Happy Schools! A Framework for Learner Well-Being in the Asia Pacific

Autor/in	Salmon, Aliénor
Institution	United Nations Educational, Scientific, and Cultural Organization (UNESCO) Bangkok (Thailand)
Titel	Happy Schools! A Framework for Learner Well-Being in the Asia Pacific
Quelle	(2016), (111 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-92-9223-541-3
Schlagwörter	Well Being; Educational Environment; Multiple Intelligences; Student Diversity; Values; Competence; Psychological Patterns; Educational Policy; Foreign Countries; 21st Century Skills; Global Approach; Interpersonal Relationship; Teacher Attitudes; Positive Attitudes; Cooperation; Faculty Workload; Environmental Influences; Peace; Workshops; Seminars; Philosophy; International Cooperation; Friendship; Religion; Cultural Awareness; Bhutan; South Korea; Asia; Japan; Singapore; Vanuatu; India; Thailand; Vietnam + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Intelligenz (Psy); Wertbegriff; Kompetenz; Politics of education; Bildungspolitik; Ausland; Globales Denken; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerverhalten; Co-operation; Kooperation; Environmental influence; Umwelteinfluss; Frieden; Lernwerkstatt; Schulung; Seminar; Philosophie; Internationale Kooperation; Internationale Zusammenarbeit; Freundschaft; Cultural identity; Kulturelle Identität; Korea; Republik; Asien; Singapur; Indien
Abstract	The schooling experience is perhaps the most influential of endeavours in terms of shaping the course of student lives. Schools that can promote happiness, referred to in this report as 'happy schools', are key to ensuring better well-being, health, and achievement as well as success in future life and work. Education systems must value the unique strengths and talents of learners by recognizing that there are 'multiple intelligences' that each deserve equal importance. As such, promoting learner happiness and well-being in schools does not imply that learning be made easier or require less effort, but rather, that such approaches could help fuel a genuine love of learning in and of itself. In view of the important relationship between happiness and the quality of education, in June 2014 UNESCO Bangkok launched the Happy Schools Project. This report presents the Happy Schools Framework and aims to bring these two elements together by calling for education systems to shift away from traditional measures and to instead embrace a diversity of talents and intelligences by recognizing values, strengths and competencies that contribute to enhancing happiness. Aimed at influencing policymakers as well as engaging the school level, it is hoped that this report and the Happy Schools Framework therein will provide an integral reference in view of rethinking conceptions of the quality of learning so as to look beyond strictly academic domains. This report explores the global and regional context in terms of theories of happiness and global initiatives, and how happiness is reflected in the development and education policies of selected countries in the Asia-Pacific region. It then presents the main outcome of the study: the Happy Schools Framework, which consists of 22 criteria for a happy school, as well as examples of strategies for reaching each of the criteria in schools. (ERIC).
Anmerkungen	UNESCO Bangkok. Asia and Pacific Regional Bureau for Education, Mom Luang Pin Malakul Centenary Building, 920 Sukhumvit Road, Prakanong, Klongtoey, Bangkok 10110, Thailand. Tel: +66-2-3910577; Fax: +66-2-3910866; e-mail: bangkok@unesco.org; Web site: https://bangkok.unesco.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01