| Type | Name | Description | Modified | Size |
|---|
 | 100 Pillars Mosques | Story book from First Read project | 05/06/2018 | 6MB |
| Positive Discipline in Everyday Parenting | Positive discipline is based on children’s rights to healthy development, protection from violence and participation in their learning.
This book shows parents how they can teach their children while respecting their human rights. | 16/08/2017 | 2MB |
| Positive Discipline in Everyday Parenting | | 16/08/2017 | 2MB |
| ฉึกฉักฉึกฉัก – หนังสือเดินทางสร้างสุขเพื่อเด็กปฐมวัย | | 29/06/2017 | 3MB |
| มาทำความรู้จักกับเด็กชายเอ* | เพื่อรับรองว่าเด็กที่เป็นผู้อพยพและผู้เสียหายจากการค้ามนุษย์ในพื้นที่ทะเลอันดามันจะได้รับการคุ้มครองอย่างเหมาะสม (Ensuring Appropriate Safeguarding for Emigrant and Trafficked Children: EASE) – ส่งเสริมการคุ้มครองเด็กและกระบวนการคุ้มครองเด็กในสถานคุ้มครองฯและบ้านพักเด็ก และให้การสนับสนุนอย่างเหมาะสมแก่เด็กที่ไม่มีผู้ปกครอง ถูกละเลย และเป็นผู้เสียหายจากการค้ามนุษย์โดยคำนึงถึงประโยชน์สูงสุด
| 05/06/2017 | 7MB |
| Meet A*, 12 years old from Rakhine state, Myanmar. | EASE (Ensuring Appropriate Safeguarding for Emigrant and Trafficked Children) in the Andaman area – Promote child protection and child safeguarding procedures in targeted shelters, and ensure that the shelters can provide appropriate support to unaccompanied, neglected, and trafficked children.
The EASE project aims to develop sustainable capacities and systems within the shelters that house migrant families, and advocates for long-term policy change that will ensure the best interests of children and their families.
| 05/06/2017 | 7MB |
| Comprehensive School Safety Framework | A Comprehensive School Safety (CSS) framework is translated in Thai and published with a financial support from UNICEF through "Strengthening Institutional Capacity of Thailand’s Education and DRR Stakeholders on Comprehensive School Safety Framework in Thailand" project started from September 2015 to February 2017. This publication aims to enhance understanding of education sector, DRR stakeholders as well as the public on CSS framework. | 15/03/2017 | 442KB |
| Model of Education in Hard-to-Reach Areas: The KTWG Model | The report draws upon evidence accumulated over the past decade showing the impact of the KTWG’s work in addressing significant gaps in education quality in areas throughout South-Eastern Myanmar, many of which are isolated, rural, and hard-to-reach. The study reflects on the relevance of such a model in supporting ethnic teachers and students in the rapidly-changing Myanmar context and draws on external literature to validate the approaches used in terms of teacher professional development, teacher quality, and student learning. | 06/03/2017 | 4MB |
| The Journey of Refugee and Asylum-Seeking Children | This report reviews the maritime movements of refugees and migrants across South East Asia, focusing on refugee and asylum-seeking children and their experiences in countries of origin, transit and destination. The study underlines the urgent need to establish domestic and cross-border child‑sensitive, protection-oriented systems to ensure protection for refugee and asylum-seeking and migrant children. It is essential to ensure that they are not detained under any circumstances and are provided with healthcare and quality education. | 27/12/2016 | 1MB |
| Report Brief: Model of Education in Hard-to-Reach Areas | Report Brief of Model of Education in Hard-to-Reach Areas: The KTWG Model. The full report is examines the specific teacher education model implemented in Karen areas of Myanmar, a model overseen by the Karen Teachers Working Group (KTWG) since 2002 and one that has extended well beyond support to teachers. Full report also available in Resources. | 06/12/2016 | 564KB |
Thailand