Allocation of 22 literacy centers in Semnan province to realize educational justice
The Deputy of Literacy of the General Department of Education of Semnan Province announced the prediction and introduction of 22 literacy centers for the academic year of 1406-1405 and emphasized: Identifying and attracting as many illiterate and illiterate people as possible, facilitating access to education and developing practical skills are among the main priorities of literacy in the province.
The Deputy of Literacy of the General Department of Education of Semnan Province announced the prediction and introduction of 22 literacy centers for the academic year of 1406-1405 and emphasized: Identifying and attracting as many illiterate and illiterate people as possible, facilitating access to education and developing practical skills are among the main priorities of literacy in the province.
According to Ambassador Arjan of Semnan Province, Abbas Yahyai, the Deputy Director of Literacy of the General Directorate of Education of the province, announced this news and stated: In order to achieve the goals of the literacy movement, to expand educational justice and provide learning opportunities for all target groups, the process of planning, preparing and introducing 22 literacy centers for the academic year 1406-1405 in Semnan province is on the agenda.
Referring to the approvals of the Provincial Literacy Support Council and Semnan Governor's emphasis on the necessity of using the capacity of executive bodies and local institutions to identify and attract illiterate and illiterate people, he added: Achieving literacy goals requires a new perspective, planning based on the local needs of cities and regions, and targeted use of existing capacities.
Yahyai stated: Literacy centers are not just a place for classes, but can become centers for promoting public awareness, social empowerment, and developing life skills. Therefore, by strengthening the skill-oriented approach and paying attention to the real needs of literate students, we are trying to provide more effective educational programs.
Emphasizing the necessity of synergy between educational, educational and social sectors, the deputy of literacy of Semnan province noted: In planning for the activities of the bases, the use of the capacity of schools and available educational spaces, attention to the geographical and social conditions of the regions, and facilitating the registration process of literate students are considered. Also, familiarizing the literate students with issues such as health, well-being and practical life skills can help to improve their quality of life along with teaching reading and writing.
Pointing to the importance of accurately identifying the target community and preventing people from missing out on learning opportunities, he said: Our priority is to provide easier access for illiterate and illiterate people to educational opportunities, especially in less privileged areas and the outskirts of cities. In this way, the cooperation of families, schools, executive bodies, support institutions and other influential groups can play a decisive role in identifying and attracting audiences and increasing the coverage of literacy programs.
Yahyai further invited teachers, formal and contract educators, cultural retirees and other qualified interested parties to participate in the process of educating literate students, and emphasized the necessity of accurate information recording, continuous follow-up of students' educational status, and improving the quality of classes.
In the end, he pointed out: eradicating illiteracy and providing learning opportunities for everyone is a shared and social responsibility. The realization of this valuable goal requires collective determination, all-round participation of executive bodies and maximum use of human and educational capacities of the province so that no person is deprived of the right to education due to social, economic or geographical limitations.