16 May 2012

International Consultation on Homophobic Bullying in Educational Institutions, December 2011

]]> News UNESCO Bangkok Infocus HIV/AIDS ED InFocus ED Tue, 15 May 2012 15:07:00 +0700 Ask her "How Will Education Help You Succeed in Life?" http://www.unescobkk.org/education/news/article/ask-her-how-will-education-help-you-succeed-in-life/ The East Asia Pacific UN Girls Education Initiative (UNGEI) joined 100 artists in the world’s first citywide ideas exhibition in Bangkok through the IDEACUBES initiative lead by the non-governmental organisation MySocialMotion. This project aims to inspire ordinary people to take the first step towards social responsibility. The UNGEI cube is now displayed at Siam Discovery, 6th Floor. The one cubic meter cube, designed by the regional UNGEI, is a collage of drawings from the 2011 UNGEI Drawing Contest. The cube’s specific call for action is to, “Ask one boy and one girl in your community “how will education help you succeed in life?” If they do not have an answer, help them find one”. Alongside the beautiful drawings, each side also highlights various messages and facts related to gender equality in education. There is also an interactive SMS/Facebook activity as part of the project asking passersby, "What is the most important feature of a high quality education for girls / boys?" The cube will be displayed until the end of May 2012. If you are in Bangkok drop by and get inspired to act on promoting gender equality in education! UNGEI's vision i s a world where all girls and boys have equal access to free quality education. Find more information about the UNGEI network More information about mysocialmotionRead more about the ideas cube exhibition at Bangkok Post <//span> The East Asia Pacific UN Girls Education Initiative (UNGEI) joined 100 artists in the world’s first citywide ideas exhibition in Bangkok through the IDEACUBES initiative lead by the non-governmental organisation MySocialMotion.  

This project aims to inspire ordinary people to take the first step towards social responsibility.  The UNGEI cube is now displayed at Siam Discovery, 6th Floor.


The one cubic meter cube, designed by the regional UNGEI, is a collage of drawings from the 2011 UNGEI Drawing Contest.  The cube’s specific call for action is to, “Ask one boy and one girl in your community “how will education help you succeed in life?”  If they do not have an answer, help them find one”.  Alongside the beautiful drawings, each side also highlights various messages and facts related to gender equality in education.  There is also an interactive SMS/Facebook activity as part of the project asking passersby, "What is the most important feature of a high quality education for girls / boys?"

 

 

 

The cube will be displayed until the end of May 2012. If you are in Bangkok drop by and get inspired to act on promoting gender equality in education! 

UNGEI's vision i s a world where all girls and boys have equal access to free quality education. Find more information about the UNGEI network 
More information about mysocialmotion
Read more about the ideas cube exhibition at Bangkok Post

<//span>

]]> Education for All Inclusive Education Primary Education Gender APPEAL News Event / Activity UNESCO Bangkok aa.boucher@unesco.org Tue, 15 May 2012 15:01:00 +0700 Winners of the Photo and Drawing Contest 2012 on “What is a good early childhood?" Announced! http://www.unescobkk.org/education/news/article/winners-of-the-photo-and-drawing-contest-2012-on-what-is-a-good-early-childhood-announced/ UNESCO Bangkok, Asia-Pacific Regional Network for Early Childhood (ARNEC), Asia South Pacific Association for Basic and Adult Education (ASPBAE) and UNICEF East Asia and Pacific Regional Office(EAPRO) as the organizing agencies of the Photo and Drawing Contest 2012 on the occasion of Global Action week from 22-28 April 2012, are pleased to release the list of the winners of the above mentioned contest. This year’s Global Action Week ran under the theme of “Early Childhood Care and Education” touching the most critical period in human development. It is when children’s brain develops the most rapidly and where strong socio-emotional support from caregivers, adequate nutrition, good health care and a safe and stimulating environment can help them achieve their fullest potential. Children are active learners from birth, and the early years are vital to their success in school and later in life. Quality early childhood care and education (ECCE) significantly contributes to the development and learning of children, prepares them for school, and sets a good foundation for life. We hope that this contest inspired you to reflect on the early years – for adults to share their early memories of childhood and for children to share their perspectives and aspirations. List of the winners are written below.Please note that the names of the 3 winners for each category are written in alphabetical order by the country names. Congratulations to all the winners! CATEGORY 1 (Drawings by under 12 years)• Md Irfan Bin Md Zulkifli, 5 years Brunei Darussalam• Thitari Wittayathawornwong, 7 years, Thailand• Vu Thi Ngoc Hau, 11 years, Vietnam CATEGORY 2 (Drawings by 13-18 years)• Shaila Akter Urmee, 14 Years, Bangladesh• Justen Paul Ello Tolentino, 17 years, Philippines• Roland Namaia Jr Sului, 16 years, Samoa CATEGORY 3 (Drawings by 19 years and above)• Manoj Kumar Tamang, 19 years, Bhutan• Caecilia Putri Mumpuni, 32 years, Indonesia• Melaine D'Cruze,35 years, Pakistan CATEGORY 4 (Photos by under 18 years)• Yuxi He, 16years, China• Rifdha Ibrahim, 13 years, Maldives• Munisa M Juraeva, 16 years, Tajikistan CATEGORY 5 (Photos by 19 years and above)• Ann Marie Stickle,34 years, Cambodia• Sourav Karmakar,30 years, India• Chan Siok Gim, 56 years, Malaysia The winners will receive an official certificate of recognition and will be featured on the organizers’ websites soon. All participants who have submitted their entries to the contest will have their images be part of the ”Big Picture” mosaic on early childhood from all over the world. UNESCO Bangkok, Asia-Pacific Regional Network for Early Childhood (ARNEC), Asia South Pacific Association for Basic and Adult Education (ASPBAE) and UNICEF East Asia and Pacific Regional Office(EAPRO) as the organizing agencies of the Photo and Drawing Contest 2012 on the occasion of Global Action week from 22-28 April 2012, are pleased to release the list of the winners  of the above mentioned contest. 

This year’s Global Action Week ran under the theme of “Early Childhood Care and Education” touching the most critical period in human development. It is when children’s brain develops the most rapidly and where strong socio-emotional support from caregivers, adequate nutrition, good health care and a safe and stimulating environment can help them achieve their fullest potential. 

Children are active learners from birth, and the early years are vital to their success in school and later in life. Quality early childhood care and education (ECCE) significantly contributes to the development and learning of children, prepares them for school, and   sets a good foundation for life.

We hope that this contest inspired you to reflect on the early years – for adults to share their early memories of childhood and for children to share their perspectives and aspirations.

List of the winners are written below.Please note that the names of the 3 winners for each category are written in alphabetical order by the country names. 

Congratulations to all the winners!


 CATEGORY 1 (Drawings by under 12 years)
• Md Irfan Bin Md Zulkifli, 5 years Brunei Darussalam
• Thitari Wittayathawornwong, 7 years, Thailand
• Vu Thi Ngoc Hau, 11 years, Vietnam


CATEGORY 2 (Drawings by 13-18 years)
• Shaila Akter Urmee, 14 Years, Bangladesh
• Justen Paul Ello Tolentino, 17 years, Philippines
• Roland Namaia Jr Sului, 16 years, Samoa


CATEGORY 3 (Drawings by 19 years and above)
• Manoj Kumar Tamang, 19 years, Bhutan
• Caecilia Putri Mumpuni, 32 years, Indonesia
• Melaine D'Cruze,35 years, Pakistan


CATEGORY 4 (Photos by under 18 years)
• Yuxi He, 16years, China
• Rifdha Ibrahim, 13 years, Maldives
• Munisa M Juraeva, 16 years, Tajikistan

CATEGORY 5 (Photos by 19 years and above)
• Ann Marie Stickle,34 years, Cambodia
• Sourav Karmakar,30 years, India
• Chan Siok Gim, 56 years, Malaysia


The winners will receive an official certificate of recognition and will be featured on the organizers’ websites soon. All participants who have submitted their entries to the contest will have their images be part of the ”Big Picture” mosaic on early childhood from all over the world.

]]> ECCE Education for All APPEAL News Infocus Event / Activity UNESCO Staff Permanent Delegations/NatComs UNESCO Network Civil society a.kapur@unesco.org Thu, 10 May 2012 11:54:00 +0700 Meeting on Effective Policy and Practice to Address Homophobic Bullying in Educational Institutions, 16 May 2012 http://www.unescobkk.org/education/news/article/meeting-on-effective-policy-and-practice-to-address-homophobic-bullying-in-educational-institutions/ UNESCO, Paris, FranceUNESCO Headquarters will be hosting the Meeting on Effective Policy and Practice to Address Homophobic Bullying in Educational Institutions on 16 May 2012, the eve of the International Day Against Homophobia/Transphobia (IDAHO). IDAHO’s theme this year is “Combating Homophobia In Education and Through Education”.This meeting is a follow-up to a consultation convened by UNESCO in Brazil in December 2011, and is reflective of UNESCO’s commitment in pioneering a response to the hither-to inadequately addressed global issue of homophobic bullying in educational institutions. The Good Policy and Practice in HIV and Health Education – Booklet 8: Education Sector Responses to Homophobic Bullying (GPP8), will be launched at the meeting. The publication highlights the issue’s impediment to the principles and goals of Education for All and connects with UNESCO’s continuing engagement with stopping violence in schools, its work to address all forms of discrimination and gender-based violence, and its expertise in HIV and sexuality education. For further information on this event or about the forthcoming GPP8 publication, please contact: Section on Education and HIV & AIDS, UNESCO at aids@unesco.org Details of the event can be viewed here. UNESCO, Paris, France

UNESCO Headquarters will be hosting the Meeting on Effective Policy and Practice to Address Homophobic Bullying in Educational Institutions on 16 May 2012, the eve of the International Day Against Homophobia/Transphobia (IDAHO). IDAHO’s theme this year is “Combating Homophobia In Education and Through Education”.

This meeting is a follow-up to a consultation convened by UNESCO in Brazil in December 2011, and is reflective of UNESCO’s commitment in pioneering a response to the hither-to inadequately addressed global issue of homophobic bullying in educational institutions. 

The Good Policy and Practice in HIV and Health Education – Booklet 8: Education Sector Responses to Homophobic Bullying (GPP8), will be launched at the meeting. The publication highlights the issue’s impediment to the principles and goals of Education for All and connects with UNESCO’s continuing engagement with stopping violence in schools, its work to address all forms of discrimination and gender-based violence, and its expertise in HIV and sexuality education.  

For further information on this event or about the forthcoming GPP8 publication, please contact: Section on Education and HIV & AIDS, UNESCO at aids@unesco.org

Details of the event can be viewed here.

 

]]> News HIV/AIDS tl.ngo@unesco.org Thu, 10 May 2012 11:51:00 +0700 UNGEI Newsletter April 2012: Sport, play, recreation and gender equality in education http://www.unescobkk.org/education/news/article/ungei-newsletter-april-2012-sport-play-recreation-and-gender-equality-in-education/ The UN Girls Education Initiative (UNGEI) are pleased to announce the release of the East Asia and Pacific Regional UNGEI April 2012 newsletter which focuses on ‘sport, play, recreation and gender equality in education’. The newsletter can be found here: The UN Girls Education Initiative (UNGEI) are pleased to announce the release of the East Asia and Pacific Regional UNGEI April 2012 newsletter which focuses on ‘sport, play, recreation and gender equality in education’.

The newsletter can be found here:

]]> Publication Gender aa.boucher@unesco.org Wed, 09 May 2012 18:07:00 +0700 Regional Experts Meet Today and Debate: Post-2015 Global Education Development Agenda http://www.unescobkk.org/education/news/article/regional-experts-meet-today-and-debate-post-2015-global-education-development-agenda/ In response, UNESCO Asia and Pacific Regional Bureau for Education in Bangkok is holding a regional high-level expert meeting on 9-11 May 2012 to initiate discussions regarding the future of education for the Asia-Pacific region in the post 2015 era.The three-day meeting in Bangkok will debate developments trends, gaps and challenges for education and will provide recommendations for the future of education in the Asia-Pacific. The meeting is being attended by high-level representatives and experts from research think tanks, ministries, UN and international development organizations, regional organizations, UNESCO National Commissions and NGOs. While education is central to many Asia-Pacific countries' development approaches and noticeable achievements have been made in the context of EFA, significant challenges remain. Enrolment in basic education has increased considerably; however, there are great disparities in access and quality between and within countries. Peoples from war-torn zones, remote communities, ethnic minorities and women still face difficulties accessing education. Youth and adult literacy has made considerable progress, but is still inadequate to meet needs of the 21st century in Asian and Pacific countries, and the region contains the largest number of illiterate adults of any region in the world. Over the past decade, the number of out-of-school children has declined by 39 million. However 40 per cent of those who remain out of school live in this region. Despite progress, this region is still home to almost two thirds (65 per cent) of the world's population of illiterate adults. South and West Asia alone had more than 400 million illiterate adults in 2009, accounting for over half of the world's total illiterate adult population. Countries have also become concerned with improving the quality of education, increasing access to post-basic education and to skills development, as well as improving learning environment. In this context, Towards EFA 2015 and Beyond - Shaping a new Vision of Education provides the critical impetus to both assess achievements throughout the region and push forward to ensure the future vision of education will continue to spur positive growth and improved educational opportunities for all. For UNESCO Bangkok Director Mr Gwang-Jo Kim, this is a challenging but important task for the experts attending. "This morning's presentations have already proven to challenge our perceptions about the future of education. I hope the experts will deliver recommendations that will, with support from our member states and other regional and global entities, provide an important backbone to discussions on the future of education in our region and beyond. This is challenging no doubt, but I have faith they can." For more information about the meeting, click here or contact UNESCO Asia Pacific Regional Bureau for Education -- Mrs.Margarete Sachs-Israel (m.sachs-israel(at)unesco.org), tel. 66 2 391 0577 ext. 235 or Ms. Rachel McCarthy (r.mccarthy(at)unesco.org) tel. 66 2 391 0577 ext. 374. In response, UNESCO Asia and Pacific Regional Bureau for Education in Bangkok is holding a regional high-level expert meeting on 9-11 May 2012 to initiate discussions regarding the future of education for the Asia-Pacific region in the post 2015 era.The three-day meeting in Bangkok will debate developments trends, gaps and challenges for education and will provide recommendations for the future of education in the Asia-Pacific. The meeting is being attended by high-level representatives and experts from research think tanks, ministries, UN and international development organizations, regional organizations, UNESCO National Commissions and NGOs. 

While education is central to many Asia-Pacific countries' development approaches and noticeable achievements have been made in the context of EFA, significant challenges remain. Enrolment in basic education has increased considerably; however, there are great disparities in access and quality between and within countries. Peoples from war-torn zones, remote communities, ethnic minorities and women still face difficulties accessing education. Youth and adult literacy has made considerable progress, but is still inadequate to meet needs of the 21st century in Asian and Pacific countries, and the region contains the largest number of illiterate adults of any region in the world. 

Over the past decade, the number of out-of-school children has declined by 39 million. However 40 per cent of those who remain out of school live in this region. Despite progress, this region is still home to almost two thirds (65 per cent) of the world's population of illiterate adults. South and West Asia alone had more than 400 million illiterate adults in 2009, accounting for over half of the world's total illiterate adult population. Countries have also become concerned with improving the quality of education, increasing access to post-basic education and to skills development, as well as improving learning environment.

In this context, Towards EFA 2015 and Beyond - Shaping a new Vision of Education provides the critical impetus to both assess achievements throughout the region and push forward to ensure the future vision of education will continue to spur positive growth and improved educational opportunities for all.

For UNESCO Bangkok Director Mr Gwang-Jo Kim, this is a challenging but important task for the experts attending. "This morning's presentations have already proven to challenge our perceptions about the future of education. I hope the experts will deliver recommendations that will, with support from our member states and other regional and global entities, provide an important backbone to discussions on the future of education in our region and beyond. This is challenging no doubt, but I have faith they can." 

For more information about the meeting, click here or contact UNESCO Asia Pacific Regional Bureau for Education -- Mrs.Margarete Sachs-Israel (m.sachs-israel(at)unesco.org), tel. 66 2 391 0577 ext. 235 or Ms. Rachel McCarthy (r.mccarthy(at)unesco.org) tel. 66 2 391 0577 ext. 374. 

]]> ED Education for All Education Policy and Reform News Infocus Event / Activity Seminar UNESCO Bangkok r.kulsawet@unesco.org Wed, 09 May 2012 14:18:00 +0700