ebook img

Child Friendly Schools Manual PDF

244 Pages·2009·2.021 MB·English
Save to my drive
Quick download
Download
Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.

Preview Child Friendly Schools Manual

49094Engish.indd 1 2/16/09 10:03:02 AM 49094Engish.indd 2 2/16/09 10:03:30 AM 49089IntroCvr.indd 2 3/16/09 10:47:58 AM Quality education is education that works for every child and enables all children to achieve their full potential. The Child-Friendly Schools Manual was developed during three-and-a-half years of continuous work, involving UNICEF education staff and specialists from partner agencies working on quality education. It benefits from fieldwork in 155 countries and territories, evaluations carried out by the Regional Offices and desk reviews conducted by headquarters in New York. We particularly acknowledge the contributions of colleagues who participated in two CFS Writers’ Workshops held in Glen Cove, New York, in June 2005 and August 2006. Project managers and final writers: Cream Wright (lead writer), Changu Mannathoko and Maida Pasic. Edited, produced and distributed by UNICEF’s Division of Communication. MANUAL TABLE OF CONTENTS Introduction 5.5 Reducing risks and increasing References protection 5.6 School organization and management Chapter 1 – Purpose, scope and concept 5.7 Child-friendly education in emergencies 1.1 Background 1.2 Purpose and scope Chapter 6 – Learners, teachers and school managers 1.3 Precursors of an evolving model 6.1 School reform and learning 1.4 Promise of a consolidated CFS model achievement 6.2 Preparing teachers Chapter 2 – Dynamics of theory in practice 6.3 School head as leader and mentor 2.1 Overview 6.4 Organizing classrooms and learning 2.2 Implementation as an eclectic process spaces 2.3 Key principles, desired features and 6.5 Pedagogic materials standards 6.6 Learning and teaching methods 2.4 Putting children fi rst 6.7 Curriculum 2.5 Implementation of models in various countries Chapter 7 – Costs and benefi ts 7.1 ‘Costing’ the elements Chapter 3 – Location, design and construction 7.2 Estimating resource requirements 3.1 Introduction 3.2 Pedagogy and design Chapter 8 – Monitoring and evaluating 3.3 Locating schools or learning spaces 8.1 Why monitor and evaluate? 3.4 Additional elements in design 8.2 What needs to be monitored and 3.5 Factors infl uencing design evaluated? 3.6 Design with involvement of all 8.3 A focus on dynamic monitoring and 3.7 Remaining challenges evaluation 8.4 The learner as the focus of monitoring Chapter 4 – School and community and evaluation 4.1 School-community links 8.5 Monitoring and evaluation to support CFS mainstreaming 4.2 The school as a learning community 8.6 Monitoring and evaluation to support 4.3 The school in the community investment 4.4 Reaching out to the community and 8.7 An overview of experience with CFS beyond monitoring and evaluation 4.5 Communities and child-friendly 8.8 Who should monitor and evaluate, and learning spaces what are their potential roles? 4.6 Policy implications 8.9 Other issues on monitoring and 4.7 Supervision and oversight evaluation of CFS models 8.10 The way forward Chapter 5 – Schools as protective environments 5.1 Introduction Chapter 9 – Mainstreaming child-friendly 5.2 The right to learn in safe, healthy concepts environments 9.1 Understanding mainstreaming 5.3 Children at special risk 9.2 Simulation modelling and 5.4 Assessing threats to health, safety and mainstreaming security 1 CHILD-FRIENDLY SCHOOLS MANUAL 49089IntroTxt.indd 1 3/16/09 10:52:06 AM 49089IntroTxt.indd 2 3/16/09 10:52:17 AM z s ki ar M 3/ 9 2 0 8- 0 0 2 Q H Y N F/ E C NI U © INTRODUCTION WHY A CHILD-FRIENDLY SCHOOLS MANUAL? Schooling is the one experience that to stand in unfurnished classrooms, most children worldwide have in being hungry, thirsty or unwell; it can common and the most common also mean being frightened by the means by which societies prepare threat of punishment, humiliation, their young for the future. On any bullying or even violence at the hands given day, more than a billion children of teachers and fellow pupils. are in primary or secondary school: 689 million in primary school and These conditions thwart learning. 513 million in secondary school. They are made worse when learners They are in permanent or temporary are without competent teachers to buildings, in tents or under trees – guide them, textbooks to learn from sharing the experience of learning, or exercise books to write in, or if developing their potential and they have textbooks of inferior quality enriching their lives. But schooling is that reinforce damaging stereotypes. not always a positive experience for Learning is further stymied when children. It can mean shivering in cold, schools have no toilets, running water unheated buildings or sweltering in hot, or electricity. It is a challenge to reach airless ones. It can mean being forced the 101 million primary-school-age 3 CHILD-FRIENDLY SCHOOLS MANUAL 49089IntroTxt.indd 3 3/16/09 10:52:29 AM children around the world who do Recognizing that different children not attend school. But it is perhaps face different circumstances and have even more daunting to rectify the different needs, such schools build deplorable conditions endured by on the assets that children bring from millions of children already in school, their homes and communities and conditions that are antithetical to also compensate for shortcomings learning, children’s well-being and in the home and community their future livelihood. environment. They enable children to achieve, at a minimum, the And children face negative conditions knowledge and skills prescribed not only in school. The home and in the curriculum. They also help community environment can also them develop the ability to think pose challenges that make it diffi cult and reason, build self-respect and for children to enrol in school, respect for others, and reach their full attend regularly, complete the fi nal potential as individuals, members of year of the cycle or achieve the their communities and citizens of the prescribed level of learning. Food world. Child-friendly schools (CFS) and water insecurity, undernutrition, embrace a multidimensional concept parasitic infestations, unhygienic of quality and address the total needs surroundings, chronic poverty, of the child as a learner. household chores, harmful traditional beliefs and practices, domestic The case for a CFS manual overcrowding, gender discrimination, HIV and AIDS, domestic violence, Various school models illustrate ways childcare defi ciencies and the to improve the quality of education. increasing prevalence and severity However, it is the CFS models of natural disasters related to climate that have emerged as the most change are factors that can wreak comprehensive in their approach havoc with a child’s right to attend and the most widespread, both in the and complete school. Schools number of countries in which they must therefore focus on the whole have been put into practice and the child, which means taking into account conditions in the family or geographical distribution of those community that might be hindering countries. Not surprisingly, CFS his or her educational progress. models vary from country to country. Fulfi lling the education-related As the main proponent of these Millennium Development Goals CFS models, UNICEF has the (MDGs) requires not just getting all responsibility of providing a coherent children into school, but making account of them, summarizing their sure that all schools work in the best main features so as to create a interest of the children entrusted prototype that can serve as the basis to them. This means providing for developing national capacities safe and protective schools to design and implement CFS in a that are adequately staffed with wide range of countries. The same trained teachers, equipped with prototype can also enable countries adequate resources and graced with to incorporate CFS standards appropriate conditions for learning. into their educational plans and 4 INTRODUCTION: WHY A CHILD-FRIENDLY SCHOOLS MANUAL? 49089IntroTxt.indd 4 3/16/09 10:52:45 AM realistically estimate the cost of (d) P rovide practical guidance on achieving basic education for all the design, construction and with attention to quality standards. maintenance of child-friendly schools as safe, welcoming It is against this background that environments in which children UNICEF embarked on the preparation can learn, emphasizing links with of this CFS manual, a practical guide the community, the infl uence of that aims to: pedagogic considerations, cost- effectiveness and sustainability. (a) P rovide an introduction to the child-friendly concept, its (e) P rovide practical guidance on the underlying ideology and the key operation and management of principles from which the main child-friendly schools, elaborating characteristics of a child-friendly on the role of school heads, school can be derived in different teachers, non-teaching staff, pupils, contexts and circumstances. parents, communities and local and national education authorities. (b) O utline, with supporting arguments, the multiple ways in (f) P rovide practical guidance on which CFS models consistently classroom processes in child- contribute to quality education in friendly schools, emphasizing a wide range of national contexts. such key features as: (c) H ighlight the intrinsic value of CFS i. The role of teaching/learning models for developing quality in aids and materials in creating any education system as: a stimulating environment that is managed by the teacher and i. Flexible models that offer enriches the overall classroom ‘pathways’ to quality rather experience for the learner. than prescribe blueprints that should be rigorously copied in ii. The interaction between all situations. teacher and learners, with the teacher as authority fi gure and ii. Heuristic models that offer facilitator of learning and the opportunities to move learner as active participant towards the quality standards in a democratic process that through a series of cumulative involves mutual respect. improvements rather than impose an overwhelming ‘one- iii. The pedagogic process, which off’ or ‘all-at-once’ approach. is both structured enough to facilitate measurable learning iii. Reforming models that require progress and fl exible enough serious refl ection on basic to facilitate the use of a variety principles and issues relating of techniques for promoting to the whole child as a learner achievement of learning and the conditions that make for outcomes. successful learning rather than unrefl ectively apply a number (g) H ighlight the importance of of technical inputs that are cultivating a sense of community assumed to infl uence the quality in child-friendly schools by use of education. of such features as: 5 CHILD-FRIENDLY SCHOOLS MANUAL 49089IntroTxt.indd 5 3/16/09 10:52:58 AM i. Daily rituals, including (h) P rovide a ‘minimum package’ morning assembly that may that offers guidance and tools for involve prayers, a school song addressing environmental risks and/or pledges to school, and vulnerabilities to climate community or nation. change within schools and their surrounding communities. ii. Periodic rituals marking rites These inquiry-based activities of passage, such as special for empowerment include events for new students on participatory risk-mapping and opening day, a graduation facilities-based environmental ceremony for students solutions to support children completing school, an annual and their communities in prize ceremony, thanksgiving adapting to changing conditions day, founders’ day or and reducing risk through memorial day. preparedness and response. iii. Identity symbols, including (i) P rovide a rich menu of examples, school uniforms, sport teams from various country contexts, of and colours, a school crest or actual child-friendly schools that emblem. illustrate the principles, strategies iv. Rules and regulations that and actions of good practice. are fair, in the best interest A single manual cannot do full justice of children, applied in a to this ambitious set of objectives. transparent, democratic Therefore, the present manual is manner, do not result in the part of a total resource package humiliation or suppression of that includes an e-learning package learners, do not undermine for capacity-building in the use of the authority of teachers and CFS models and a collection of fi eld school managers and do not case studies to illustrate the state of alienate schools from the the art in child-friendly schools in a communities they serve. variety of settings. zi z o Pir 8/ 6 2 2 6- 0 0 2 Q H Y N F/ E C NI U © 6 INTRODUCTION: WHY A CHILD-FRIENDLY SCHOOLS MANUAL? 49089IntroTxt.indd 6 3/16/09 10:53:10 AM

See more

The list of books you might like

Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.