Quality Education through Child-Friendly Schools: Resource Allocation for the Protection of Childrens RightsReport as inadecuate




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The 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.

Descriptors: Childrens Rights, Educational Quality, Resource Allocation, International Organizations, Child Health, Nutrition, Sex Fairness, Guidelines, Educational Planning, Cooperation, Foreign Countries, Institutional Characteristics, Access to Education, Health Promotion, Inclusive Schools, Educational Environment





Author: Orkodashvili, Mariam

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1391&id=ED510591



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