Social and Culture, Social Projects August 31, 2017

Klabin’s Sowing Education to benefit 11,000 students in Campos Gerais, Paraná

Under curatorship of FALCONI Educação, the project will benefit 31 schools in the cities of Telêmaco Borba, Ortigueira and Imbaú

Paraná, August 31, 2017 – Klabin engages in social responsibility initiatives in the communities surrounding its operations and considers education to be of the uttermost importance. Therefore, in partnership with the Paraná State Government, the company created the Klabin Sowing Education project, which aims to strengthen the management of public schools in the state, and consequently improve the education offered to students. The project has curatorship of FALCONI Educação, a leading management consultancy in Brazil.

Klabin’s Sowing Education will focus on the cities of Telêmaco Borba, Ortigueira and Imbaú, which are directly influenced by the company’s plants in the state of Paraná. A total of 31 schools will benefit from the project, which focuses on students enrolled in grades 7-12, totaling around 11,000 students. In the long run, the improved education will better prepare students for vocational and undergraduate higher learning programs.

“Education is one of the main pillars of evolution of society, and at Klabin it is present in our sustainability goals dedicated to the development of the communities where we operate. With Klabin’s Sowing Education project, we aim to bring school agents closer to processes and planning methods that can increase the schools’ performance, which will benefit students in the medium and long-term, with a direct impact on the region’s development,” said Sergio Piza, director of People & Management, Sustainability and Communication at Klabin.

In partnership with the Regional Education Center of Telêmaco Borba, which is responsible for monitoring the performance and results of the guidelines set by the State Education Department, Klabin conducted a diagnosis of the current situation regarding the management of the schools and the regions where they are installed. The goal is to strengthen the partnership among school community stakeholders, so that all topics pertaining to the educational system are widely discussed among parents, students, teachers, employees, assistants, education professionals, consultants and the direction, which is responsible for managing the institutions. Klabin believes that through interaction and permanent contact with these stakeholders, schools in the region will be able to achieve even better management results.

“We believe in the proposal and in the partnership, because Klabin’s Sowing Education project is consistent with the priorities set by the State Education Department on School Management. The activities currently being developed aim to align actions that focus on the teaching-learning process, thus helping boost educational performance indicators,” said Sueli Aparecida Martins, head of the Regional Education Center of Telêmaco Borba.

“The initiatives under Klabin’s Sowing Education are genuine and aim to bring the school community closer together and forge stronger bonds. Only together, with each one performing their role collaboratively, is that we will be able to contribute to a much greater purpose, which is to see and create room for regional development and transformation of our reality through education,” said Maurício Rodrigues Gil, Klabin’s coordinator in the Sowing Education project.

One of the ongoing initiatives of Klabin’s Sowing Education is the training of school managers. From a pedagogical perspective, the initiative focuses on indicators and tools that help strengthen the analytical capacity of schools and improve managers’ capacity to plan their school’s objectives throughout the year. To become effective, these plans require the active participation of everyone in the school community. For that reason, Klabin has been training managers and monitoring the institutions’ indicators, promoting dialogue and discussions among workgroups for the proposition of objective actions, with specific deadlines and that can improve school performance. Performance is monitored through meetings and each school is responsible for their accountability and for closely monitoring the project’s progress. The overall progress of the program is then presented to the State Education Department every two months. The first meeting was held in July.

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