The Sustainable Development Goals in Thailand
With 21 United Nations entities represented in Thailand, our work encompasses all of the SDGs. The United Nations Country Team supports activities with particular focus on the following goals: SDG1.3 on expanding the reach of social protection; SDG 3.4 tackling non-communicable diseases; SDG 4.1 education for all, with a focus on migrant children; SDG 5.5 advocacy for greater participation of women in political decision making; SDG 8.3 support to small to medium-sized enterprises and youth innovation; 10.2 inclusion of marginalized groups, particularly the LGBTI community; SDG 10.7 migration governance; SDG 13.2 climate change strategies at national and local level; SDG 16.1 supporting social cohesion to end violence in southern Thailand; SDG 16.9 advocacy and support to end statelessness; SDG 17.7 partnerships with private sector for sustainable development; and, SDG 17.9 the sharing of Thailand’s experience and best practices through South-South exchanges.
08 December 2021
UNESCO and ONIE support 8 pilot projects to teach living heritage and sustainable development in non-formal and informal education
UNESCO and Office of Non-formal and Informal Education (ONIE), with support from ICHCAP, have collaborated in a two-year project, ‘Promoting Sustainable Development and Safeguarding Living Heritage through Non-formal and Informal Education in Thailand’ (2021–22). The project aims to empower teachers at ONIE centres across the country in using ICH as a teaching and learning tool, developing skills in course designing for life skills and multi-literacies, and linking culture to sustainable development. In 2021, UNESCO organized a training for ONIE teachers on integrating intangible cultural heritage in non-formal and informal education, and announced the call for proposals to pilot teachers’ own designs of lesson plans or modification of existing subjects that use ICH in teaching and learning. The selected lesson plans or subjects will be piloted at the submitting ONIE centres in 2022. The pilot results will be showcased at the International Literacy Day event, which is a national-level celebration by ONIE, in 2022. The pilot activities in 2022 provide an opportunity for ONIE teachers to show their capacities in analyzing and improving ONIE’s existing subjects, and creating new subjects that better reflect diverse local perspectives toward sustainable development – environmental, social and economic – which could lead to more tangible impacts on the livelihoods of people in the present and in the future. On top of the funding support (THB 30,000 per pilot site) provided to the piloting, the juries of the project also gave special awards to congratulate different aspects of excellent course designing that answer to the spirit of UNESCO’s Convention for the Safeguarding of the Intangible Cultural Heritage and ONIE’s mandate in sustainable development and innovative learning (THB 20,000 per award). The selected ONIE centres and their proposals are: Original article published on UNESCO Bangkok
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14 December 2021
The Big Conversation: Handbook to Address Violence against Women in and through the Media
The Handbook provides guidance to UN and other entitles working with media organizations to advance gender equality and prevent violence against women and girls. Its focus is working with media as entities that promote gender equality within their organizations and working with media as a tool to promote values of diversity, equality and non-discrimination through the content produced. The handbook provides specific guidance on 1) strengthening the enabling environment; 2) promoting positive institutional approaches; and 3) engaging with media for changing social norms.
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03 December 2021
New UNICEF report finds 240 million children with disabilities globally
Bangkok, Thailand – The number of children with disabilities globally is estimated at almost 240 million, according to a new UNICEF report that confirms that children with disabilities are disadvantaged on most aspects of child well-being compared to children without disabilities. Released in November ahead of the International Day of Persons with Disabilities on 3 December, UNICEF’s most comprehensive analysis report, Seen, Counted, Included: Using data to shed light on the well-being of children with disabilities, found that 1 in 10 children around the world have a disability. The new global estimate is higher than previous estimates as it is based on a more inclusive understanding of disabilities, which considers difficulties across several domains of functioning, as well as symptoms of anxiety and depression. “Children with disabilities are among the most vulnerable groups in every society and have the fewest opportunities in every aspect of life,” said Kyungsun Kim, UNICEF Representative for Thailand. “Facing stigma and discrimination, they are less likely to attend school, access health services or have their voices heard. Their disabilities also put them at a higher risk of abuse, neglect and exploitation. This must change because no child should be left behind.” Data on children with disabilities is often limited and underestimated. In Thailand, the National Statistical Office (NSO), with technical support from UNICEF, used the Child Functioning Module developed by the Washington Group and UNICEF for the National Disability Survey in 2017, which for the first time collected information on the characteristics of disabilities for children aged between 2 and 17. According to the 2017 survey, nearly 140,000 children in Thailand live with some form of disabilities. Most of them live in poor households. About 38 per cent are out of school; 27 per cent do not have access to health promotion services and 4 per cent do not have access to medical treatment when they are sick. In addition, nearly half of them are not registered with the government and do not receive a monthly disability grant. UNICEF’s new global report includes data from 42 countries and covers more than 60 indicators of child well-being – from nutrition and health, to access to water and sanitation, protection from violence and exploitation, and education. Compared to children without disabilities, children with disabilities are: 24 per cent less likely to receive early stimulation and responsive care; 42 per cent less likely to have foundational reading and numeracy skills; 25 per cent more likely to be wasted (too thin for their height) and 34 per cent more likely to be stunted (too short for their age); 53 per cent more likely to have symptoms of acute respiratory infection; 49 per cent more likely to have never attended school; 47 per cent more likely to be out of primary school, 33 per cent more likely to be out of lower-secondary school and 27 per cent more likely to be out of upper-secondary school; 51 per cent more likely to feel unhappy; 41 per cent more likely to feel discriminated against; 32 per cent more likely to experience severe corporal punishment. Disability experience also varies greatly, depending on the type of disability, where the child lives and what services they can access. For example, out-of-school rates are higher among children with multiple disabilities, and disparities become more significant when the severity of the disability is taken into account. This highlights the importance of designing targeted solutions to address inequities. UNICEF is calling on the government and the society at large to provide equal opportunities for children and persons with disabilities, eliminate stigma and discrimination and ensure that they have equal treatment and access to inclusive and quality health and education services as well as assistive technologies. UNICEF also urges the government and civil society to consult children and persons with disabilities andconsider their specific needs when providing health care, education, mental health and protection services. In Thailand, UNICEF is currently working with the NSO and the Department of Empowerment of Persons with Disabilities to promote quality data on children with disabilities and ensure that children and persons with disabilities have equal access to inclusive and quality services as well as the disability grant they are entitled to. “Every child with a disability has unique abilities just like any other child,” Kim added. “It is our duty to ensure that children with disabilities are given extra support and opportunities so that they can find their unique abilities, reach their full potential, fulfil their dreams, and contribute meaningfully to the society.” Original article published on UNICEF Thailand.
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21 December 2021
คู่มือฉบับนี้ถูกจัดทำขึ้นเพื่อเป็นแนวทางให้กับภาคธุรกิจที่ต้องการที่จะพัฒนาองค์กรให้ได้ประโยชน์ในมิติด้านการพัฒนาประสิทธิภาพองค์กร การรักษาแรงงานที่สำคัญ กระบวนการพัฒนานโยบายความเป็นมิตรต่อครอบครัวคือการสร้างพันธสัญญาระยะยาวที่ต้องทำให้มีความหมาย รวมถึงสามารถตอบสนองต่อความต้องการของแรงงานและฝ่ายบริหาร การดำเนินงานดังกล่าว จะช่วยให้หน่วยงานของท่านสามารถเข้าใจความต้องการของผู้มีส่วนได้เสีย เพื่อแปรสภาพองค์กรให้เป็นหน่วยงานที่ให้ความสำคัญกับครอบครัวของพนักงาน เข้าใจช่องว่างและสามารถเติมเต็ม จนส่งผลให้เกิดการพัฒนาที่ต่อเนื่องตามความต้องการที่ผันเปลี่ยนไป
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04 January 2022
Voices of youth and employers on youth employability in Thailand
This working paper is a joint effort of the United Nations Children’s Fund (UNICEF) in Thailand and the Sustainability & Entrepreneurship Center (SEC) of Sasin School of Management. The paper offers policy recommendations to improve the availability, quality and relevance of interventions to strengthen lifelong learning systems and youth employability in Thailand. Its aim is to support the country’s ongoing national debates and policy making process, including the development of Thailand’s 13th National Economic and Social Development Plan (NESDP) 2023–2027. To contribute to these national debates, UNICEF Thailand and SEC conducted a multisectoral consultative process from December 2020 to April 2021, collecting voices of youth, policy makers, and employers alike. The Thai language policy recommendations can also be downloaded here.
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28 December 2021
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