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International approach:

Where KIRAN contribute to 

 

The United Nations through its organisation UNESCO is the major creator of the concept of “Education for All”, a part of the global “Millennium Goals“ of UNDP. The major aim of the concept is to give chance to all children in granting them access to education. In a long term that should contribute to empower marginalized groups (such as people with disabilities) and should eradicate poverty in a long run.

 

In the Dakka Framework, created through all involved nations at a panel meeting in Senegal in the year 2000, the points for the concept “Education for All” got concretised.

Point 9 lays focus on the quality of education through professionalism of teachers. With that point in mind, KIRAN is highly motivated to train good special educators through HRTC and also offers a variety of executive trainings for teachers, social managers or field staff in rehabilitation and education. 

 

9. Enhance the status, moral and professionalism of teachers

 

69. Teachers are essential players in promoting quality education, whether in school or in more flexible community-based programmes; they are advocates for, and catalysts of, change. No education reform is likely to succeed without the active participation and ownership of teachers. Teachers at all levels of the education system should be respected and adequately remunerated; have access to training and ongoing professional development and support, including through open and distance learning; and be able to participate, locally and nationally, in decisions affecting their professional lives and teaching environments. Teachers must also accept their professional responsibilities and be accountable to both learners and communities.

 

70. Clearly defined and more imaginative strategies to identify, attract, train and retain good teachers must be put into place. These strategies should address the new role of teachers in preparing students for an emerging knowledge-based and technology-driven economy. Teachers must be able to understand diversity in learning styles and in the physical and intellectual development of students, and to create stimulating, participatory learning environments.

 

UNESCO, The Dakka Framework 2000, Education for All

 
 
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