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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 -

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

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 MeasurementI - Health, Education, and Welfare > I3 - Welfare, Well-Being, and Poverty > I31 - General Welfare, Well-BeingD - Microeconomics > D3 - Distribution > D31 - Personal Income, Wealth, and Their DistributionsA - General Economics and Teaching > A1 - General Economics > A13 - Relation of Economics to Social ValuesN - Economic History > N3 - Labor and Consumers, Demography, Education, Health, Welfare, Income, Wealth, Religion, and Philanthropy > N30 - General, International, or ComparativeA - General Economics and Teaching > A1 - General Economics > A12 - Relation of Economics to Other DisciplinesH - Public Economics > H7 - State and Local Government ; Intergovernmental Relations > H75 - State and Local Government: Health ; Education ; Welfare ; Public PensionsI - Health, Education, and Welfare > I3 - Welfare, Well-Being, and Poverty > I38 - Government Policy ; Provision and Effects of Welfare ProgramsH - Public Economics > H8 - Miscellaneous Issues > H83 - Public Administration ; Public Sector Accounting and AuditsD - Microeconomics > D6 - Welfare Economics > D61 - Allocative Efficiency ; Cost-Benefit AnalysisA - General Economics and Teaching > A2 - Economic Education and Teaching of Economics > A21 - Pre-collegeA - General Economics and Teaching > A1 - General Economics > A14 - Sociology of Economics-





Autor: Orkodashvili, Mariam

Fuente: https://mpra.ub.uni-muenchen.de/23520/







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