Asian Regionality and Post-2015 Consultation: Donors’ Self-Images and the Discourse

Abstract

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. ABSTRACTThis chapter highlights the characteristics of Asia through the analysis of policy-related documents by five donor countries,

United nations internship programme policy and the need for its amendment

“…Goal number 4.5., stresses the need to "eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations". 47 The United Nations cannot fail at the first step, in the first contact with young people -and the internship is just that. The organization of the United Nations must be the prime example of the implementation of the values 48 that it advocates for.…”

Charting the Southeast Asian Science Teachers’ Challenges into Recommendations for Future Online Regional Courses

“…As a result, regional professional learning for teachers is structured in a way that is adaptable to the educational systems of individual countries. As suggested by Yamada (2016), the outline, contents and approaches of the course have been validated by external experts and consultants, stakeholders from the participating countries and the research evidence. This regional course requires the participants to make sense of their in-service learning experiences to be constructed in their teaching and learning context by connecting new information to prior knowledge and practices.…”

“…Regional teacher capacity development courses are typically hosted to bridge the differences and share best practices among teachers in a specific region, and are led by a well-trained facilitator. Yamada (2016) and Ulla and Winitkun (2018) noted that the regional courses are spearheaded by intergovernmental organisations and civil society organisations in terms of implementation, consultation and sponsorships. Unlike nationallevel in-service training, which focuses on the nation's geopolitical situations (Gunel & Tanriverdi, 2014;Jamil et al, 2011), the regional course focuses on collective learning and intra-group dynamics by identifying communalities in the sub-region (Yamada, 2016).…”

“…Yamada (2016) and Ulla and Winitkun (2018) noted that the regional courses are spearheaded by intergovernmental organisations and civil society organisations in terms of implementation, consultation and sponsorships. Unlike nationallevel in-service training, which focuses on the nation's geopolitical situations (Gunel & Tanriverdi, 2014;Jamil et al, 2011), the regional course focuses on collective learning and intra-group dynamics by identifying communalities in the sub-region (Yamada, 2016). The significance of establishing communalities in a region was fairly acknowledged, and as a result, intergovernmental institutions were regarded as implementation agencies for regional courses, mandated through multilateralism treaties (Devadason, 2017;Habana, 1993;Limcaco, 1988) and all activities will foster policy informs (i.e., Fughlister, 2012).…”