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The “AOb-method”: teachers and school directors are the key players

The “AOb-method”: teachers and school directors are the key players. Building a child friendly school. Drop-out from school is a major factor in the continued existence of child labour Creating an attractive learning environment is the solution Quality is the key. Quality of the curriculum.

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The “AOb-method”: teachers and school directors are the key players

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  1. No eradication of child labour without quality education The “AOb-method”: teachers and school directors are the key players

  2. Building a child friendly school • Drop-out from school is a major factor in the continued existence of child labour • Creating an attractive learning environment is the solution • Quality is the key

  3. Quality of the curriculum • What children learn should be relevant and useful • Only “hard” knowledge isn’t enough

  4. Quality of teaching • Professional attitude • Knowledge • Pedagogical and didactical skills • permanent monitoring • individual support for pupils • inclusion of all pupils • working with adults (parents, ngo’s)

  5. Quality of the learning environment • Logistic infrastructure • learning materials, classrooms, sanitary provisions • library, sports facilities, computers • Pedagogical infrastructure • risk analysis • monitoring system • counseling and (individual) help • extra-curricular activities • involvement of parents

  6. Quality of management • The attitude and motivation of the school director is essential • networking: building relations with other stakeholders around the school • motivate teachers: give time for training, individual help for pupils, exchange of experience among colleagues, visits to pupils’ homes • organize extra-curricular activities • open the school to parents

  7. Roles of stakeholders • the government of a country is always responsible for the total educational infrastructure • the role of civil society can be that of initiator or provider of support for specific needs, but it can’t nor should ever take over the role of the government

  8. Role of education trade unions • Role with respect to • Schools: direct access to teachers; providers of training and information • Civil society: building networks involving other unions, ngo’s, authorities • Government/authorities: pressurize and negociate for a fair budget for education, quality teacher training, good labour conditions for teachers, taking over the initiated improvements in education

  9. Who wins? • Children: are not working anymore or at risk for dropping out and like to be in school • Parents: are better informed and know they are welcome in schools and trade unions • Teachers: are better trained and proud of their achievements • School directors: have an attractive school and motivated teachers • Trade unions: have a growing membership and involvement of members and are more respected by the authorities

  10. thanks • Special thanks to the very motivated colleagues from SNE in Morocco and FSASH/SPASH in Albania who were ready to try out our “method” and develop it further and are always ready to share their experience with others. • Trudy Kerperien, Delhi, India, 20-2-2008

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