Quality education through Child-Friendly Schools: resource allocation for the protection of children’s rights
AbstractThe paper discusses the idea and purpose of Child-Friendly Schools (CFSs) initiated by the UNICEF. It analyses the implications of CFSs in terms of improving children’s health and nutrition, promoting gender equality, protecting children’s rights, re-defining education quality and creating positive psycho-emotional environment at schools. Experience is now showing that a framework of rights-based, child-friendly schools can be a powerful tool for both helping to fulfill the rights of children and providing them an education of good quality. At the national level, for ministries, development agencies, and civil society organizations, the framework can be used as a normative goal for policies and programmes leading to child-friendly systems and environments, as a focus for collaborative programming leading to greater resource allocations for education, and as a component of staff training. At the community level, for school staff, parents, and other community members, the framework can serve as both a goal and a tool of quality improvement through localized self-assessment, planning, and management and as a means for mobilizing the community around education and child rights.
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Bibliographic InfoPaper provided by University Library of Munich, Germany in its series MPRA Paper with number 23520.
Date of creation: 25 Jun 2010
Date of revision:
resource allocation; staff retraining; quality enhancement; protection of childre's rights; enrollment numbers; teacher capacity amd morale; gender equality; health education; friendly environment; affordable and accessible education.;
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