CHILD-FRIENDLY

SCHOOL

CHILD-FRIENDLY SCHOOL
The Child-Friendly School
(CFS)
framework,
first
operationalized in Thailand in
1997, was conceived as a means
of translating the Convention on
the Rights of the Child (CRC) into

CHILD-FRIENDLY SCHOOL
The CFS framework consists of five broad
dimensions:
inclusiveness;
effectiveness (relevance and quality);
health, safety and protection;
gender-friendliness; and
involvement of students, families and
communities.
Ensuring the right of all children to a basic
education of high quality is at the heart of

FIVE DIMENSIONS:
1.Proactively inclusive, seeking out and enabling
participation of all children and especially those who
are different ethnically, culturally, linguistically, socioeconomically, and in terms of ability;
2.Academically effective and relevant to childrens needs
for life and livelihood knowledge and skills;
3.Healthy and safe for, and protective of, childrens
emotional, psychological, and physical well-being;
4.Gender-responsive in creating environments and
capacities fostering equality; and
5.Actively engaged with, and enabling of, student, family,
and community participation in all aspects of school
policy, management and support to children.

WHAT IS ASSESSMENT IN CFS?

Assessment in CFS is concerned about
determining whether an activity is worth
Monitoring
involves:
doing
or not.
Establishing indicators on processes and
outcomes;
Establishing procedures and systems to collect
information on these indicators;
Developing tools and the procedures for collecting
and recording the information;
Analyzing the information; and

CHILD-FRIENDLY SCHOOL

Evaluation

is the systematic and objective

assessment of an ongoing program, like CFS,
including
implementation, and results.
IT LOOKSits
ATdesign,
QUESTIONS:
What you set out to do or intended to achieve?
What progress was made?
How this progress was achieved?
What costs were incurred?
How sustainable is the program and its
activities?
What are the implications for the way the school
works and for its various stakeholders?

WHY ASSESSMENT TOOLS ARE

NEEDED?

1. Assess achievement, so that we can see if

we are making a difference or are having an
impact.
2. Measure progress based on the objectives
of the CFS program in the school.
3. Determine, and improve upon,
effectiveness, that is, the extent to which CFS
4.
Identifyare
problems
andspecific
their causes.
activities
achieving
objectives.
5. Encourage action by suggesting possible
solutions
tomonitoring
problems. and efficiency for better
6. Improve
management.
7. Identify strengths and weaknesses in order
to push you to reflect on where you are going

8. Better planning and management of

activities
9. Sharing experiences

KEY PERFORMANCE AREAS AND

INDICATORS
Learning Environment
Dimension
1. Ensuring the access to school by all
children regardless of background.
2. Respecting and responding to diversity.
3. Eliminating stereotypes within the
Curriculum, Learning Materials, and

A Healthy School Environment

Physical, mental, and social

well-being are core factors in
learning achievement, while good
health and nutrition are essential
Good health
prerequisites
for and nutrition
effective
increases
learning. enrolment,
reduces
absenteeism
and
repetition, increases educational

Assessing Health, Safety and

Protection in a Child-Friendly School
Essential School Components:
1. Health-related policies in schools that help
to ensure a safe and secure physical
environment and a positive psychosocial
environment.
- Address all types of school injuries and violence, such as
the abuse of students, sexual harassment, and bullying, and
that help maintain the education system in the face of
HIV/AIDS.

2. Provision of safe water and sanitation

facilities.
- As first steps in creating a Healthy School Environment
that reinforces hygienic skills and behaviors; providing
separate sanitation facilities and privacy for girls is an
important contributing factor in reducing
3. Skills-based health education.
- Focuses on the development of knowledge, attitudes, values,
and life skills needed to make appropriate positive decisions, to
establish lifelong healthy practices, and to reduce vulnerability
to substance abuse and HIV/AIDS.

4. School-based Health and Nutrition Services.

- Address problems that are prevalent and recognized as
important in the community, including the provision of
counselling to cope with the HIV/AIDS epidemic.

Basic Characteristics of the School as a

Learning Environment
1. Location specific

5. Program structured

2. Time bound
3. Time structured

6. Prescribed Learning
7. Sequenced Learning

4.
structured

8. Specialist Staff

Learner

9. Specialist Resources

Teachers Responsibilities in a ChildFriendly Environment

1. Strive to understand why some
children do not do as well as other.
2. Use different techniques and
strategies to get children to learn
and succeed.
3. Operate on the basis that
children

Facts used by Teachers as Basis of their

1. Children learn byPedagogy
exploring and expressing opinions
just as much as they do by memorizing facts and
following set rule.
2. Children need to challenge other opinions in the
process of learning just as much as they need to take
certain facts on trust from those who know better.
3. Children need the freedom to use their inner
resources to solve problems just as much as they need
guidance in making the best use of their natural talents
as learners.

KEY PERFORMANCE AREAS AND INDICATORS

The 3 Major Indicators of ChildFriend School Effectiveness:

1. A Constructive School Policy and Management
Environment
for Learning
2. Good
Quality, Child-Centered Teaching and
Learning
Processes and Outcomes

3. Enhanced Teacher Capacity, Morale, and

Motivation.

KEY PERFORMANCE AREAS AND

INDICATORS
Gender Responsiveness Dimension
1. Quality, Gender-Friendly Learning
Environments

2. Gender-Friendly Curricula and

Learning
Materials
3. Gender-Friendly Teaching and
Learning Processes

KEY PERFORMANCE AREAS AND

INDICATORS
Gender Dimension
1. Equal access to and enrolment in
school by girls and boys.
2. Equality in the learning process by
girls and boys.
3. Equality in learning achievement
levels for girls and boys.

Assessing the Involvement of the Student, Family and Community in CFS

Selected Indicators of Child Participation in

School Philippines National Framework for
Child Participation
1. Education is compulsory and free

2. Students are able to express their views

through student-centered teaching/learning
methods.
3. Students have access to relevant information
from different sources
4. Students manage school publications.
5. The school system ensures student
participation in school management.

6. Mechanisms for complaints and redress

accessible to children in cases of corporal
punishment and other forms of abuse.
7. Existence of legal restrictions on taking
physical measures
8. Teachers and school administrators consider
childrens views, ideas, opinions, and
suggestions in planning and decision-making.

KEY PERFORMANCE AREAS AND

Involvement of the Student,
Family and Community in CFS Dimension
INDICATORS

1. Mechanisms for students to express their

views about school work and school life and
to participate in student and school

2. Mechanisms for building school-parent

partnership for school policy making and
management, student development, and
protection.
3. Mechanisms for building schoolcommunity partnerships for school
management and support, student
protection, and community improvement.

SPECIAL TOPICS

CHILD-FRIENDLY
SCHOOL
Reported
by:

Jovi Lopez
Cheen Laurenz De
Jesus
Raymond Inducil