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STORY: UZBEKISTAN / CFS EDUCATION
TRT: 3:05
SOURCE: UNICEF
RESTRICTIONS: NONE
LANGUAGE: ENGLISH/ UZBEK/ RUSSIAN/ NATS
DATELINE: 11 NOVEMBER 2011, TASHKENT, UZBEKISTAN
1. Wide shot, highway in Karakalpakstan region of W. Uzbekistan.
2. Med shot, above highway, car passing
3. Cutaway, weeds in desert
4. Wide shot, edge of dried up Aral Sea
5. Wide shot, abandoned ship in desert
5. Wide shot, ship, propeller in background
6. Wide shot, large abandoned ship
7. Close up, ship
8. Pan left, classroom at Nukus Pedagogical Professional College in Karkalpakstan
9. Close up, woman sitting in class
10. Med shot, teacher at front of class
11. Wide shot, classroom
12. SOUNDBITE (Russian) Iskander Piniyazov, Director, Nukus Pedagogical Professional College:
“The child centered approach is very important because it means students and teachers become more like partners, and they both benefit.”
13. Close up, hand holding marker
14. Pan right, session in classroom, interactive exercises
15. Close up, Iskander Piniyazov at one of tables
16. Close up, woman’s face
17. Pan right, tables
18. Wide shot, Guljakhon Aekeeva walking in room and observing group activity at table
19. SOUNDBITE (Russian) Guljakhon Aekeeva, Turor Institute of Re-training:Nukus woman director:
“Participants can identify the gaps and have a chance to think of remedies and solutions and we will organize activities to help them.”
20. SOUNDBITE (English) Marilyn Hoar, Education Specialist, UNICEF:
“To really get teachers to understand new methods of teaching that are based on child rights. They’re excited that there’s new methods of doing things, and they want to change their way of teaching within the classrooms. And they see how the children respond to it.”
21. Wide shot, another workshop session with local school teachers, discussing ways of implement CFS practices
22. Pan left, from Audarya to other teachers
23. Wide shot, teacher, leading discussion
24. Pan right, teachers in the room
25. SOUNDBITE (Russian) Tamara Kenjaeva, Methodologist, Dept. of Public Education, Amudarya Region:
“Because these teachers are leading members of staff from their schools, I know they will go back and share these solutions with their colleagues so it will have a big impact.”
26. Various shots, teaching college and summer flowers
27. Pan left, from school building to flower beds
28. Wide shot, Interior at school in Tashkent, school children involved in leadership course
29. Wide shot, class
30. Close up, boy’s face
31. Close up, girls’ faces
32. SOUNDBITE (Uzbek) Akmal Rajabov, student:
“A leader should be a very responsible person with a lot of energy and be involved in lots of activities. They should not shout but should not be soft either.”
33. Wide shot, children gathered in circle.
34. Close up, hands
35. Close up, faces
36. Wide shot, children painting
37. Close up, child whispering
38. Close up, children painting
39. Med shot, girl painting
40. Wide shot, whole classroom
41. SOUNDBITE (Uzbek) Iroda Sokijonova, student leader:
“I’m the leader in my class, and I conduct lots of seminars for my classmates. So I’m going to be holding special sessions to pass on this knowledge.”
42. Close up, hands gathered together
43. Pan right, from student’s faces to team building exercises in same leadership session
44. Close up, hands
45. Med shot, children completing the exercise
46. Med shot, fountain in foreground
Located in the far west of Uzbekistan, Karakalpakstan and its population have been hit worst by the Aral Sea disaster, with indicators for child health, nutrition and education among the lowest in the country.
In a classroom at the Nukus Pedagogical-Professional College teachers are assessing the implementation of the Child Friendly School (CFS) program in 30 pilot schools.
Here they discuss the achievements of the program and the gaps that still need to be filled.
SOUNDBITE (Russian) Iskander Piniyazov, Director, Nukus Pedagogical Professional College:
“The child centered approach is very important because it means students and teachers become more like partners, and they both benefit.”
Through a series of interactive exercises, participants are encouraged to examine problems in implementing child-friendly techniques, and then come up with solutions.
Teacher training institutes are an important tool in building a child-friendly system.
SOUNDBITE (Russian) Guljakhon Aekeeva, Turor Institute of Re-training:
“Participants can identify the gaps and have a chance to think of remedies and solutions and we will.”
SOUNDBITE (English) Marilyn Hoar, Education Specialist, UNICEF:
“To really get teachers to understand new methods of teaching that are based on child rights. They’re excited that there’s new methods of doing things, and they want to change their way of teaching within the classrooms. And they see how the children respond to it.”
At another another teachering training centre in the Amudarya district education departmentcollege, a group of Second college workshop teachers comeing up with solutions and , whowill then convey those findings to their colleagues.
SOUNDBITE (Russian) Tamara Kenjaeva, Methodologist, Dept. of Public Education, Amudarya Region:
“Because these teachers are leading members of staff from their schools, I know they will go back and share these solutions with their colleagues so it will have a big impact.”
School may be out for the long hot summer, but at some schoolsinstitutionscolleges, a buzz of activity from inside points to important preparations for the new term ahead.
At this session in a school in the Uzbek capital, Tashkent, children from different schools are learning what it takes to become a leader.
SOUNDBITE (Uzbek) Akmal Rajabov, Student:
“A leader should be a very responsible person with a lot of energy and be involved in lots of activities. They should not shout but should not be soft either.”
From exercises that require noisy collaboration.
To ones that are supposedly carried out in silence, the course supported by UNICEF aims to empower a wider group of children, by passing on skills through these young leaders.
SOUNDBITE (Uzbek) Iroda Sokijonova, student leader:
“I’m the leader in my class, and I conduct lots of seminars for my classmates. So I’m going to be holding special sessions to pass on this knowledge.”
Schools are striving for equity by equipping their schools with the same child friendly standards that are the right of every child.
