Higher education in Asian countries and the role of international ...

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has produced 51 publications on higher education, 95 related to training and 41 technical /
vocational educations. In this way on the total 187 publications were directly or indirectly related
to higher education. Furthermore this office has also published 26 documents on science, which
also contribute to capacity development in higher education. In this way approximately 30% of
the total publications produced by this office, since 1990, are link related to higher education.
The following tables give detailed information on the publications produced by the UNESCO-
Bangkok office during the last twenty years.
Teacher guides and toolkits
If education is engine of change then teacher is a driver of the process of change. No educational
program or project achieve its desired objectives without quality teachers so UNESCO Bangkok
office keeps teacher training program at the center of its capacity development initiatives. This
office has been producing teacher guides, training manuals, information and tool kits, case
studies, human capital development, management, administration, curriculum development,
teaching guides and material, pedagogical techniques and skills, guides for teacher educators,
ICTs tool guides for teachers, effective teaching tools and student-teacher relationship. A
significant part of this material for teacher is online and can be accessed free of cost by all.
Majority of these documents and publications are useful for teachers, facilitators and teacher
educators equally at all levels from pre-primary to higher education.
Training of the stakeholders
Training is another mean of capacity development in higher education. UNESCO-Bangkok
office plays a role of facilitator in the provision of training to stakeholders in education that
include teachers, school administrators, education providers, managers and policy makers. For
this purpose UNESCO-Bangkok office organizes workshops, seminars, conferences, forums,
symposia and other activities at regional, sub-regional and local level where people from the
related fields are trained, brained and motivated so that a sustainable change could be brought.
The major aspect of such enriched and focused educational activities is to provide necessary
tools and guidelines to the member states so that a positive change could be achieved. The major
objective of capacity building is to enable member states to make countries self-sufficient in
human resources and to work actively for the development of education at all levels by