Submitted by crinadmin on
Summary: A UNICEF report detailing a project carried out in Bosnia-Herzegovina, aimed at the development of child-friendly schools.
To read UNICEF's report, click here Background information on child-friendly schools The child-friendly schools (CFS) Project initiated in 2002 was created to address the quality of teaching by changing the teaching practices to focus on children rather than teachers and encourage child participation. The CFS Project was designed to encompass activities developed to answer some of the questions that educational reform poses for schools and teachers, as well as the entire educational system. Taking into account findings from a large number of studies showing that the role of a well-trained and qualified teacher in achieving educational outcomes for each child is of a paramount importance (and that insufficiently trained teachers are the main reason behind failure of educational reforms), the project focused on teachers as the pillars of successful reforms, while at the same time working with bureaucratic policy levels in order to establish conditions for sustainable systemic change. The 2004 midterm evaluation concluded that the children demonstrated the desired outcomes, with the conclusion being that, in most cases, students outperformed those in 'traditional' classrooms. Evidence to support the demonstration of these outcomes came from the perspectives of educators, parents, the children themselves, and from independent observation in selected classrooms. After the first external evaluation, the project was continued, placing a special focus on the creation of a quality school model. That is how an initiative called School Improvement was introduced as part of the CFS Project in 2005. This initiative started in 16 primary schools and was soon expanded to 48 primary schools. School Improvement is an ongoing process consisting of several key elements such as: development of the joint vision and the joint mission, analysis of the current situation and creation of the school development plans, and the process of self-assessment. The goal of this training programme was to support schools in the use of existing resources (knowledge and skills of teachers, school principals and students) for the development of the school and with full participation of all stakeholders. The second evaluation in was conducted 2008.The main finding from the evaluation was that by the end of 2007, 97 per cent of lower primary-school teachers and 58 per cent of upper primary-school teachers had received basic or advanced child-centred methodology training. This includes 82 trainers for School Improvement, advanced child-centred methodology, and for the advanced Reading and Writing for Critical Thinking programme. Principals and management teams received training in school improvement planning. Since all primary schools in the country have implemented at least one of the CFS principles and approaches, it can be said that the project has made CFS available and accessible to children nationwide.
Further information:
News and information on children's rights in Bosnia & Herzegovina