By United Nations
This Child-Friendly colleges (CFS) handbook used to be constructed in the course of three-and-a-half years of constant paintings, related to the United countries kid's Fund schooling employees and experts from accomplice businesses engaged on caliber schooling. It merits from fieldwork in one hundred fifty five international locations and territories, reviews conducted by means of the local places of work and table experiences performed by way of headquarters in big apple. The handbook is part of a complete source package deal that comes with an e-learning package deal for capacity-building within the use of CFS types and a suite of box case reports to demonstrate the cutting-edge in child-friendly faculties in a number of settings.
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Most characteristics appeared desirable, although it is unclear where these characteristics originated. The Convention on the Rights of the Child (CRC) was often cited to support these prescribed characteristics. The CRC was an ideological framework for child-friendly schools, but in deﬁning the child-friendly school concept the ‘real’ linkages to the core principles of the CRC were not clearly established. It was therefore not evident whether such prescribed characteristics are a ﬁnite set or an expandable list, nor, if expandable, how additional characteristics for child-friendly schools would be generated.
B) The main features of a given child-friendly school result from applying certain principles to a particular setting and context. There is no ﬁxed set of features that must be in every child-friendly school. (c) When child-friendly school principles are applied consistently in different settings and contexts, similar, although not identical, characteristics ensue, which should 1 CHILD-FRIENDLY SCHOOLS MANUAL not be mistaken for the products of a rigid recipe or blueprint. (d) Some characteristics, such as child participation in the learning process, may be intuitively recommended for child-friendly schools, since they can be considered the inevitable, logical outcomes of applying CFS principles to almost any setting or context.
Teachers and school heads do not simply work in these schools, they make schools child friendly and maintain schools’ child-friendly nature. (h) Important synergies are gained by linking key elements of the child-friendly school model. For instance, connecting teacher training to the preparation and provision of appropriate pedagogic materials makes the implementation of quality learning in the classroom more efﬁcient. (i) There are cost savings to be gained through economies of 2 CHAPTER 2: DYNAMICS OF THEORY IN PRACTICE scale, as implementation of childfriendly school models shifts from single-school pilots to clusters of schools to district-wide, provincewide and ﬁnally sector-wide coverage.
Child Friendly Schools Manual by United Nations