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Child Friendly Schools Manual by United Nations

By United Nations

This Child-Friendly colleges (CFS) handbook used to be built in the course of three-and-a-half years of continuing paintings, related to the United countries kid's Fund schooling employees and experts from accomplice organizations engaged on caliber schooling. It merits from fieldwork in one hundred fifty five international locations and territories, reviews conducted by means of the nearby workplaces and table experiences carried out by way of headquarters in long island. The guide is part of a complete source package deal that incorporates an e-learning package deal for capacity-building within the use of CFS types and a set of box case reports to demonstrate the cutting-edge in child-friendly faculties in numerous settings.

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It can begin with one principle and phase in others over time in a strategic sequence that fits local realities, promoting a ‘progressive realization’ of the CFS model. (f) The key principles that drive the child-friendly school process are so interrelated that interpreting and implementing any one principle invariably sets off a chain reaction that leads to related principles. (g) The role of teachers and school heads is so central to the CFS model that their training can usually be a good starting point for making schools child-friendly.

It should also be about expanding the focus of attention beyond formal schooling into broader environments and spaces where all sorts of learning takes place, especially in times of crisis. Ideally, it is also about making connections between the school, the home and the wider environment through a holistic, childcentred approach. But to date, UNICEF and its national partners have not fully utilized this ideal approach. A mixed picture emerges from efforts to implement and mainstream child-friendly schools.

Safe, protective centrebased group learning opportunities. Prepares children for schooling. Ensures that children are free from disease, undernutrition, abuse and exploitation. Supports or provides group learning spaces. Collaborates with community and parents to create quality early learning centres. Safe, healthy environment with access to water, sanitation, food, energy. Establishes and maintains group learning opportunities for children to start school physically, emotionally, cognitively ready.

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