| dc.description.abstract | Education is a fundamental right and a building block to improving the social and economic
outcomes of millions of children across the world. Although access to universal primary
education has increased dramatically across the developing world, the quality of the education is
poor and thus the importance of improving it is critical (UNICEF, 2009). Following the
provision of universal primary education (UPE) in Uganda, the Child Friendly School (CFS)
Model delves deeper into this quality of the education provided (UNICEF, 2009b). The CFS
Model has been instrumental in encouraging attendance, concentration and arguably school
performance across implementing schools. The AVSI Foundation SCORE project funded by
USAID/PEPFAR was implemented by a consortium AVSI (Lead Agency), CARE, Trans cultural Psychosocial Organization (TPO), and FHI 360 and reached 25,000 vulnerable
households and their children in 35 districts of Uganda - with the goal of reducing their
vulnerability.
The general objective of the study was to explore the impact of Child Friendly School (CFS)
Methodology in promoting the rights of education in Primary Schools in Central Region,
Uganda. In this study, schools were reached and the methods were aligned to explore child rights
issues from children, teachers and administration. The study design, study area, participants, data
collection methods, data quality control, ethical issues and methods of data analysis were
described. A case study design was used in this study and the SCORE project was studied
because the CFS Methodology was implemented within the Child Protection Objective of the
project for seven (07) years. The design of this study was qualitative; case studies on specific
CFS programs in selected schools were utilized. The study was descriptive in nature exploring
the different components of the CFS Methodology. The study focused mainly on qualitative
approach to allow simultaneous description of views, perceptions and beliefs at any single point
in time.
The CFS approach was cited as an important method in promoting children’s own rights to
learning, speech and expression. The awareness created on specific rights in schools through the
talking compounds, children’s courts and the wall of fame encourages children to not only
demand for but also change their behavior, attitude and perceptions on issues that affect learning
in school. The friendly nature of the approach also encourages children to interact with teachers.
CFS approach encourages them to express talents and identify their own potentials not only in
class but in the extra-curricular activities of the school. While the children’s courts encourage
children to sort their school issues, debates encourage role taking and thus children fulfill their
rights to education in its holistic form. Children, teachers and parents were open to discuss how
the CFS approach has promoted their own rights to education; school and home environments
are all essential in promoting children’s right to education thus parents also cited examples how
these method and approaches have promoted children’s right to education.
This study explored existing evaluations and lessons learned of CFS and it notes that CFS benefit
children in promoting their rights to education but certainly it remains the efforts of teachers,
administrators and CSOs to strengthen this approaches so as to improve on their rights to
education. The extent to the participation of schools in the CFS methods in totality also varies
widely. The SCORE Project’s impact on promoting children’s rights to education through the
CFS methodology has highly improved the relationship between schools administrators, parents
and the pupils. The CFS is an effective tool for learning and participation of children by
encouraging involvement in the different methods. | en_US |
