The COVID-19 pandemic caused an unprecedented disruption to education globally and regionally and severely impacted education delivery, learning outcomes, student engagement and their health and well-being. This resulted in a significant setback in progress towards achieving the Sustainable Development Goals (SDGs) in the region, in particular SDG 4. Countries in the Asia and Pacific region were the first impacted by COVID-19, which disrupted access to education for 760 million children at the initial peak of the pandemic in 2020[i]. While the situation varies between countries, schools were closed for an extended period in many cases. The impact of school closures on learning loss and recovery will be dramatic. Early estimates suggest that the proportion of children around the world who cannot read or write a simple text by the age of ten, will increase from 53% in 2019 to 63% in 2021. The World Bank projected that the interruptions in school participation and learning may result in losses valued at $15 trillion in terms of affected children’s future earnings, and in long-lasting consequences in terms of wellbeing and life prospects of this generation, in particular for the most disadvantaged learners.
The 5-Year Progress Review of SDG 4 – Education 2030 in Asia-Pacific released in September 2021 by UNESCO and UNICEF, shows that despite overall progress, most countries surveyed were not on track to achieving SDG 4 and that the Asia-Pacific region was facing a learning crisis well before the COVID-19 pandemic, one that has since been alarmingly exacerbated by the broader impact of COVID on societies and economies. The shocking headlines are that: 27 million children and adolescents in the region remain illiterate, 95% of who are in South Asia; and that in many of the region’s countries, 50% of children are unable to read and understand a simple sentence by age 10, despite completing their early grades.
To mitigate the effects of the pandemic, countries implemented diverse remote and on-line education modalities to ensure the continuity of learning. However, not all children and youth were equally reached by these measures, and the most vulnerable groups were the most affected due to a deep digital divide. In addition, there were significant challenges such as the inadequate quality of distance learning programmes, reduced learning content and insufficient teacher preparedness and support to effectively deliver online learning and support their students. Consequently, it is expected that the learning loss will be extensive, putting millions of children and adolescents at risk of not returning to school and thus compromising their future. Furthermore, there is evidence that extended school closures are impacting learner’s health and wellbeing, especially the most vulnerable children.
Overall, while the situation varies between and within countries of the region, the pandemic not only exacerbated pre-existing deep inequities in access to education and learning achievements, it has also exposed important weaknesses in terms of the quality and relevance of education and the overall fragility of current education systems.
The pandemic also revealed the urgent need to strengthen and prepare education systems for future crises. The risk of decreased funding in education, rather than the increases required to attain SDG4 targets, has also demonstrated the urgent need to rethink, innovate, and transform education systems so that they become more equitable, inclusive, relevant, responsive and resilient. While governments and donors must reprioritise education funding, innovative financing may also be required to address existing gaps.
The pre-existing weaknesses of current education systems, exposed by the pandemic on the one hand and creative responses to the crisis on the other, have also revealed the need to reimagine education in future. Concerted, innovative efforts are required to strengthen the resilience and effectiveness of education systems across all levels of education. This should be done through sector-wide responses that ensure sustainable education recovery as well as the transformation required beyond COVID-19 to accelerate progress towards SDG4. Addressing the learning crisis and ensuring the right of learning for all must be at the heart of education recovery and transformation in the Asia-Pacific region. The need for curriculum review and flexible learning for adolescents, so that they have the skills required to thrive and contribute to socio-economic recovery is also urgent. Flexible pathways can also be a key means to enabling the realisation of lifelong learning in practice.
Countries in the region will face similar challenges in adapting their education systems, policies and practices to these new challenges. Learning more from each other as members of the Asia-Pacific community will help improve and expedite their responses.
 See World Education Blog, 5 October 2021, There will be no recovery without empowered, motivated and effective teachers | World Education Blog (wpcomstaging.com)
[i] UNESCO and UNICEF. (2021) Situation Analysis on the Effects of and Responses to COVID-19 on the Education Sector in Asia: Regional Synthesis Report. Retrieved from https://www.unicef.org/rosa/media/16436/file/Regional%20Situation%20Analysis%20Report.pdf
High-level regional policy dialogues and exchanges are key opportunities to share good practices and deliberate on how to address common challenges. They are also an opportunity to commit to collective and coordinated efforts and expanding partnerships, as the COVID impact revealed that education is not only a domestic affair, but digital/online/distance education can be accessed beyond national boundaries and cross-border learning, student/teacher mobility can be facilitated. Such dialogues will effectively inform and facilitate educational transformations and policy reform, and support the acceleration of progress towards SDG4.
Therefore, UNESCO Bangkok, in collaboration with UNICEF EAPRO and UNICEF ROSA, will organize the second Asia-Pacific Ministerial Education Ministers’ Conference (APREMC II), which is co-hosted by the Ministry of Education of Thailand and organized with the kind collaboration of the Ministry of Education, Cultures, Sports, Science and Technology (MEXT) of Japan. The meeting will be convened under the umbrella of the Asia-Pacific Learning and Education 2030+ (LE2030+) Network Group in June 2022. The meeting follows the 2014 high-level Asia-Pacific Education Conference (APREC) which discussed issues, challenges and priorities for education beyond 2015 from an Asia-Pacific perspective and developed a set of regional recommendations for the post-2015 global education agenda.
APREMC II is also partly positioned as a follow-up to the Global Education Meeting (GEM) 2021 debates, of which the July session’s outcome document invited UNESCO to strengthen the “linkages in the global-regional-country levels of coordination within the GCM and to take forward the commitments made in the Paris Declaration: Call for Action at the regional level”.
APREMC II will provide a platform for ministers of the 46 Member States of the region and other education stakeholders to take stock and analyse progress made in the region towards SDG4, against the backdrop of the impact and responses to COVID 19. It will identify, discuss and agree on priority actions and strategies for effective education/learning recovery and system transformation, for the acceleration of progress towards SDG4 in the region and generate recommendations for action. Its outcomes will also be one of the regional contribution to the SDG4 High-level Steering Committee (HLSC), which will be convened in July 2022.
UNESCO Asia-Pacific Regional Bureau for Education (UNESCO Bangkok)
Education is UNESCO’s top priority because it is a basic human right and the foundation for peace and sustainable development. UNESCO is the United Nations’ specialized agency for the worldwide development of education, science, and culture initiatives and for providing global and regional leadership to drive progress, to strengthen the resilience and capacity-building of national systems to serve all learners, and to respond to contemporary global challenges through transformative learning pedagogies.
For more information about UNESCO and its work, visit: www.unesco.org
UNICEF East Asia and Pacific Regional Office (EAPRO)
UNICEF Regional Office for South Asia (ROSA)
UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. Across more than 190 countries and territories, we work for every child, everywhere, to build a better world for everyone.
For more information about UNICEF and its work, visit: www.unicef.org
Ministry of Education, Culture, Sports, Science and Technology (MEXT) | Japanese Funds-In-Trust
The Ministry of Education, Culture, Sports, Science and Technology (文部科学省, Monbu-kagaku-shō), also known as MEXT or Monka-shō, is one of the eleven Ministries of Japan that composes part of the executive branch of the Government of Japan. Their goal is to improve the development of Japan in relation with the international community. They are responsible for funding research under their jurisdiction, some of which includes: children’s health in relation to home environment, delta-sigma modulations utilizing graphs, gender equality in sciences, neutrino detection which contributes to the study of supernovas around the world, and other general research for the future.
For more information about MEXT and its work, visit: www.mext.go.jp/en/
The mission of the Ministry of Education is to provide quality education for every child, youth, disabled and disadvantaged, equitably everywhere, in cities, rural and outreached areas, by the public and private authorities from early childhood until year 6 of secondary education and equivalent. Also, develop Thai students at vocational and higher education levels to be professionals, modern citizens of the world with diverse skills, competitiveness in global markets, living in a knowledge-based society.
For more information about MOE Thailand and its work, visit: http://www.en.moe.go.th/
The overarching theme of APREMC-II is ‘Education Recovery and Transformation towards more Responsive, Relevant and Resilient Education Systems: Accelerating progress towards SDG 4-Education 2030’.
With this in mind, the Conference is framed around three interlinked message/angles:
1. Achieving a deep transformation of education systems and building resilience (e.g., more flexible, more inclusive, resilient, more digital, more environmentally friendly and sustainable systems)
2. Achieving learning recovery and, in the longer term, improving learning outcomes (addressing the learning crisis)
3. Achieving increased and better investment in education and enablers for transformation
The conference will have two segments, a Technical Segment and a Ministerial Segment.
I. Technical Segment
The Technical Segment (Day 1) will consist of up to nine parallel thematic sessions (panel discussions).
Each session will have two parts and start with a panel discussion of approximately one hour, followed by an interactive dialogue of approximately one hour between the panel and the audience based on guiding questions with the aim of formulating recommendations on priority actions and strategies going forward.
II. High-level ministerial segment
The High-level ministerial segment (Day 2 and 3) will be a session dedicated to discussions between the ministers/vice ministers, or high-level officials delegated by ministers, from the 46 Member States of UNESCO from the Asia-Pacific region. Ministerial policy roundtables will be organized, during which ministers will be have the opportunity to present key challenges as well as proven policies, practices and innovations and exchange views on priority areas and strategies for education recovery and transformation which address the learning crisis beyond COVID-19. The policy exchange will be structured around the three key themes of the Conference: Achieving a.) deep transformation of education systems (e.g., more flexible, more inclusive, more digital, more environmentally friendly and sustainable systems); b.) learning recovery and addressing the learning crisis; and c.) increased investment in education, with the overall objective to accelerate progress towards SDG4.
The Asia and Pacific region is very diverse and consequently, its sub-regions face different challenges which require contextualized solutions. Therefore, in order to truly reflect the diverse needs and priorities of the region, a contextualized approach will be taken to the ministerial policy discussions to reflect and respond to sub-regional contexts and needs. The aim is to be identify existing and future challenges and contextualized priority areas and strategies for action, taking into consideration each sub-regions’ reality to develop recommendations for educational transformation and to accelerate progress towards SDG 4.
As an integral part of the APREMC II, a hybrid exhibition will be set up, providing an opportunity for interested partners and stakeholders to showcase their work in furtherance of the overarching conference theme: “Education Recovery and Transformation towards more Responsive, Relevant and Resilient Education Systems: Accelerating progress towards SDG 4-Education 2030”. The exhibition will consist of individual booths (onsite and/or virtual), each fully managed by the showcasing entity, in demonstration of their specific work and impact in relation to one or several of the following sub-themes:
The exhibition can be held both at the conference venue (Shangri-La Hotel) and online (via APREMC II events page). Due to space limitations and COVID-19 related constraints, the physical venue will be open only to invited participants of the conference.
For onsite exhibitions, please note that all exhibition organizers will be fully responsible for all aspects of the exhibition, including the cost, the arrangements of the booths and any related logistics.
Submission of Proposals for Onsite and Online Exhibition
Partner entities, Governments and other interested parties are invited to submit a proposal to secure and set up an exhibition booth or a virtual exhibition on the occasion of the APREMC II. For the proposal to be viable, the following aspects should be considered:
Onsite exhibition requirements:
Online exhibition requirements:
Please note that due to space constraints and limitations related to COVID-19, we may need to selectively accept proposals.
Expression of Interest
To express interest in taking part in the exhibition, parties are invited to fill out the attached template and send their proposal to email@example.com with “Proposal for APREMC II Exhibition” in the subject line. The deadline for submission is 13 May 2022 (Extended).
The conference organizers will review the proposals and revert to the listed focal points of the accepted exhibitors starting 9 May 2022.
The list of accepted exhibitors will be posted on APREMC II website.
|26 April 2022||Online Entry Open for Submissions|
|13 May 2022 (Extended)||Entry Deadline|
|Starting 9 May 2022||Exhibitor Notified by Email|
|6 June 2022||First Day of the Exhibition|
|7 June 2022||Last Day of the Onsite Exhibition|
To promote awareness on the exhibition and attract in-person and virtual visitors, public information efforts for the exhibition will be made as part of the preparations of the APREMC-II, in coordination with participating entities and Governments. Further details will be discussed with the UNESCO Bangkok’s Public Information and Outreach (PIO) Unit.
Social Media Copyright and Authorization
The permission of sharing on social media platforms and posting online and in any other form of the works of art presented is automatically granted.
If an exhibitor has a social media account and wishes to add their account name(s) on the work published, he/she can include the account name in the application form.
On the recommendation of the curators, all submitted works will be included in a publication.
Save the Children, Yala Rajabhat University and the Perkasa Foundation initiated the First Read project in 2016 in Si Sakhon district of Narathiwat, and later continued with the Eat, Play, Love Read project. The project aims to increase parent engagement in caregiving and improving the access to compelling age-appropriate children’s book in two languages (Thai and Malayu). With the support of the Fathers’ Reading Network and various local authors, the first Thai-Malayu children’s book was produced. To date, 1,000 children and 1,000 caregivers in Si Sakhon joined our interventions. Our 2021 IDELA evaluation recorded significant improvement in children’s literacy (+16%) and numeracy (+16%) scores, clearly demonstrating that positive home environments and access to reading resources positively impact children. However, the evaluation also showed negative practices at home such as yelling, hitting, and beating still prevail. Sustained efforts are required to continue promoting home learning and opening the eyes of parents in neighboring Pattani Province to their own power in supporting their children.
This side event will discuss how mother tongue/first language-based multilingual education (MLE) can help. Our expert panel will address such questions as: what MLE is and how it improves students’ learning outcomes; how MLE help students learn other languages, including English; what digital learning tools are most helpful for children who don’t speak the school language and have limited internet access; how MLE engages local communities and promotes social harmony and inclusion; the budgetary implications of MLE; how MLE promotes environmental sustainability; how MLE relates to the United Nations Decade of Indigenous Languages (2022-32); and how endorsing UNESCO Bangkok Statement on Language and Inclusion can help a country meet its SDG 4 goals.
Drawing from ASPBAE’s Youth-Led Action Research on Mental Health and the Country Case Studies on Education Financing and Mental Health amidst the pandemic, the side event on ‘Youth on Mental Health for Transformative Learning in Education: Financing and Ecosystem Support’ shall explore the status of mental health of learners, parents, and teachers in the Asia Pacific region. It will specifically provide an overview of mental health concerns using gender and equity lenses, looking at the challenges, financing implications, disability-inclusive mental health strategies, good practices, and lessons learned regionally and focusing on Sri Lanka, Nepal, and Vietnam.
The side event aims to come up with concrete proposals to address the mental health issues of marginalised youth and increase investments in mental health in education, thereby contributing towards the learning recovery of all learners, especially marginalised youth, and the transformation of education systems.
This event focus on Digital Transformation in Higher Education: Panel Speakers Frame the context on higher education at global and regional levels, and highlights the role of utilizing digital technologies to bring about digital transformation in higher education. A panel composed of prominent speakers will present various developments and initiatives on digital transformation in higher education such as: Virtual Mobility, COIL, Microcredentials, Skills & Learning Passport & Digital Credentials. With the focus on developments and key initiatives that contributes to digital transformation in higher education, this side event informs the ongoing discussion and initiatives on digital transformation of education systems undertaken by ASEAN and other regions’ higher education systems and institutions.
The consultation will explore the ways in which, and in what contexts, technology can help or hinder education recovery in the aftermath of the pandemic. The 2023 GEM Report will examine education challenges for which appropriate use of technology can offer solutions, while recognizing that many of the solutions proposed may also be detrimental. The report will examine issues of access, equity, and inclusion in education, looking at ways in which technology can help reach disadvantaged learners and ensure access to more engaging and cheaper formats of learning resources.
It will explore three system-wide conditions that need to be met for any technology in education to reach its full potential: ensuring that all learners have access to technology resources, protecting learners from the risks of technology through appropriate governance and regulation, and supporting all teachers to teach, use and deal with technology effectively. Two regional reports on technology and education will be produced, one focusing on South-East Asia in partnership with SEAMEO and a second report focusing on the Pacific.
The purpose of the event is to present the concept note for the 2023 GEM Report, to collect evidence and examples from the Asia-Pacific region that could be featured in the global and regional reports, and forge partnerships to enhance advocacy activities.
It is of paramount importance for the governments to contextualize the climate risks, predict different scenarios and design national policy frameworks and measures to ensure learning continuity and recovery of the displaced children, youth and adults. This includes not only the school education but also the lifelong learning opportunities for reskilling and upskilling to facilitate the social integration of the displaced persons in a new place.
This session introduces key findings from a joint research by UNESCO and UNU on climate change displacement and the right to education and provides data-driven actionable policy recommendations for minimizing learning disruption of the climate displaced persons.
In order to implement the equitable education, which is the core of SDG 4, the Royal Governmet of Thailand has established Equitable Education Fund (EEF). EEF has been active not only in Thailand but also at international and regional levels by organizing the international events on equitable education and creating the Equitable Education Alliance (EEA).
At this side-event, highlited are the practical key recommendations how to enact equitable education laws, ensure the public budget, and take actions to transform the education more equitble on the ground.
This side event will share the findings and insights gained from the case studies on the uses of new digital technologies to support teaching and learning in primary and secondary schools. The case studies were undertaken in 22 schools in six countries: Bangladesh, China, India, Kazakhstan, Philippines and Thailand – under the project ‘Situational analysis on the use of frontier technologies in teaching and learning in primary and secondary education’. Through semi-structured interviews conducted with teachers, students and school leaders, researchers collected data and information on teaching and learning practices that use new digital technologies in these schools. The event will take the form of a panel discussion. Examples of innovation in teaching and learning practices emerging through the use of new digital technologies will be shared, and factors and conditions that enable and support such practices to emerge will be considered by the panelists. Through the discussion of what is actually happening in schools and classrooms around new digital technologies, the side event hopes to contribute to the regional discussion on transforming teaching and learning towards the achievement of SDG4.
The Guidelines titled “Reopen, Recover and Resilience in Education: Guidelines for ASEAN Countries” was developed by the ASEAN Secretariat under the leadership of the Ministry of Education Youth and Sports Cambodia with support from UNICEF EAPRO.
This side event aims to
(a) launch and present the key contents of the Guidelines (incl. Theory of Change, series of evidence-based strategies, self-assessment tool and key recommendations.); and
(b) increase awareness and mobilise support for the implementation of the guidelines at the regional and national levels.
Violence and mental health risks should imperatively be tackled as part of, and integrated in, the learning recovery agenda and the longer-term measures to get the SDG 4 back on track. The post COVID-19 recovery era also provides a critical opportunity for countries in the Asia Pacific region to transform and strengthen education systems, which must include school environments that are more responsive to children’s mental health and safety. The side event will present the latest evidence on the critical connection between children’s learning and their mental health and safety from all forms of violence. It aims to provide guidance and pragmatic recommendations on effective strategies for promoting mental health and tackling violence through learning recovery efforts and through the transformation of education systems, drawing on new research and evidence-based examples form the region.
The side event will highlight the importance of comprehensive sexual education (CSE) and its critical role to give young people the knowledge and skills they need to manage their health and form equal, fulfilling, and safe relationships free from discrimination, coercion and violence. The event will present the status of CSE in the Asia and Pacific region and exchange good practices and innovation. The side event will prompt reflections on the role of CSE in building inclusive, resilient and gender transformative learning systems. The side event will present the results of the 2019 CSE regional review by UNFPA, UNESCO and IPPF as well as age- and developmentally appropriate sexuality education for people with disability in Fiji, digitalization of CSE, building national integrated education curriculums in Cambodia and delivering sexuality education in humanitarian settings in the Philippines.
Event webpage: https://www.eseaor.ippf.org/news/building-inclusive-resilient-gender-equal-societies-through-comprehensive-sexuality-education
Aiming to improve the quality of education for migrant children in Tak and Ranong Provinces, Save the Children Thailand in partnership with Mahidol University (MU), the Foundation of Applied Linguistics (FAL) developed the program for ethnic minority children in Southern Thailand to transition and learn within government schools by adapting a teacher-focused Thai as a Second Language (TSL). The TSL program, first implemented in Tak province (2017) and subsequently in Ranong province (2018 and 2019), consists of two teacher-training workshops focused on: (i) speaking and listening; and (ii) reading, writing and follow-up in-service visits to assess teacher competencies and provide additional coaching.
The Southeast Asia Primary Learning Metrics (SEA-PLM) database offers new insights on addressing the learning crisis from the system to the school level. In 2021 and 2022, the Secretariat published secondary analysis reports under the series ‘SEA-PLM 2019 latest evidence in basic education’, delving into the data and exploring learning barriers between and within countries with a focus on equity and quality of learning. The findings of these studies contribute to policy recommendations on how systems and schools can be better supported to reduce the risk of students being left behind academically across basic education. The panel will explore various thematic areas that provide insights into addressing equity gaps in various dimensions such as gender, reading performance, and supporting teachers.
Event webpage: https://www.seaplm.org/index.php?option=com_k2&view=item&id=58:southeast-primary-learning-metrics-to-address-the-learning-crisis&lang=en
Zoom link: https://link.seameo.org/sea-plm-in-apremc-2022 (Passcode: 0606)
Registration Form: http://link.seameo.org/sea-plm-in-apremc-2022/reg
Before the pandemic, children with disabilities in the Asia-Pacific region were among the most excluded from education, facing serious barriers such as inaccessible school facilities, a lack of assistive technologies, non-inclusive teaching and learning practices, poor health, prejudice and discrimination. The COVID-19 pandemic has further exacerbated the situation for these children, especially those unable to access remote learning during school closures. In August 2020, UNESCO Bangkok, UNICEF EAPRO, and Leonard Cheshire jointly established the Disability-Inclusive Education in Asia-Pacific Working Group, under the Learning and Education 2030+ (LE2030+) Networking Group, to advance the right to inclusive and equitable quality education for children with disabilities across the Asia-Pacific region. The side event aims for key inclusive education stakeholders to discuss efforts towards achieving SDG 4, particularly Target 4.5 on equal access to all levels of education for persons with disabilities.
Event webpage: https://bangkok.unesco.org/content/sharing-best-practices-and-way-forward-achieve-overall-2030-target-inclusive-approach
The side event will outline core principles for ensuring remote professional development for teachers is scalable, sustainable and truly inclusive. Drawing on global British Council research and live project case studies from Indonesia, Pakistan, Sri Lanka and Vietnam, the event will highlight lessons learnt from large scale teacher development interventions delivered remotely. The topics to be explored are: high-tech and low-tech inclusive approaches to teacher development; building and supporting communities of practice to support synchronous and asynchronous online teacher education; ensuring inclusion and participation from all teachers, considering aspects such as gender, disability, and digital literacy in project design; and contextualization of professional development resources including the use of local languages to support country/region specific training needs.
Event Registration: https://us02web.zoom.us/webinar/register/WN_TEAkZrQjThSmCDZzEqoc2g
Live stream & Recording of this event: https://bit.ly/APREMC-II-BC
Empowering young people, including through the provision of comprehensive sexual education (CSE), is essential to achieving the SDGs, including Goals 3, 4 and 5. Currently, the status of CSE in the region needs accelerated efforts in terms of CSE laws and policies and their implementation. Evidence in the region points to young people facing limited access to sexual and reproductive health and rights information and services including comprehensive sexuality education and in the 30 countries reviewed; only two countries – the Philippines and Thailand mandate the provision of sexuality education for young people by law. The side-event will discuss best practices, challenges and ways forward in the region around comprehensive sexuality education implementation including strategies to build back better after the COVID-19 pandemic.
UNESCO, through the Global Education Coalition’s Gender Flagship and with evidence collected by the Population Council, has published a global report on gendered impact of COVID-19 school closures, entitled When Schools Shut (2021). The report shows how interventions that challenge gender-based barriers can limit learning loss and drop-out rates when schools reopen safely. When schools shut is accompanied by a systematic review of the research evidence on the gendered impacts of extended school closures, prepared by University College London (“Evidence on the gendered impacts of extended school closures”, 2022). This side event will examine the findings and recommendations outlined in the two publications and consider their implications for Asia and the Pacific and build understanding of how countries in Asia and the Pacific can develop gender-transformative education systems that prioritize equity and resilience.
The 2nd Asia-Pacific Regional Education Ministers’ Conference (APREMC-II), co-organized by the UNESCO Asia and Pacific Regional Bureau for Education (UNESCO Bangkok), UNICEF East Asia and Pacific Regional Office (EAPRO), and the UNICEF Regional Office for South Asia (ROSA) and is generously hosted by the Ministry of Education of Thailand and organized with the kind support of the Ministry of Education, Culture, Sports, Science and Technology (MEXT) of Japan will be organized during 5-7 June 2022 in hybrid mode, under the theme ‘Education Recovery and Transformation towards more Responsive, Relevant and Resilient Education Systems: Accelerating progress towards SDG 4-Education 2030’.
The overall aim of APREMC-II is to discuss and make recommendations on how to achieve education/learning recovery and at the same time strengthen and transform education systems to become more equitable, inclusive, responsive, relevant and resilient with the overall objective to accelerate SDG 4 implementation. The specific objectives are to:
APREMC-II will provide key opportunities for countries to share good practices and deliberate on how to address common challenges and to commit to collective and coordinated efforts and expanding partnerships. Such dialogues will effectively inform and facilitate educational transformations and policy reform, and support the acceleration of progress towards SDG 4. The conference will discuss regional and sub-regional issues, challenges and priorities for action beyond COVID-19, as well as how to ensure an acceleration of progress towards SDG 4 in the region. Its outcomes can also be one of the regional contributions to the SDG 4 High-level Steering Committee (HLSC), which will be convened in July 2022.
In addition, APREMC-II will provide an opportunity for side events, which will be held outside the official programme, to discuss the overarching theme of APREMC-II and to deepen discussions on the three interlinked themes:
Interested parties are invited to submit proposals to organize a side event through the following online form: https://bit.ly/3w3kbUx.
The overview of the proposed side event should provide a clear description of the event, including its thematic focus, contribution to APREMC-II priority areas and tentative speakers (300 words maximum).
The deadline for completing the online form is 29 March 2022. All proposals for side events received within the deadline will be considered.
The Conference Secretariat will review the proposals and revert to the side event organizers by
31 March 2022. Following approval and subsequent notification of selected event organizers, the Secretariat will include a page displaying all side events and the full programme on the APREMC II webpage at https://apasdg4education2030.org/apremc2022/ with onward links to the side-event organizer’s own pages for additional information and registration.
Hybrid, consisting of online and in-person gathering at the conference venue in Thailand
Virtual side event
Date and Time
The side events will be held outside the official programme during:
5 June 2022
6 June 2022
The side events will be held outside the official programme during:
3 June 2022
•08:30 – 10:00 hrs
•10:00 – 11:30 hrs
•11:30 – 13:00 hrs
•13:00 – 14:30 hrs
•14:30 – 16:00 hrs
•16:00 – 17:30 hrs
(Bangkok time, GMT +7)
Duration of the side-event
Up to 60 minutes
Up to 90 minutes
Participation in the 2nd Asia-Pacific Regional Education Minister’s Conference on SDG4-Education 2030 (APREMC II) is by invitation only. Invitees should confirm their participation by completing theonline registration form via the link provided with the invitation no later than 6 May 2022.
From 8:00 to 8:50 hrs. on 5 June 2022. The Registration Desk will be located at the foyer of the Grand Ballroom, Lobby Level, Shangri-La Wing.
For security reasons, participants will be requested to show their passports or identification cards at the Registration Desk to receive their nametags. Please note that you must wear your tags at all times during the Conference in order to access the venue and meeting rooms, as well as to facilitate identification, security and communicationwith other participants and members of the Conference Secretariat.
The Secretariat is continuously monitoring the evolving situation with regard to the COVID-19 outbreak and is putting into place measures to mitigate public health risks associated with gatherings based on guidance from the host country and World Health Organization.
All participants should ensure that their passports are valid for at least 6 months from the travel date. Participants are required to obtain, if necessary, entry visa to Thailand from the Royal Thai diplomatic or consular mission in their own countries and Thailand Pass which the registration and supporting documents are required to be submitted at least 7 days prior to departure.
For more information on visa requirements to enter the country and visa applications, please visit: http://www.mfa.go.th/main/en/services.
Further to obtaining Thai entry visa, all participants are required to register on Thailand Pass system. (For Thailand Pass, please visit https://tp.consular.go.th/home) and obtain QR code in order to travel to Thailand.