Understanding Provisions of Consumer Protection in Nepal Understanding Provisions of Consumer Protection in Nepal EC - Nepal WTO Assistance Programme Project No: EE/NEP/07/001 Technical Assistance for the Development of the Consumer Movement as a Viable Market Force in Nepal Implemented by United Nations Industrial Development Organisation (UNIDO) Conducted by Consumers International office of the Asia Pacific and Middle East This publication has been produced with the financial
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Introduction Duration 1.1 In exercise of the powers conferred under Section 5 of the Foreign Trade (Development and Regulation Act)‚ 1992 (No. x22 of 1992)‚ the Central Government hereby notifies the Export and Import Policy for the period 2002-2007. This Policy shall come into force with effect from 1st April‚ 2002 and shall remain in force upto 31st March‚ 2007 and will be co-terminus with the Tenth Five Year Plan (2002-2007). However‚ the Central Government reserves the right in public interest
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Also‚ it was founded because children under the age of 18 require more special care and protection than adults do. This legislation is made up of four key principles. These are: Non-discrimination Best interests of the child Right to life and development Respect views of the child Applying this legislation to my setting promotes equality as it has been set up in order to meet the needs of each individual child within the setting. Also‚ children will feel valued in school as i treat each child
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TDA 3.4 UNIT PROMOTE CHILDREN AND YOUNG PEOPLE’S POSITIVE BEHAVIOUR. 1.1 All children have a right to come to school that is safe and secure where everyone is caring and considerate‚ have self respect for others‚ respect for property and the environment. The school has a code of conduct to ensure all pupils‚ parents and carers know what is expected of pupils within school. The school has a behaviour policy outlining how the school deals with inappropriate behaviour and how it rewards
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TDA 2.2 Safeguarding the welfare of children and young people 1.1) Identify the current legislation‚ guidelines‚ policies and procedures for safeguarding the welfare of children and young people including e-safety. Current legislation and guidelines‚ for safeguarding the welfare of children and young people‚ include the Children act of 1989 (amended in 2004)‚ Working together to safeguard children (2006) and s175 of the education act (2002). These laws and guidelines outline the need for
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TDA 3:2- Schools as organisations 1:1- As part of the Every Child Matters agenda and the Childcare act 2006 every child age 3-4 is entitled to 12.5 hours of free early year’s education per week for 38 weeks of the year. This is government funded to ensure every child receives up to two years of free education before starting school. If the child requires more than 12.5 hours a week the parent is charged for this. 1.2- There are four main types of state schools which are fully funded by local
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Mark Armstrong University College London March 2005: final version July 2005 Abstract This essay discusses the merits of public intervention in the provision of television broadcasting services. I argue that intervention was justified in the past‚ when there were just a few channels and when advertising was the sole source of commercial funds. However‚ the advent of subscription television overcomes
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Leaning outcome 1 Be able to support the teacher in planning learning activities. 1.1 Describe how a learning support practitioner may contribute to the planning‚ delivery and review of learning activities. In the role of a teaching assistant‚ you will be contributing to planning‚ delivery and reviewing of learning activities alongside teachers. When planning takes place there should be some opportunity to discuss and review pupils’ work with teachers. Panning‚ teaching and reviewing follow
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TDA 3.7 PIN 303233420 Stacey Scott STLD3EA Centre number 463001 AC 1.1 Teacher Plans the lessons in advance in accordance to the national curriculum and depending on the levels of learning TA I may have to adapt some of the teachers plans so some children have better understanding‚ because children learn at their own pace and may need to be shown or have the tasks explained in a different way to comprehend. For example‚ in the classroom each table (all at a differing levels of learning) were
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incorporate a range of specialized provision that can be accessed according to need. A key factor that determines the success‚ of inclusive provision is the training of staff‚ and the impact of that training in the planning‚ differentiation and presentation of the curriculum. (Reid‚ 2011). The aim of my presentation was to discuss and elaborate on Inclusion with my focus primarily on the 1981 Education Act and also the link between Special Educational Needs (SEN) and Provision and what the SEN Code of
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