Quality education through Child-Friendly Schools: resource allocation for the protection of children’s rights

Orkodashvili, Mariam (2010): Quality education through Child-Friendly Schools: resource allocation for the protection of children’s rights.

Abstract

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.

• Item Type: MPRA Paper
• Language: English
• Keywords: 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.
• Subjects: D - Microeconomics > D6 - Welfare Economics > D63 - Equity, Justice, Inequality, and Other Normative Criteria and Measurement; I - Health, Education, and Welfare > I3 - Welfare, Well-Being, and Poverty > I31 - General Welfare, Well-Being; D - Microeconomics > D3 - Distribution > D31 - Personal Income, Wealth, and Their Distributions; A - General Economics and Teaching > A1 - General Economics > A13 - Relation of Economics to Social Values; N - Economic History > N3 - Labor and Consumers, Demography, Education, Health, Welfare, Income, Wealth, Religion, and Philanthropy > N30 - General, International, or Comparative; A - General Economics and Teaching > A1 - General Economics > A12 - Relation of Economics to Other Disciplines; H - Public Economics > H7 - State and Local Government ; Intergovernmental Relations > H75 - State and Local Government: Health ; Education ; Welfare ; Public Pensions; I - Health, Education, and Welfare > I3 - Welfare, Well-Being, and Poverty > I38 - Government Policy ; Provision and Effects of Welfare Programs; H - Public Economics > H8 - Miscellaneous Issues > H83 - Public Administration ; Public Sector Accounting and Audits; D - Microeconomics > D6 - Welfare Economics > D61 - Allocative Efficiency ; Cost-Benefit Analysis; A - General Economics and Teaching > A2 - Economic Education and Teaching of Economics > A21 - Pre-college; A - General Economics and Teaching > A1 - General Economics > A14 - Sociology of Economics

References

Pigozzi, M. J. (2000, May 17-19). UNICEF will assist every country it can to enable girls to obtain a quality basic education. In Symposium on Girls’ Education. Evidence, Issues, Actions. USAID.

Rihany, M. A. (2006). Moving beyond: taking girls and the world beyond the broken bridge. In Keeping the Promise: Five Benefits of Girls’ Secondary Education. AED .

Selected weblink references:

http://www.unicef.org/lifeskills/files/ChildFriendlySchools.ppt#4

http://www.unicef.org/lifeskills/index_7260.html

http://www.architectureforhumanity.org/get_involved/volunteer

http://www.ungei.org/infobycountry/247_957.html

http://projects.vibha.org/projects/child-friendly-school-project

http://www.youtube.com/watch?v=UEDHx-k6ktQ