Kallemäe Kool sai sertifikaadi

Maarika Aro Saatja: Guus van Beek <[email protected]> Saatmisaeg: 19. detsember 2016. a. 10:57 Adressaat: Maarika Aro Koopia: Keiu Talve; Marie Dubost Teema: Re: Kallemäe Kool audit report Manused: PositionPaper-EN.pdf Tähtsus: Kõrge Dear Maarika, I h a ve r e vi e w e d t h e a u d i t r e p o r t f r o m Kallemäe Kool (Reference number EE2016-020) a n d I c o n c l u d e t h a t t h e s e r vi c e s (w i t h i n t h e s c o p e o f t h e a p p l i c a t i o n ) o f t h i s o r g a n i z a t i o n me e t a l l t h e E Q U AS S a s s u r a n c e c r i t e r i a . B a s e d o n t h e delegated power, which is described in the EQU ASS internal procedures and approved by the I nternational EQU ASS Awarding Commi ttee, th e s e r vi c e s (w i t h i n t h e s c o p e o f t h e a p p l i c a t i o n ) o f Kallemäe Kool (Reference number EE2016-020) w i l l b e c e r t i f i e d w i t h E Q U AS S As s u r a n c e i n S o c i a l S e r vi c e s . Ac c o r d i n g t h e a g r e e d c o m m u n i c a t i o n p r o c e d u r e , I k i n d l y a s k y o u t o d i s s e mi n a t e t h e d e c i s i o n t o c e r t i f y t h e s e r vi c e s (w i t h i n t h e s c o p e o f t h e a p p l i c a t i o n ) o f K a l l e m ä e K o o l (R e f e r e n c e n u m b e r E E 2 0 1 6 - 0 2 0 ) w i t h E Q U AS S As s u r a n c e i n S o c i a l S e r vi c e s . M a r i e D u b o s t w i l l s e n d t h e c e r t i f i c a t e (a n d g u i d e l i n e s f o r u s i n g t h e E Q U AS S As s u r a n c e l o g o ) d i r e c t l y t o K a l l e m ä e K o o l (R e f e r e n c e n u m b e r E E 2 0 1 6 - 0 2 0 ) . Note: I nteresting report to read. I t would be interesting for the school to be aware of the key c r i t e r i a f o r i n c l u s i ve e d u c a t i o n a n d t h a t t h e E Q U AS S s y s t e m i s a n e x c e l l e n c e a y o f p r e p a r i n g t h e m a i n s t r e a m i n t o t h e d i r e c t i o n o f i n c l u s i ve e d u c a t i o n . (s e e a t t a c h e d f i l e : P o s i t i o n P a p e r European Agency for Special Needs and Inclusive Education ) Kind regards, Guus van Beek European Quality in Social Services (EQUASS) c/o EPR, Avenue des Arts 8, c/o CCI, B-1210 Brussels Belgium Phone: +31653770121 Email: [email protected] / website: www.equass.be 1 Van: Maarika Aro <[email protected]> Datum: zondag 18 december 2016 19:02 Aan: Guus van Beek <[email protected]>, Marie Dubost <[email protected]> CC: Keiu Talve <[email protected]> Onderwerp: Kallemäe Kool audit report Dear Marie, Dear Guus, Attached you’ll find an audit report and other documents of Kallemäe Kool EE2016-020. Please let Keiu to know in case there are some comments about the report. Best regards, Maarika Aro Sotsiaalteenuste kvaliteedi keskus Arendusspetsialist Astangu Kutserehabilitatsiooni Keskus tel +372 687 7223 mob +372 521 3563 [email protected] Astangu 27 Tallinn 13519 www.astangu.ee Liitu Astangu uudiskirjaga 2 AGENCY POSITION ON INCLUSIVE EDUCATION SYSTEMS Inclusive Education Systems This paper presents the position of the European All European countries are committed to working Agency for Special Needs and Inclusive Education on towards ensuring more inclusive education systems. the aspiration of all Agency member countries to They do so in different ways, depending on their develop more inclusive education systems. More past and current contexts and histories. Inclusive specifically, the paper presents the essential education systems are seen as a vital component features of inclusive education systems that will be within the wider aspiration of more socially used to guide the development and direction of inclusive societies that all countries align Agency activities in the medium to long term. themselves with, both ethically and politically. This paper’s goal is to guide on-going as well as The ultimate vision for inclusive education systems future thinking and discussions regarding Agency is to ensure that all learners of any age are provided work and how it can support countries in their with meaningful, high-quality educational efforts to develop more inclusive education systems. opportunities in their local community, alongside As such, it presents the horizon and focal point that their friends and peers. Agency activities will be aligned to. For this vision to be enacted, the legislation The position presented in the paper is fully in line directing inclusive education systems must be with European Union and international stated underpinned by the fundamental commitment to priorities for education. ensuring every learner’s right to inclusive and equitable educational opportunities. Background information that places the essential features of inclusive education systems outlined in The policy governing inclusive education systems the paper into the wider European and international must provide a clear vision for and policy and practice context, can be found on the conceptualisation of inclusive education as an Agency website: approach for improving the educational opportunities of all learners. Policy must also clearly www.european-agency.org/about-us/who-we-are/ outline that the effective implementation of inclusive position-on-inclusive-education-systems education systems is the shared responsibility of all educators, leaders and decision-makers. EN www.european-agency.org The operational principles guiding the implementation of structures and procedures within inclusive education systems must be those of equity, effectiveness, efficiency and raising achievements for all stakeholders – learners, their parents and families, educational professionals, community representatives and decision-makers – through high-quality, accessible educational opportunities. With this vision in mind, in its work with member countries the Agency will endeavour to provide • Ensure that effective continua of support in guidance on the development of inclusive education inclusive education systems encompass systems that aim to: personalised approaches to learning that engage all learners and support their active participation • Raise the achievements of learners by in the learning process. This involves the recognising and building upon their talents and development of learner-centred curriculum and effectively meeting their individual learning assessment frameworks; flexible training and needs and interests. The Agency understanding continuous professional development of raised achievement for learners encompasses opportunities for all educators, school leaders all forms of personal, social and academic and decision-makers; and coherent governance attainments that will be relevant for the processes at all system levels. individual learner in the short term, while enhancing their life chances in the long term. • Raise the achievements, outcomes and outputs of the system overall by effectively enabling all • Ensure that all stakeholders value diversity. This stakeholders to develop their attitudes and principle should be enacted through actively beliefs, knowledge, understanding, skills and engaging stakeholders in dialogue and providing behaviours in line with the goals and principles support to enable them to make individual and of an inclusive education system. collective contributions to widening access to education and improving equity to enable all • Operate as learning systems that work towards learners to realise their full potential. the continuous improvement and alignment of structures and processes by building the capacity • Ensure the availability of flexible continua of of all stakeholders to systematically reflect upon provision and resources that support the their achievements and then use these learning of all stakeholders at both individual and reflections to improve and develop their organisational levels. collective work towards their shared goals. This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. www.european-agency.org EQUASS Assurance has been awarded to Kallemäe Kool Estonia for the following services/departments: Kallemäe Kool for the period from 19 December 2016 to 19 December 2018 In recognition of its proven Quality Assurance in the provision of social services. Mr. Jean-Paul Essers Chairman of the EQUASS Awarding Committee