Published: January 2016
The “Synthesis Report” highlights the importance of genuine involvement of ethnic and linguistic minorities in the development of language education policy, and in its implementation. Upon consolidation of the LESC researches in Malaysia, Myanmar and Thailand, the Synthesis Report shares 10 key findings that will promote understanding of the forms and possibilities of language planning for fostering human rights, improved education and social cohesion.
Published: January 2016
The Report provides stakeholders with enhanced platforms for integrating policies, strategies and programs that will contribute to the systematic resolution of language-related challenges in a country with much diversity as Malaysia. One of these mechanisms is the conduct of Facilitated Dialogues, with the aim of developing a comprehensive language planning and policy framework to foster national unity, social cohesion and collaborative social relations.
Publish: January 2016
The Report highlights how the LESC Initiative has fostered an evidence-based approach to tackling problems in language education – this is important in a diverse Myanmar society, comprising of more than 135 spoken languages, It also highlights the Mon State participatory action research, emerging impact of which has been the consensus and commitment towards the adoption of a comprehensive multilingual language policy for the Mon State.
Factsheet: Education, Early Childhood Development, Adolescents and Children with Disabilities in the East Asia and Pacific (pdf)
This paper examines and analyzes the development of a regional strategy for education, peacebuilding and social cohesion in Asia Pacific Region. The study brought to the fore the relative potential of education, as one of the drivers for social transformation processes in post-conflict environments.
This study explores issues, policies and plans in selected countries that are undergoing major education reform, while at the same time facing significant challenges of peace building, reducing conflict and/or addressing natural hazards and the effects of climate change. It aims to directly support what countries are already doing in education, while assisting in deeper analysis to make more explicit the relationship between education and a range of wider processes linked to conflict and peace.
This brochure highlights the priorities for action from the regional consultation, as well as, a set of recommendations from which education sector actors can select approaches and strategies that best serve their context.
The publication intends to assist governments, Ministries of Education (MoEs), education agencies and communities in East Asia and the Pacific to develop policies and programmes to strengthen resilience of their education systems in promoting social cohesion and comprehensive school safety. The Guidance is a set of recommendations from which education sector actors can select those approaches and strategies that best serve their unique contexts.
The case study will address: 1) the background of the conflict in the southern provinces of Thailand, including the role of education as a trigger of the conflict; 2) the policy framework for addressing the conflict, both from the government and the United Nations system; 3) the education sector response framework of the government, UNICEF and the non-governmental sectors; and 4) conclusions and recommendations for UNICEF based on current and potential policy and programmatic approaches.
This case study addresses: 1) the political, social, ethnic, linguistic and economic factors contributing to the conflict and its aftermath, including the relationship between education and conflict; 2) the policy framework of the Solomon Islands Government and the United Nations system for addressing social cohesion and peacebuilding; 3) the education sector response of the government, UNICEF and non-governmental sectors, and the extent to which education has been integrated into peacebuilding and social cohesion policies and programmes; and 4) conclusions and practical recommendations for UNICEF in education programming that contributes to peacebuilding and social cohesion.
Reimagine the Future: Innovation for every child (The State of the World's Children 2015)
To mark the 25th anniversary of the Convention on the Rights of the Child, this edition of The State of the World’s Children calls for brave and fresh thinking to address age-old problems that still affect the world’s most disadvantaged children. The report is inspired by the work of innovators around the world – who are pushing boundaries and crafting solutions for local problems that reflect urgent global needs – towards a future in which all children can enjoy their rights.
The digital report is a crowd-sourced compilation of stories and videos. It includes an interactive platform that maps innovations in countries all over the world, and invites users to put their own ideas ‘on the map’. It is available at http://sowc2015.unicef.org/
The State of the World's Children 2014 in Numbers: Every Child Counts (pdf)
The report highlights the importance of data in making progress for children and exposing the unequal access to services and protections that mars the lives of so many. It also notes that "being counted makes children visible, and this act of recognition makes it possible to address their needs and advance their rights." It adds that innovations in data collection, analysis and dissemination are making it possible to disaggregate data by such factors as location, wealth, sex, and ethnic or disability status, to include children who have been excluded or overlooked by broad averages.
Multi-sectoral Approaches to Nutrition: The case for investment by education programmes (pdf)
Scientists and health experts agree that children who are well-nourished are much more easily able to develop the cognitive and behavioural skills they need to reach their full learning potential. Good nutrition also enables longer attention spans and better school attendance, allowing children to stay in school and learn.
---Water, Sanitation and Hygiene in Primary Schools in South-East Asian Countries Realities, needs and recommendations (pdf)
Published: December 2013
The publication aims to provide a better understanding of opportunities to successfully implement WASH (water, sanitation and hygiene) in Schools programs (planning, operations, management, and policy formulation). This also serves to guide policy-makers on steps necessary to ensure that water and sanitation issues are not an obstacle to a quality education for all the children in the East Asia and the Pacific region.
End of Decade Notes on Education for All: Universal Primary Education (pdf)
The Asia-Pacific End of Decade Notes on Education for All: Goal 2 - Universal Primary Education covers EFA goal 2: Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and compulsory primary education of good quality.
End of Decade Notes on Education for All: Quality Education (pdf)
The Asia-Pacific End of Decade Notes on Education for All: Goal 6 - Quality Education covers EFA goal 6: Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, number and essential life skills.
End of Decade Notes on Education for All: Gender Equality (pdf)
The Asia-Pacific End of Decade Notes on Education for All: Goal 5 - Gender Equality covers EFA goal 5: Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls' full and equal access to and achievement in basic education of good quality.
Why are Boys Underperforming in Education? (pdf)
All girls and boys have an equal right to education. In many countries around the world, girls traditionally have been at a disadvantage. But in East Asia and the Pacific, boys’ enrolment rates have declined. Many boys are leaving school early. Fewer are continuing on to higher levels of education. Why? This study was done in Malaysia, Mongolia, the Philippines and Thailand.
End of Decade Notes on Education for All: Youth and Adult Literacy (pdf)
The Asia-Pacific End of Decade Notes on Education for All: Goal 4 - Youth and Adult Literacy covers EFA goal 4: Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults.
Factsheet: International Day of the Girl Child (pdf)
The more education a girl receives, the less likely she is to marry as a child. Yet in the East sia and Pacific region, 4.9 million girls remain out of school, 90% of whom are from excluded or minority groups.
End of Decade Notes on Education for All: Early Childhood Care and Education (pdf)
The development of child-friendly schools in the Lao People’s Democratic Republic – where they are known as Schools of Quality (SoQ) – is an initiative that addresses access and quality in basic education as the country strives to meet its commitments to the Millennium Development Goals (MDGs) and Education for All (EFA).
The Role of Non-State Providers in Delivering Basic Services for Children (pdf)
This report highlights issues, opportunities and challenges for non-state providers and public-private partnerships (PPPs) in fulfilling the rights to education for all, particularly the poor, in East Asia and the Pacific. This report discusses the benefits and risks associated with PPPs, and essential factors for establishing successful partnerships.
Evidence-Based Advocacy for Gender in Education (pdf)
In an effort strengthen the notion of evidence-based advocacy for gender in education in the Asia-Pacific region, UNICEF, in collaboration with the EAP UNGEI, conducted a Workshop on Evidence-based Advocacy for Gender Equity and Equality in Education to strengthen links between evidence and advocacy efforts.
UNGEI At 10 (pdf)
The United Nations Girls’ Education Initiative (UNGEI) promotes girls’ education and works for gender equality in education through a network of partners at the global, regional, national and sub-national levels. This report is an overview of the current state of girls’ education and gender equality. It includes a summary of UNGEI activities and functions, a review of remaining challenges and a sketch of the future direction of UNGEI.
Education for Adolescents (pdf)
The Strategic Framework is intended to help UNICEF country offices in East Asia and the Pacific determine what their focus and priorities will be in addressing adolescent education. It offers a road map for engagement, clustering adolescents into four major groups according to educational status, and singling out potential actions that can empower and encourage these groups to keep learning.
What's the Difference? Confronting Factors that Affect Gender Equality in Education (pdf)
The East Asia and Pacific Regional UN Girls’ Education Initiative was formed to establish networks and partnerships among experts and organizations promoting gender equality in education. As part of its advocacy efforts, the UNGEI has developed this advocacy booklet to highlight the importance of quality of basic education, gender equality in access and policy recommendations.
ARNEC Connections: Working together for Early Childhood (pdf)
This issue features a wide variety of articles ranging from description of Early Childhood Development (ECD) programs from different countries, research on ECD service impact assessment and on play in young children’s development, country updates on ECD finance and national policies, to importance of ECD in emergencies, ECD through health sector, and updates from institutions.
Gender Equality in Education: East Asia and Pacific
Schools of Quality in Las an Evaluation (pdf)