A rights-based child-friendly school system is one which:
a) promotes a quality learning environment and outcomes where children master the essential skills of writing, reading, speaking, listening, mathematics and life skills children think critically, ask questions and express opinions children as active learners learn by doing and working cooperatively in pairs and in groups children are able to express their opinions about school work and school life children work together to solve problems and achieve learning objectives children’s creativity through music, arts, drama, etc. are encouraged and supported
b) provides positive experiences for all children and promotes psychosocial development, self-esteem and self-confidence of children such that there are no bullying nor any form of violence in school no corporal punishment and teachers use non-aggressive styles of discipline instead of physical punishment explicit school policy of non-tolerance for bullying clear guidelines for conduct between students, and between students and teachers children are protected from substance abuse, sexual exploitation and all forms of abuse negative comments about children’s performance are always coupled with constructive suggestions
c) promotes tolerance of diversity and caring for children where equality between boys and girls and between children of different ethnic, religious and social groups materials used by children avoid stereotypes and biases teachers model supportive behavior towards children in distress children are not publicly ranked based on performance no children are excluded from activities by peers schools adjusts to meet the differing needs and circumstances of children
d)is child-centred curriculum and learning methods are appropriate to the child’s developmental level, abilities and learning styles curriculum corresponds to the learning needs of children as well as the learning objectives of the education system the needs of children are considered first over the needs of others
e) establishes connections between school and family life of children where parents are involved in decisions about the school activities, methods and policies parents are invited regularly to dialogue with teachers on children’s learning experiences parents are encouraged to put into practice at home what children learn in school teachers are kept informed of the major changes in the home situation of children children are allowed to use their first language during the school day
f) There is a community-based and flexible system that encourages other stakeholders to take part in the management and financing of education allows for decentralized school-based management enhances teacher capacity, morale, commitment and status through adequate pre-service training, in-service support and professional development, status and income
By: Rhodora Bagtas | Teacher III | Limay National High School | Limay, Bataan
