Terapi Hidro

Terapi Hidro
Terapi hidro di lihat sesuai untuk perkembangan fizikal kerana kombinasi pergerakan motor kasar dan halus serta mental murid dapat dirangsang secara serentak. Pergerakan dalam air didapati lebih mudah dan bebas serta ti dak dibebani oleh keperluan alatan sokongan selain daya apungan air sahaja.

Rangsangan air yang secara semulajadi dapat membantu murid tenang walaupun pada permulaannya sesetengah murid akan berasa takut untuk masuk ke dalam air. Perkara ini dapat diatasi dengan membawa murid ke kawasan cetek sebelum berpindah ke kawasan yang lebih dalam. Secara tidak langsung guru-guru telah melatih membina keyakinan diri murid-murid "water confidence". Melalui terapi seumpama ini, ianya dapat memantapkan perkembangan fizikal dengan aktiviti-aktivi seperti regangan seterusnya melembutkan sendi dan meningkatkan daya ketahanan jantung dan otot-otot rangka.


OBJEKTIF

Aktiviti berenang dapat memberi keseronokan dan menggembirakan murid-murid bermasalah pembelajaran ketika berada di dalam kolam atau air di samping dapat membentuk sikap kerjasama dengan rakan-rakan mereka. Ia juga membolehkan murid-murid bermasalah pembelajaran memperolehi kemahiran renang sama seperti murid-murid normal. Selain itu, renang juga merupakan salah satu latihan latihan terapi (Hidroterapi/Terapi Air) bagi murid-murid PKBP ini.

DEFINISI DAN KONSEP

Hidroterapi didapati sesuai untuk perkembangan fizikal dan pergerakan motor kasar dan motor halus serta mental murid-murid berkeperluan khas di mana segala otot-otot dan otak mereka dapat dirangsang, pergerakan dalam air lebih mudah dan bebas, serta tidak dibebani seperti keperluan alat sokongan yang menghadkan pergerakan.
Imbangan dalam air bukanlah masalah utama. Oleh itu lebih banyak pergerakan dapat dilakukan dan daya penumpuan individu dapat dipertingkatkan dan masalah tingkahlaku didapati tidak seperti lazimnya. Ini disebabkan oleh ransangan air secara semulajadi.

Walaubagaimanapun, murid-murid PKBP mungkin mengalami sedikit rasa takut dengan air. Di sinilah guru memainkan peranan membantu dalam membina keyakinan diri. Hasilnya murid-murid akan dapat membina konsep diri yang positif melalui aktiviti hidroterapi ini. Melalui hidroterapi juga, ianya dapat memantapkan perkembangan fizikal melalui pelbagai aktiviti seperti regangan, melembutkan sendi-sendi, meningkatkan daya ketahanan otot-otot dan jantung. Banyak aktiviti dan pergerakan yang tidak dapat dilakukan di darat dapat dipraktikkan di dalam air.

Dalam hubungan ini, hidroterapi dapat meneroka pergerakan-pergerakan yang boleh dilakukan oleh murid-murid PKBP ini. Bagi sesetengah murid, mereka didapati lebih berkeyakinan di air berbanding di darat. Kejayaan sesuatu program pengajaran bergantung pada prosedur pengajaran yang jelas, sokongan dan garis panduan yang diberi. Walau bagaimanapun garis panduan adalah sama untuk semua, hanya penyesuaian dan modifikasi diperlukan terhadap individu berkeperluan yang unik ini.

KEPENTINGAN HIDROTERAPI

Hidroterapi merupakan suatu bidang yang agak luas bertujuan untuk mengembalikan, memelihara dan memulih keadaan emosi, fizikal, psikologi dan spiritual kepada keadaan yang lebih baik atau normal. Antara kepentingan hidroterapi ini ialah:

i. Menghilangkan tekanan
ii. Keupayaan berkomunikasi
iii. Simulasi sistem otak
iv. Bina keyakinan diri
v. Kreativiti
vi. Kawalan diri
vii. Latihan ‘Social skill’
viii. Merangsang pertuturan
ix. Melatih sikap bekerjasama
x. Meningkatkan kesabaran
xi. Pengamatan
xii. Latihan koordinasi badan dan anggota badan yang lain
xiii. Latihan daya kepimpinan
xiv. Manipulasi tangan dan jari-jemari
xv. Daya konsentrasi
xvi. Pembentukan ‘body image’
xvii. Peningkatan ‘self-esteem’

PANDUAN KESELAMATAN

Sebelum menjayakan aktiviti renang untuk murid-murid PKBP ini, faktor yang paling penting dan perlu diambil kira adalah faktor keselamatan. Kita melihat faktor keselamatan ini dalam sudut ketidakupayaan fizikal dan tahap ketidakupayaan intelektual murid-murid tersebut.

i. Ketidakupayaan Fizikal

Guru hendaklah berada di dalam air dan bersedia untuk menerima murid ke dalam kolam. Semasa berada di dalam air hendaklah dalam kedudukan berdiri dengan kaki terbuka dan kepala berada di atas paras air. Gunakan bahagian atas badan untuk mengawal imbangan dan sentiasa apungkan badan. Elakkan daripada menunjukkan perasaan bimbang kepada murid sewaktu berada di dalam air kerana ini boleh menyebabkan mereka menjadi bimbang dan takut. Guru perlu sentiasa bercakap dan memberi galakkan kepada murid semasa mereka hendak masuk ke dalam air. ‘Eye Contact’ boleh membantu membina keyakinan murid. Latihan hendaklah dimulakan dengan memasuki kawasan sudut kolam yang cetek.

ii. Ketidakupayaan Intelektual

Ketidakupayaan intelek juga dialami oleh murid PKBP di mana tahap tumpuan yang singkat menyebabkan maklumat yang diberi tidak dapat disimpan dengan sempurna. Oleh itu, penjelasan guru perlulah ringkas dan tepat. Ada murid-murid PPKP yang kurang persepsi kemahiran motor dan persepsi mengenai jarak atau kedalaman kolam renang. Maka persepsi yang tepat dan betul perlu disampaikan kepada mereka. Guru juga harus ingat bahawa murid-murid PKBP tidak mempunyai pencapaian kemahiran yang sama, namun pada satu keadaan atau ketika mereka mungkin boleh menguasainya.

AKTIVITI REKREASI RENANG/HIDROTERAPI

i. Pendahuluan

• Memanaskan badan dan meregangkan otot.
• Mengenakan jaket keselamatan.

ii. Isi Pelajaran

• Bermain-main di tepi air.
• Murid masuk ke dalam kolam dengan bantuan guru dengan cara yang betul
• Guru membantu murid mengadakan aktiviti-aktiviti ampungan.
• Melakukan aktiviti berjalan di dalam kolam dengan bantuan guru.
• Aktiviti renang dengan bantuan guru.
• Aktiviti renang bebas menggunakan bola dengan pemerhatian guru.
• Murid keluar daripada kolam dengan menggunakan kaedah tertentu.

iii. Penutup

• Aktiviti kelonggaran dan regangan tangan dan kaki.
• Mengemaskan dan membersihkan diri.

pergerakan bayi

Bilakah kali pertama saya dapat merasa bayi saya bergerak?

Merasa pergerakan bayi dalam kandungan untuk kali yang pertama adalah detik yang sangat mengujakan. Jika ini adalah kehamilan anda yang pertama, mungkin mengambil masa bagi anda untuk mengenalpasti bahawa sensasi seolah-olah ketukan lembut dari dalam perut itu adalah sebenarnya pergerakan bayi anda. Anda mungkin akan mula menyedarinya kira-kira dalam minggu ke-18 dan minggu ke-20, atau lebih lambat daripada itu.

Jika anda sudahpun mempunyai anak, anda pasti tahu tanda-tandanya. Anda mungkin mula menyedari pergerakan bayi anda kira-kira di antara minggu ke-15 dan minggu ke-18.

Apakah yang sedang dibuat oleh si kecil di dalam perut?

Imbasan ultrabunyi (ultrasound) boleh menunjukkan apa yang sedang dibuat oleh bayi anda. Kebanyakan pergerakan bayi bermula lama sebelum anda menyedarinya:

• Pada minggu ketujuh hingga minggu kelapan, bayi anda mula membuat pergerakan am, seperti membengkokkan badan ke tepi dan bergerak apabila terkejut.
• Pada kira-kira minggu kesembilan, bayi anda mula mengalami sedu, menggerakkan tangan atau kaki dengan sendiri, menghisap dan menelan.
• Pada minggu ke-10, dia boleh melentur dan memalingkan muka, mengangkat tangan untuk menyentuh mukanya, menganga dan mengeliat.
• Pada minggu ke-11, dia boleh menguap.
• Pada minggu ke-14, dia boleh menggerakkan matanya.

Secara beransur-ansur, pergerakan bayi anda menjadi cukup kuat untuk anda merasainya. Tidak lama selepas itu, anda akan kerap merasa dia mengetuk atau menendang apabila dia meregangkan tangan dan kakinya.

Bayi anda tidak akan bergerak sepanjang masa sebab. Seperti anda juga, ada masa-masanya dia hanya mahu berehat dan tidur. Menjelang penghujung kehamilan, dia akan berehat selama kira-kira 45 minit sekali. Waktu rehatnya ini mungkin bagi anda terasa lebih panjang, kerana anda tidak akan dapat merasa setiap pergerakan yang dilakukannya.

Bagaimanakah pergerakan bayi saya dari minggu ke minggu?

Anda tidak akan dapat merasai kesemua pergerakan bayi anda. Sesetengah pergerakan berlaku sekejap sahaja dan tidak sempat untuk anda merasainya. Anda lebih berkemungkinan merasai pergerakan-pergerakan yang berlangsung lebih daripada beberapa saat. Berikut ialah panduan mengenai pergerakan apa yang dijangka anda boleh merasanya dan bila:

Dari minggu ke-20 hingga ke-24

Aktiviti bayi anda akan bertambah secara beransur-ansur dari minggu ke minggu. Ketika ini, anda akan menyedari bahawa bayi anda lebih aktif pada siang hari di mana dia banyak membuat pergerakan menendang dan balik kuang (somersault).

Dari minggu ke-24 hingga ke-28

Anda mungkin mula menyedari apabila bayi anda mengalami sedu. Apabila ini berlaku, anda akan rasa seperti tersentak-sentak. Karung amnion (ketuban) anda pada ketika ini mengandungi sebanyak 750ml cecair yang membolehkan bayi bergerak secara bebas. Anda juga mungkin menyedari bahawa dia akan terkejut apabila mendengar bunyi kuat secara tiba-tiba.

Pada minggu ke-29

Bayi anda akan mula membuat pergerakan kecil yang lebih mantap, disebabkan dia sekarang dalam keadaan agak terhimpit dalam rahim anda. 

Pada minggu ke-32

Anda mungkin menyedari pergerakan bayi anda memuncak ketika ini. Selepas ini, jumlah pergerakan yang anda rasa akan berkurangan. Ini adalah normal kerana dia tidak mempunyai banyak ruang untuk bergerak.

Mulai kira-kira minggu ke-36

Pada masa ini, bayi anda akan menetapkan posisinya dengan meletakkan kepala ke bawah. Ini berlaku terutama sekali bagi kehamilan pertama kerana otot-otot abdomen dan rahim anda masih kuat dan dapat mengekalkan kedudukan tersebut. 

Pergerakan utama yang anda akan rasa pada peringkat ini ialah pukulan tangan dan kaki bayi, dan dia juga akan membuat tendangan kuat yang agak memeritkan pada tulang rusuk anda. 

Sekiranya ini bukan kehamilan anda yang pertama, otot abdomen anda tidak begitu kuat lagi dan oleh itu bayi anda akan sering mengubah posisinya sehingga tiba tarikh anda dijangka bersalin. 

Baca lebih lanjut mengenai bagaimana untuk tahu bila sudah tiba masa bersalin. 

Dari minggu ke-36 hingga ke-40

Badan bayi kini  lebih besar dan pergerakan memusing akan berkurangan. Sekiranya bayi menghisap jari dan jika jarinya terlucut, anda akan merasa pergerakan yang pantas dan perit. Ini kerana dia sedang memusingkan kepalanya ke kanan dan ke kiri untuk mencari jarinya semula! 

Dalam tempoh dua minggu sebelum kelahiran bayi, pergerakannya semakin kurang dan kadar pembesarannya juga akan menurun sedikit. Ini semua adalah perkara biasa dan anda tidak perlu bimbang. 

Pergerakan dan posisi di peringkat akhir kehamilan

Pada minggu-minggu terakhir, kedudukan bayi akan tetap dalam mangkuk pelvis anda, sedia untuk dilahirkan. (Sekiranya ini tidak berlaku, dapatkan nasihat mengenai bagaimana meletakkan bayi anda dalam posisi optimum untuk kelahiran.) 

Kepala bayi anda terasa seakan-akan sebiji tembikai yang menekan lantai pelvis dan membuatkan anda agak berhati-hati ketika hendak duduk. 

Apabila kepala bayi turun lagi ke dalam pelvis, anda akan rasa "ringan", kerana tekanan pada bawah tulang rusuk anda kini tidak begitu kuat. 

Pada peringkat ini juga, anda tidak akan merasa pergerakan keseluruhan badan bayi. Sebaliknya, anda mungkin menerima tendangan yang tidak berhenti-henti di bawah tulang rusuk samada di sebelah kiri atau kanan, berdasarkan posisi bayi. Jika kulit abdomen anda nipis, anda mungkin berpeluang memegang kaki bayi anda. 

Ada masanya bayi anda akan diam dan berehat dan ada masanya dia sangat aktif, lazimnya pada lewat petang atau malam atau semasa anda sedang baring dan hendak tidur! 

Berapakah tendangan yang patut saya rasakan dalam satu hari?

Semasa anda sedang sibuk, anda mungkin kurang menyedari pergerakan bayi anda. Anda akan lebih menyedari pergerakan ini semasa anda sedang duduk berehat. 

Kajian aktiviti fetus menunjukkan bahawa pergerakan bayi semasa dalam rahim menunjukkan pola berjaga dan tidur yang berlainan. Tiada jumlah tendangan yang boleh dianggarkan secara purata. Namun begitu, setelah sampai ke peringkat akhir kehamilan, anda mungkin sudah mengenal pasti dan boleh menentukan pola pergerakan bayi anda. 

Saya tidak merasa gerakan bayi saya hari ini; patutkan saya bimbang?

Jika anda sibuk melakukan sesuatu, anda mungkin tidak menyedari pergerakan bayi anda. Jika anda mahukan kepastian, ada beberapa cara untuk merangsang bayi supaya bergerak:

• Baring mengiring (dengan mengampu punggung) dan jangan bergerak.
• Angkat kaki ke atas dan relaks.
• Mainkan muzik kepada perut anda.

Tidak lama dahulu, wanita hamil sering dinasihatkan supaya mengesan pergerakan bayi dengan menggunakan carta tendangan fetus. Anda perlu merekod berapa kali pergerakan bayi berlaku sehingga anda mendapat jumlah 10 tendangan, sebaik-baiknya pada masa yang sama setiap hari. 

Walau bagaimanapun, carta seperti ini telah menjadi kurang popular kerana penyimpanan rekod seperti ini kurang efektif. Sebaliknya, fahamilah pola gerakan bayi anda dalam waktu anda berjaga dan sekiranya terdapat sebarang perubahan dalam pola tersebut, hubungilah doktor anda dengan segera. 

http://www.babycenter.com.my/a1028705/pergerakan-bayi-dalam-kandungan#ixzz2VKf5qExa

bacaan ketika mengandung

 Surah Al-Fatihah
~Untuk menerangkan hati dan menguatkan daya ingtan.
 Surah Yusuf

 ~Untuk memperoleh anak yang cantik rupa dan cantik akhlak.
 Surah Yaasin

~Untuk ketenangan hati dan anak tidak terpengaruh dengan godaan syaitan yang mengajak kepada maksiat.
 Surah Luqman

~Untuk memperoleh anak yang cerdik akal dan cerdik jiwa.
 Surah Maryam

~Untuk memudahkan ibu bersalin dan memperoleh anak yang sabar dan taat.
 Surah At-Taubah

~Untuk membersih jiwa dan terpelihara daripada maksiat.
 Surah Hujurat

~Untuk memperbanyakkan susu ibu, dan anak bersifat berhati-hati.
 Surah An-Nahl Ayat-78 

~Untuk melahirkan anak yang berdisiplin.

Amalan surah-surah yang boleh dibaca ketika hamil

Amalan surah-surah yang boleh dibaca ketika hamil iaitu :-

Surah Al-Fatihah - untuk terang hati dan kuat ingatan.
Surah Maryam - untuk memudahkan ibu bersalin dan memperolehi anak yang sabar dan taat.
Surah Luqman - untuk memperoleh anak cerdik akal dan cerdik jiwa.
Surah Yusuf - untuk memperoleh anak cantik rupa dan cantik akhlak.
Surah Hujurat - untuk memperbanyakkan susu ibu dan anak bersifat berhati-hati.
Surah Yassin - untuk ketenangan hati dan anak tidak terpengaruh dengan godaan syaitan yang mengajak kepada maksiat.
Surah At-Taubah - untuk membersih jiwa dan terpelihara daripada maksiat.
Surah An Nahl - untuk melahirkan anak yang berdisplin.

surah amalan semasa mengadung

1. Masa kandungan berusia 1bulan hingga 3bulan (trimister pertama) aini amalkan membaca Surah Yussuf, surah ni panjang biasanya aini akan pastikan aini habiskan sebelum usia kandungan 4bulan.

2. Ketika kandungan mencecah 4bulan hingga 6bulan (trimister kedua) Surah Luqman akan menjadi amalan aini paling kurang seminggu mesti baca sekali. Aini akan baca siap dengan terjemahan sekali.

3. Bila baby dah masuk 7bulan hingga 9bulan (trimister ketiga) aini akan banyak memperdengarkan Surah Maryam pada baby.

4. Surah Yassen aini akan baca sepanjang tempoh kehamilan terutama malam jumaat.

5. Tingkah laku, yes aini mengaku mulut aini agak kejam dan pedas, tapi saat aini mengandung mulut dan segala tingkah laku aini akan cuba jaga.

6. Aini suka tengok muka sendiri dan suami (gambar or depan cermin).

7. Sudoko and Unblock me antara games yang aini main sepanjang kehamilan aini.

8. Sentiasa pastikan diri nampak cantik dan kemas terutama time kat rumah and ke tempat kerja.

9. Time mengandung aini suka kemas rumah, mop lantai and ber'window' shopping. Tapi jangan paksa diri kalau penat janga buat bahaya pulak nanti untuk kesihatan baby.

10. Mandi, aini akan pastikan aini mandi setaip kali balik dari kerja. Bersihkan diri. Aini guna sabun magic aini, untuk mengurangkan kesan-kesan hitam pada leher dan bahagian-bahagian pelipat.. 

Okay, selain dari apa yang tersenarai diatas, pemakanan yang kita ambil sepanjang proses kehamilan juga penting. Antara makanan-makanan yang baik yang aini ambil sepanjang kehamilan adalah:

 1. Susu: Hah!!!! Yang ni paling penting ye, sepanjang kehamilan KENE minum. Bukan untuk baby je, malah untuk kepeeluan KALSIUM pada kita. So tak nak la nanti kita mudah kene sakit gigi, lenguh-lenguh kaki la, sakit pinggang la.. 

2. Telur: Specially once pregnant dah masuk 8 bulan, aini akan amalkan makan 2 biji telur setengah masak campur madu sesudu 3x seminggu. Telur dan madu ni dapat memberi tenaga pada kita semasa proses kelahiran nanti. Sumber protein yang terdapat pada telur sangat baik untuk kita dan baby.

EDUCATION FOR ALL 2

Education For All is a global movement led by UNESCO, aiming to meet the learning needs of all children, youth and adults by 2015.^[1]

UNESCO has been mandated to lead the movement and coordinate the international efforts to reach Education for All. Governments, development agencies, civil society, non-government organizations and the media are but some of the partners working toward reaching these goals.

The EFA goals also contribute to the global pursuit of the eight Millennium Development Goals (MDGs), especially MDG 2 on universal primary education and MDG 3 on gender equality in education, by 2015.

The Fast Track Initiative was set up to implement the EFA movement, aiming at "accelerating progress towards quality universal primary education".

UNESCO also produces the annual Education for All Global Monitoring Report. For further information, see UNESCO's website for the Education for All Global Monitoring Report:http://www.unesco.org/en/efareport

World Conference on Education for All (Jomtien, 1990)

The movement was launched in 1990 at the World Conference on Education for All in Jomtien, Thailand. There, representatives of the international community (155 countries, as well as representatives from some 150 organizations) agreed to "universalize primary education and massively reduce illiteracy by the end of the decade". From this conference, the World Declaration on Education for All was adopted, which stressed that education is a fundamental human right and pushed countries to strengthen their efforts to improve education in order to ensure the basic learning needs for all were met. The Framework for Action to Meet the Basic Learning Needs established six goals for the year 2000:

• Goal 1: Universal access to learning
• Goal 2: A focus on equity;
• Goal 3: Emphasis on learning outcomes;
• Goal 4: Broadening the means and the scope of basic education
• Goal 5: Enhancing the environment for learning
• Goal 6: Strengthening partnerships by 2000^[2]

World Education Forum (Dakar, 2000) [edit]

In 2000, ten years later, the international community met again at the World Education Forum in Dakar, Senegal, an event which drew 1100 participants. The forum took stock of the fact that many countries were far from having reached the goals established at the World Conference on Education for All. The participants agreed on the Dakar Framework for Action which re-affirmed their commitment to achieving Education for All by the year 2015, and identified six key measurable education goals which aim to meet the learning needs of all children, youth and adults by 2015. In addition, the forum reaffirmed UNESCO’s role as the lead organization with the overall responsibility of coordinating other agencies and organizations in the attempts to achieve these goals. The six goals established in The Dakar Framework for Action, Education for All: Meeting Our Collective Commitments are:

• Goal 1: Expand early childhood care and education^[3]
• Goal 2: Provide free and compulsory primary education for all^[4]
• Goal 3: Promote learning and life skills for young people and adults^[5]
• Goal 4: Increase adult literacy by 50 per cent^[6]
• Goal 5: Achieve gender parity by 2005, gender equality by 2015^[7]
• Goal 6: Improve the quality of education^[8]

Education for All Development Index [edit]

In order to evaluate each country's progress with regards to the EFA's goals set in the Dakar Framework for Action, UNESCO has developed the Education for All Development Index (EDI). The EDI measures four of the six EFA goals, selected on the basis of data availability. Each of the four goals is evaluated using a specific indicator, and each of those components is then assigned an equal weight in the overall index.

The EDI value for a given country is thus the arithmetic mean of the four indicators. Since they are all expressed as percentages, the EDI value can vary from 0 to 100% or, when expressed as a ratio, from 0 to 1. The higher the EDI value, the closer the country is to achieving Education For All as a whole.

The four goals measured in the EDI and their corresponding indicators are:

• Goal 1: Expand early childhood care and education - The indicator selected to measure progress towards this goal is the total primary net enrolment ratio (NER), which measures the percentage of primary-school-age children who are enrolled in either primary or secondary school. Its value varies from 0 to 100%. Therefore, a NER of 100% means that all eligible children are enrolled in school.
• Goal 4: Increase adult literacy by 50 per cent - Although existing data on literacy are not entirely satisfactory, the adult literacy rate for those aged 15 and above is used here as a proxy to measure progress.
• Goal 5: Achieve gender parity by 2005, gender equality by 2015: The indicator selected to measure progress towards this goal is the gender-specific EFA index, the GEI, which is itself a simple average of the three gender parity indexes (GPI) for primary education, secondary education and adult literacy, with each being weighted equally. Therefore it encompasses the two sub-goals of the original EFA goal: gender parity (achieving equal participation of girls and boys in primary and secondary education) and gender equality (ensuring that educational equality exists between boys and girls) proxied by the GPI for adult literacy
• Goal 6: Improve the quality of education - The survival rate to Grade 5 was selected for as being the best available proxy for assessing the quality component of EDI, as comparable data are available for a large number of countries.^[9]

SUMBER: http://en.wikipedia.org/wiki/Education_For_All

EDUCATION FOR ALL

World Declaration on Education For All

Meeting Basic Learning Needs

PREAMBLE

More than 40 years ago, the nations of the world, speaking through the Universal Declaration of Human Rights, asserted that "everyone has a right to education".

". Despite notable efforts by countries around the globe to ensure the right to education for all, the following realities persist:

More than 100 million children, including at least 60 million girls, have no access to primary schooling; More than 960 million adults, two-thirds of whom are women, are illiterate, and functional illiteracy is a significant problem in all countries, industrialized and developing; More than one-third of the world's adults have no access to the printed knowledge, new skills and technologies that could improve the quality of their lives and help them shape, and adapt to, social and cultural change; and More than 100 million children and countless adults fail to complete basic education programmes; millions more satisfy the attendance requirements but do not acquire essential knowledge and skills;

At the same time, the world faces daunting problems: notably mounting debt burdens, the threat of economic stagnation and decline, rapid population growth, widening economic disparities among and within nations, war, occupation, civil strife, violent crime, the preventable deaths of millions of children and widespread environmental degradation. These problems constrain efforts to meet basic learning needs, while the lack of basic education among a significant proportion of the population prevents societies from addressing such problems with strength and purpose.

These problems have led to major setbacks in basic education in the 1980s in many of the least developed countries. In some other countries, economic growth has been available to finance education expansion, but even so, many millions remain in poverty and unschooled or illiterate. In certain industrialized countries too, cutbacks in government expenditure over the 1980s have led to the deterioration of education

Yet the world is also at the threshold of a new century, with all its promise and possibilities. Today, there is genuine progress toward peaceful detente and greater cooperation among nations. Today, the essential rights and capacities of women are being realized. Today, there are many useful scientific and cultural developments. Today, the sheer quantity of information available in the world - much of it relevant to survival and basic well-being - is exponentially greater than that available only a few years ago, and the rate of its growth is accelerating. This includes information about obtaining more life-enhancing knowledge - or learning how to learn. A synergistic effect occurs when important information is coupled with another modern advance - our new capacity to communicate. These new forces, when combined with the cumulative experience of reform, innovation, research and the remarkable educational progress of many countries, make the goal of basic education for all - for the first time in history - an attainable goal.

Therefore, we participants in the World Conference on Education for All, assembled in Jomtien, Thailand, from 5 to 9 March, 1990: - Recalling that education is a fundamental right for all people, women and men, of all ages, throughout our world; - Understanding that education can help ensure a safer, healthier, more prosperous and environmentally sound world, while simultaneously contributing to social, economic, and cultural progress, tolerance, and international cooperation; - Knowing that education is an indispensable key to, though not a sufficient condition for, personal and social improvement; - Recognizing that traditional knowledge and indigenous cultural heritage have a value and validity in their own right and a capacity to both define and promote development; - Acknowledging that, overall, the current provision of education is seriously deficient and that it must be made more relevant and qualitatively improved, and made universally available; - Recognizing that sound basic education is fundamental to the strengthening of higher levels of education and of scientific and technological literacy and capacity and thus to self-reliant development; and - Recognizing the necessity to give to present and coming generations an expanded vision of, and a renewed commitment to, basic education to address the scale and complexity of the challenge; proclaim the following World Declaration on Educatio for All: Meeting Basic Learning Needs

EDUCATION FOR ALL: THE PURPOSE

ARTICLE I - MEETING BASIC LEARNING NEEDS

1. Every person - child, youth and adult - shall be able to benefit from educational opportunities designed to meet their basic learning needs. These needs comprise both essential learning tools (such as literacy, oral expression, numeracy, and problem solving) and the basic learning content (such as knowledge, skills, values, and attitudes) required by human beings to be able to survive, to develop their full capacities, to live and work in dignity, to participate fully in development, to improve the quality of their lives, to make informed decisions, and to continue learning. The scope of basic learning needs and how they should be met varies with individual countries and cultures, and inevitably, changes with the passage of time.

2. The satisfaction of these needs empowers individuals in any society and confers upon them a responsibility to respect and build upon their collective cultural, linguistic and spiritual heritage, to promote the education of others, to further the cause of social justice, to achieve environmental protection, to be tolerant towards social, political and religious systems which differ from their own, ensuring that commonly accepted humanistic values and human rights are upheld, and to work for international peace and solidarity in an interdependent world.

3. Another and no less fundamental aim of educational development is the transmission and enrichment of common cultural and moral values. It is in these values that the individual and society find their identity and worth. 4. Basic education is more than an end in itself. It is the foundation for lifelong learning and human development on which countries may build, systematically, further levels and types of education and training. :

EDUCATION FOR ALL: AN EXPANDED VISION AND A RENEWED COMMITMENT

ARTICLE II - SHAPING THE VISION

To serve the basic learning needs of all requires more than a recommitment to basic education as it now exists. What is needed is an "expanded vision" that surpasses present resource levels, institutional structures, curricula, and conventional delivery systems while building on the best in current practices. New possibilities exist today which result from the convergence of the increase in information and the unprecedented capacity to communicate. We must seize them with creativity and a determination for increased effectiveness. As elaborated in Articles III-VII, the expanded vision encompasses:

Universalizing access and promoting equity; Focussing on learning; Broadening the means and scope of basic education; Enhancing the environment for learning; Strengthening partnerships.

The realization of an enormous potential for human progress and empowerment is contingent upon whether people can be enabled to acquire the education and the start needed to tap into the ever-expanding pool of relevant knowledge and the new means for sharing this knowledge.

ARTICLE III - UNIVERSALIZING ACCESS AND PROMOTING EQUITY

1. Basic education should be provided to all children, youth and adults. To this end, basic education services of quality should be expanded and consistent measures must be taken to reduce disparities.

2. For basic education to be equitable, all children, youth and adults must be given the opportunity to achieve and maintain an acceptable level of learning.

3. The most urgent priority is to ensure access to, and improve the quality of, education for girls and women, and to remove every obstacle that hampers their active participation. All gender stereotyping in education should be eliminated.

4. An active commitment must be made to removing educational disparities. Underserved groups: the poor; street and working children; rural and remote populations; nomads and migrant workers; indigenous peoples; ethnic, racial, and linguistic minorities; refugees; those displaced by war; and people under occupation, should not suffer any discrimination in access to learning opportunities.

5. The learning needs of the disabled demand special attention. Steps need to be taken to provide equal access to education to every category of disabled persons as an integral part of the education system.

ARTICLE IV - FOCUSSING ON LEARNING

Whether or not expanded educational opportunities will translate into meaningful development - for an individual or for society - depends ultimately on whether people actually learn as a result of those opportunities, i.e., whether they incorporate useful knowledge, reasoning ability, skills, and values. The focus of basic education must, therefore, be on actual learning acquisition and outcome, rather than exclusively upon enrolment, continued participation in organized programmes and completion of certification requirements. Active and participatory approaches are particularly valuable in assuring learning acquisition and allowing learners to reach their fullest potential. It is, therefore, necessary to define acceptable levels of learning acquisition for educational programmes and to improve and apply systems of assessing learning achievement.

ARTICLE V - BROADENING THE MEANS AND SCOPE OF BASIC EDUCATION

The diversity, complexity, and changing nature of basic learning needs of children, youth and adults necessitates broadening and constantly redefining the scope of basic education to include the following components:

- Learning begins at birth. This calls for early childhood care and initial education . These can be provided through arrangements involving families, communities, or institutional programmes, as appropriate. - The main delivery system for the basic education of children outside the family is primary schooling. Primary education must be universal, ensure that the basic learning needs of all children are satisfied, and take into account the culture, needs, and opportunities of the community. Supplementary alternative programmes can help meet the basic learning needs of children with limited or no access to formal schooling, provided that they share the same standards of learning applied to schools, and are adequately supported. - The basic learning needs of youth and adults are diverse and should be met through a variety of delivery systems. Literacy programmes are indispensable because literacy is a necessary skill in itself and the foundation of other life skills. Literacy in the mother-tongue strengthens cultural identity and heritage. Other needs can be served by: skills training, apprenticeships, and formal and non-formal education programmes in health, nutrition, population, agricultural techniques, the environment, science, technology, family life, including fertility awareness, and other societal issues. - All available instruments and channels of information, communications, and social action could be used to help convey essential knowledge and inform and educate people on social issues. In addition to the traditional means, libraries, television, radio and other media can be mobilized to realize their potential towards meeting basic education needs of all.

These components should constitute an integrated system - complementary, mutually reinforcing, and of comparable standards, and they should contribute to creating and developing possibilities for lifelong learning.

ARTICLE VI - ENHANCING THE ENVIRONMENT FOR LEARNING

Learning does not take place in isolation. Societies, therefore, must ensure that all learners receive the nutrition, health care, and general physical and emotional support they need in order to participate actively in and benefit from their education. Knowledge and skills that will enhance the learning environment of children should be integrated into community learning programmes for adults. The education of children and their parents or other caretakers is mutually supportive and this interaction should be used to create, for all, a learning environment of vibrancy and warmth.

ARTICLE VII - STRENGTHENING PARTNERSHIPS

National, regional, and local educational authorities have a unique obligation to provide basic education for all, but they cannot be expected to supply every human, financial or organizational requirement for this task. New and revitalized partnerships at all levels will be necessary: partnerships among all sub-sectors and forms of education, recognizing the special role of teachers and that of administrators and other educational personnel; partnerships between education and other government departments, including planning, finance, labour, communications, and other social sectors; partnerships between government and non-governmental organizations, the private sector, local communities, religious groups, and families. The recognition of the vital role of both families and teachers is particularly important. In this context, the terms and conditions of service of teachers and their status, which constitute a determining factor in the implementation of education for all, must be urgently improved in all countries in line with the joint ILO/ UNESCO Recommendation Concerning the Status of Teachers (1966). Genuine partnerships contribute to the planning, implementing, managing and evaluating of basic education programmes. When we speak of "an expanded vision and a renewed commitment", partnerships are at the heart of it.

EDUCATION FOR ALL: THE REQUIREMENTS

ARTICLE VIII - DEVELOPING A SUPPORTIVE POLICY CONTEXT

1. Supportive policies in the social, cultural, and economic sectors are required in order to realize the full provision and utitlization of basic education for individual and societal improvement. The provision of basic education for all depends on political commitment and political will backed by appropriate fiscal measures and reinforced by educational policy reforms and institutional strengthening. Suitable economic, trade, labour, employment and health policies will enhance learners' incentives and contributions to societal development.

2. Societies should also insure a strong intellectual and scientific environment for basic education. This implies improving higher education and developing scientific research. Close contact with contemporary technological and scientific knowledge should be possible at every level of education.

ARTICLE IX - MOBILIZING RESOURCES

1. If the basic learning needs of all are to be met through a much broader scope of action than in the past, it will be essential to mobilize existing and new financial and human resources, public, private and voluntary. All of society has a contribution to make, recognizing that time, energy and funding directed to basic education are perhaps the most profound investment in people and in the future of a country which can be made.

2. Enlarged public-sector support means drawing on the resources of all the government agencies responsible for human development, through increased absolute and proportional allocations to basic education services with the clear recognition of competing claims on national resources of which education is an important one, but not the only one. Serious attention to improving the efficiency of existing educational resources and programmes will not only produce more, it can also be expected to attract new resources. The urgent task of meeting basic learning needs may require a reallocation between sectors, as, for example, a transfer from military to educational expenditure. Above all, special protection for basic education will be required in countries undergoing structural adjustment and facing severe external debt burdens. Today, more than ever, education must be seen as a fundamental dimension of any social, cultural, and economic design.

ARTICLE X - STRENGTHENING INTERNATIONAL SOLIDARITY

1. Meeting basic learning needs constitutes a common and universal human responsibility. It requires international solidarity and equitable and fair economic relations in order to redress existing economic disparities. All nations have valuable knowledge and experiences to share for designing effective educational policies and programmes.

2. Substantial and long-term increases in resources for basic education will be needed. The world community, including intergovernmental agencies and institutions, has an urgent responsibility to alleviate the constraints that prevent some countries from achieving the goal of education for all. It will mean the adoption of measures that augment the national budgets of the poorest countries or serve to relieve heavy debt burdens. Creditors and debtors must seek innovative and equitable formulae to resolve these burdens, since the capacity of many developing countries to respond effectively to education and other basic needs will be greatly helped by finding solutions to the debt problem.

3. Basic learning needs of adults and children must be addressed wherever they exist. Least developed and low-income countries have special needs which require priority in international support for basic education in the 1990s. 4. All nations must also work together to resolve conflicts and strife, to end military occupations, and to settle displaced populations, or to facilitate their return to their countries of origin, and ensure that their basic learning needs are met. Only a stable and peaceful environment can create the conditions in which every human being, child and adult alike, may benefit from the goals of this Declaration.

We, the participants in the World Conference on Education for All, reaffirm the right of all people to education. This is the foundation of our determination, singly and together, to ensure education for all. We commit ourselves to act cooperatively through our own spheres of responsibility, taking all necessary steps to achieve the goals of education for all. Together we call on governments, concerned organizations and individuals to join in this urgent undertaking. The basic learning needs of all can and must be met. There can be no more meaningful way to begin the International Literacy Year, to move forward the goals of the United Nations Decade of Disabled Persons (1983-92), the World Decade for Cultural Development (1988-97), the Fourth United Nations Development Decade (1991-2000), of the Convention on the Elimination of Discrimination against Women and the Forward Looking Strategies for the Advancement of Women, and of the Convention on the Rights of the Child. There has never been a more propitious time to commit ourselves to providing basic learning opportunities for all the people of the world. We adopt, therefore, this World Declaration on Education for All: Meeting Basic Learning Needs and agree on theFramework for Action to Meet Basic Learning Needs, to achieve the goals set forth in this Declaration.

 SUMBER: http://www.unesco.org/education/wef/en-conf/jomtien%20declaration%20eng.shtm