Child-friendly Schools: An Assessment of Secondary Schools

International Journal of Evaluation and Research in Education (IJERE), 2021

The study was to examine the implementation of child-friendly school (CFS) in a public elementary school. This study employed a single case study method, as Public Elementary School of Ragunan 01 is the unit of research analysis. The school has been declared as a child-friendly school since 2015. The quantitative data generated, however, were only used to see the percentage of the characteristics of CFS model. Thus, the data were gathered through observation, questionnaires and interviews to obtain more comprehensive empirical data. The questionnaire was distributed to all teachers and 15 class coordinators of students' parents to obtain data about the implementation of CFS. Interviews were conducted with several important multi-stakeholders identified. The results showed that thirteen characteristics of the CFS had been implemented well with a percentage value above 95%. It indicates that this school has been able to realize the CFS model following its principles. Besides, the school has met the requirement of the six essential components of CFS adapted according to Indonesian educational contexts. It indicates that the implementation of CFS is in accordance with the concept of UNICEF but with some differences.

Journal of Education and Learning (EduLearn), 2019

The violence that occurs in the school is one of the problems that is still going on. The school and other stakeholders need to make efforts to minimize the occurrence of violence. So that, the children can study safely and comfortably in school. This research aimed to describe a child-friendly school environment in elementary school. The research procedure used qualitative phenomenological approach. The data collection technique was done by using observation method, interview, and documentation. With a child-friendly school environment, students will feel safe, comfortable, and prosperous. Based on this study results concluded that to create a childfriendly school environment is to create a harmonious social environment of the school, which is a good relationship between the school community, parents of students as well as with other stakeholders. Then, it needs to pay attention to the physical environment of the school, which is related to the condition of school buildings, as well as school infrastructure that supports child-friendly school environment should be secured and can fulfill the students needs.

Psychology and Education: A Multidisciplinary Journal , 2023

The study aimed to determine the effectiveness of implementation of child-friendly school system and its influence to pupils' academic performance. The study employed descriptive-correlational research design, since the implementation of a child-friendly school was correlated to the academic performance of the respondents. The researcher used a standardized survey questionnaire adopted from DepEd manual on child-friendly school systems. The respondents of the study were the Grade VI pupils and Grade VI parents and Teachers of Sultan Palao Ali Memorial Elementary School, Inagongan,Tagoloan, Lanao del Norte for school year 2022-2023. Results revealed that the school highly implemented the child-friendly school system and 53.3% of the respondents got satisfactory performance level equivalent to 80-84, while 26.7% of the respondents got a fair performance level equivalent to 75-79, and about 20% got good performance level which is 85-89 equivalent grades. Results showed that there was no significant relationship between the perspective of child-friendly school system and the academic performance of the respondents since the observed p-values of 0.950 did exceed at the 0.05 level of significance. Hence, to sustain the implementation of a child-friendly school, the CFSS brochure as an output of the study be disseminated to the stakeholders.

This study sought to determine the goals of a child-friendly school and the psycho-social environment of the learners in public secondary schools in the Butuan City division. A mixedmethod of quantitative and qualitative research was used in the study with questionnaire as the tool to describe the goals of a child friendly school and the psycho-social environment of the learners. A focus group discussion (FGD), in-depth interview and Delphi technique were used to determine the facilitating and hindering factors. The findings revealed that the goals of childfriendly school have high sustainability of advocacy in the implementation among schools. The psycho-social environment of the learners manifested a satisfactory status which meant that majority of the students were satisfactory equipped in their learning environment. The facilitating factors were the support and active participation of the principal, teachers, students and the community. The hindering factors were the financial, assigned person to manage childfriendly school activities, teachers' attitude, students' lacking awareness and lacking of facilities. A designed model was made for the sustainable implementation in the advocacy of the goals of child-friendly school and psycho-social environment of the learners. The results of the study can be utilized to have sustainable implementation of child-friendly school.

2016

Living in a democratic and always changing world, children have to learn the basic facts about their rights and to acquire the needed democratic life skills. Such democratic life skills can be reinforced through the surrounding environment itself, such schools. A Child Friendly School is a framework designed by UNICEF as the answer to the above needs. A Child Friendly School is a school that recognizes and nurtures the achievement of children's basic rights. A school is considered child friendly when it provides a safe, clean, healthy and protective environment for children. At Child Friendly Schools, child rights are respected, and all children. Based on this concept we can design classroom practices which are child-centered and learning-friendly. The classroom practices provide us ideas about how to deal with children with diverse backgrounds and abilities that attend the class, as well as how to make learning meaningful for all the students. This paper is specifically intende...

Prithvi Journal of Research and Innovation, 2020

The study is carried out to investigate the status of child-friendly school environment, and identify school’s policy towards it. It was delimited to Pokhara Metropolitan of Kaski District. To accomplish the objectives, the explanatory sequential research design was used. The survey technique was used for quantitative and observation was used to qualitative study. There were 128 basic community schools. Eleven schools were selected randomly. The interview schedule and observation checklist were the major tools of data collection. Collected data and information were analyzed both quantitatively as well as qualitatively as per their nature in the table. The findings of the study demonstrated that physical facilities in community schools in Pokhara Metropolitan City seem satisfactory. The researcher asked and observed the school sites. More than one quarter schools (27.3%) had peace and quiet place to teach. More than one-third school (36.4%) had satisfactory and the same (36.4%) had n...

2017

In child friendly environment students feel motivation and readiness for learning. Staff members are friendly. They welcome children to school and attend to all their health and safety needs. The present research report is about the success of child friendly schools programs through a comparison of learning environment of child friendly schools with conventional schools. Data was collected from a sample of 480 students out of which 240 were from child friendly schools and 240 from conventional schools, through a questionnaire. Outcomes of the research exposed, on whole, that learning environment of child friendly schools was found better than conventional schools. Moreover, learning environment of child friendly schools for boys as well as girls were also appeared sound than conventional schools. While comparing academic performance of conventional and child friendly schools, it was found that academic performance of child friendly schools was better as compared with conventional sc...

Indonesian Journal of Islamic Education Studies (IJIES)

Child-Friendly Schools (CFS) are formal and non-formal education units that are safe, clean, healthy, and environmentally friendly. Schools guarantee, fulfill and respect children's rights and protect them from violence and discrimination. This child-friendly school model has proven effective in protecting children's rights, preventing discrimination, violence, and other unwanted actions, and developing students' potential. This study uses a qualitative descriptive approach to determine the implementation of the child-friendly school program at Muhammadiyah Elementary School in South Tangerang. Data collection in this study was conducted by conducting interviews with school principals and teachers, observing the teachers' and students' activities while at school, and studying school written documentation. To increase the trust, researchers conducted triangulation by examining field observation notes, written documents, and interview transcripts. Based on the stud...

Primary: Jurnal Pendidikan Guru Sekolah Dasar

This paper discusses how far the implementation of child-friendly schools is in developing the character of students at SDN Dewi Sartika CBM by using a qualitative descriptive research method. The research begins with interviews and questionnaires. The research was conducted by analyzing the stages of planning, organizing, implementing, supervising, and developing strategies. The planning indicators are to carry out a study of the 8 SNP and create a child-friendly school implementation program. The implementation indicators are to create a program implementation team and divide the tasks of the program implementation team. The implementation indicators are to launch a child-friendly school program, make a joint commitment to friendly school implementation, and prepare childfriendly infrastructure, implement child-friendly schools into the 8 SNP (National Education Standards), and determine achievement targets for the 8 SNP. Monitoring indicators are to monitor the results of observing program implementation and follow-up plans. The implementation of child-friendly schools in developing students' character indicates positive results in order to prepare schools that are ideal, safe, and comfortable for learning activities, by implementing them properly as well as has been implemented at SDN Dewi Sartika CBM. According to the results of research on the implementation of child-friendly schools at Dewi Sartika CBM Elementary School, it runs well based on the program plan with an average achievement of 87.50% in the good criteria.