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School -Self Assessment Process; Participatory Learning and Action for Child-friendly school

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The Life Skills Development Foundation, Chiangmai Thailand ... a system for self-assessment of school child-friendliness ... 3-Day Process of Self-Assessment ... – PowerPoint PPT presentation

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Title: School -Self Assessment Process; Participatory Learning and Action for Child-friendly school


1
School -Self Assessment Process Participatory
Learning and Action for Child-friendly school
Thailand Child-friendly school Program
The Life Skills Development Foundation, Chiangmai
Thailand
2
School Self - Assessments of Child-Friendly
Conditions By July 1999, all 23 pilot schools
have completed the initial participatory process
for self - assessment of child - friendly
conditions , and most have completed formulation
of school improvement plans , which are used to
formulate SCHOOL CHARTERS for Child-Friendly
Schools
3
School -Self Assessment Process Participatory
Learning and Action for Child-friendly school
  • Objectives of the Process
  • 1.To develop awareness and support for
    child-friendly primary schools through
    participatory whole school-community CRC
    sensitization workshops
  • 2.To develop a system for self-assessment of
    school child-friendliness by pupils, parents,
    school committee members, teachers, and
    administrators using both locally-developed and
    external criteria/indicators and

4
School -Self Assessment Process Participatory
Learning and Action for Child-friendly school
Objectives of the Process 3.To develop a
participatory system for school-community
stakeholders to jointly develop a common vision
and strategies (School Charter), and to implement
plans of action for multi-faceted improvement of
the child-friendliness of their school
5
School -Self Assessment Process Participatory
Learning and Action for Child-friendly school
  • 3-Day Process of Self-Assessment
  • Day One Self-assessment process began with a
    child-rights camp for the pupils and a highly
    participatory child rights sensitization workshop
    for parents, teachers, and school committee
    members, (local leaders, respected individuals in
    the community, monks, etc).


6
School -Self Assessment Process Participatory
Learning and Action for Child-friendly school
  • 3-Day Process of Self-Assessment
  • Day Two Pupils, teachers, and community members,
    worked in separate groups to generate own
    criteria for child-friendly school conditions,
    then presented in a plenary session. In small
    groups, they studied the 23 external criteria of
    child-friendly school conditions and prioritized
    them. The results of their group work were
    presented in plenary starting from pupils, to
    community members, and ending with teachers.

7
School -Self Assessment Process Participatory
Learning and Action for Child-friendly school
  • 3-Day Process of Self-Assessment
  • Day Three On third day, the locally-generated
    criteria and 23 external criteria of
    child-friendly school conditions were used by the
    participants to assess the perceived importance
    of each of the criteria and the perceived current
    status of the school for each of the criteria.

8
School -Self Assessment Process Participatory
Learning and Action for Child-friendly school
  • Participants
  • Pupils 4 representatives (half male, half
    female) elected by each classroom from grades
    4-6, and including representatives of secondary
    level grades 1-3 in Expanded Opportunity
    Schools, plus leaders of the Pupil Councils.

9
School -Self Assessment Process Participatory
Learning and Action for Child-friendly school
  • Participants
  • School Committee Representatives All community
    members of the School management Committee
    (8-10 persons).
  • Community Leaders
  • Female Community Representatives
  • School Staff All teachers

10
School -Self Assessment Process Participatory
Learning and Action for Child-friendly school
  • General Methods Applied in the Process
  • All activities used experiential learning
    techniques learning by doing
  • Participants worked in groups of 6-8 persons to
    maximize cooperative learning
  • Pupils worked with other pupils no segregation
    of sexes

11
School -Self Assessment Process Participatory
Learning and Action for Child-friendly school
  • General Methods Applied in the Process
  • Parents and community leaders worked in groups
    segregated by sex
  • Teachers worked in mixed-sex groups separate from
    community members (for most activities)

12
School -Self Assessment Process Participatory
Learning and Action for Child-friendly school
  • General Methods Applied in the Process
  • In plenary, pupils always presented first,
    followed by community women, community men, and
    finally teachers
  • In presentations, views of groups were supported
    by reasons
  • Presentations were appreciated by other groups
    no debate or criticism was allowed

13
School -Self Assessment Process Participatory
Learning and Action for Child-friendly school
  • The Evaluating Results of School Self
    Assessment Process
  • Participation in Data Collection
  • 18 schools out of 23 returned the questionnaire
  • pupils out of 6,052 enrolled in the 18 schools
  • participated in the evaluation
  • 295 teachers out of 299 in the 18 schools
    participated in the evaluation

14
School -Self Assessment Process Participatory
Learning and Action for Child-friendly school
  • The Evaluating Results of School Self
    Assessment Process
  • Participation in Data Collection
  • 579 parents/community leaders
  • (246 females, 333 males) participated in the
    evaluation
  • 18 school principals participated in the
    evaluation
  • 9 education supervisors participated in the
    evaluation (returned the questionnaire)

15
School -Self Assessment Process Participatory
Learning and Action for Child-friendly school
  • Effectiveness of Methods and Technique
  • Selection and Representation of Participants
  • 1.Participants were generally satisfied with the
    selection and representation of members of the
    various stakeholder groups of the
    school-community.
  • 2.Pupils and principals commented that more
    pupils should be involved in the SSA.

16
School -Self Assessment Process Participatory
Learning and Action for Child-friendly school
  • Methods
  • The participatory methods used in the SSA process
    received high ratings by all stakeholder groups.
  • Impact on the School
  • Results of the participatory evaluation indicate
    a perceived high level of impact on the schools
    involved in the SSA process

17
School -Self Assessment Process Participatory
Learning and Action for Child-friendly school
  • Summary of Impact on the Schools
  • a) The SSA process had significant impact on
    improving their knowledge of the schools, their
    understanding of the meaning and characteristics
    of child-friendly schools
  • b) SSA improved communications among stakeholder
    groups, and
  • c) Stimulated interest of the community in
    participating in development of the school.
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