Child Friendly School Standards - UNICEF / Headbumped Studio

CHILD FRIENDLY SCHOOL STANDARDS

EDUCATION WING MINISTRY OF CAPITAL ADMINISTRATION & DEVELOPMENT ISLAMABAD

© United Nations Children’s Fund (UNICEF) Pakistan June 2013 UNICEF Pakistan Street 5, DiplomaƟc Enclave Sector G-5, Islamabad, Pakistan Telephone: +92 51 2097700 Fax: +92 51 2097799 www.unicef.org Cover photo: © UNICEF Pakistan/2013

CHILD FRIENDLY SCHOOL STANDARDS

EDUCATION WING MINISTRY OF CAPITAL ADMINISTRATION & DEVELOPMENT ISLAMABAD

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CHILD FRIENDLY SCHOOL STANDARDS

CONTENTS

Š UNICEF Pakistan/ Pakistan/ Asad Zaidi

Introduction

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Approval of Child Friendly School Standards

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Child Friendly School Dimensions

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Dimension 1: Inclusiveness of All Children Excluded from Schooling and from Learning

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Dimension 2: Academically Effective (including social, emotional, spiritual, and physical aspects of development Dimension 3: Healthy, Hygienic, Safe, and Protective

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Dimension 4: Participation (active, democratic involvement of students, families, and communities)

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CHILD FRIENDLY SCHOOL STANDARDS

INTRODUCTION

Š UNICEF Pakistan/ Pakistan/ Asad Zaidi

Under article 25A of the 18th Amendment to the Constitution, the Pakistani state is obliged to provide free and compulsory education to all children aged between five and 16. The Amendment also devolved powers to the provinces, and offers an unprecedented window of opportunity to transform Pakistan's education system into one that meets the diverse needs of all boys and girls, and welcomes them into a safe, protective and enabling envSECONDARY PRIMARY ironment for learning. The Government of Pakistan is MILLION MILLION committed to mitigating the disadvantages of circumstance which deny some children the right to a quality education.

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In School

On any given day in Pakistan, 17.3 million children are in primary and 5.5 million in secondary school. This means that 6.63 million children remain out of primary school, and 6.02 million out of secondary school. The total number of children aged 5–17 who are out of school is 22.4 million (PSLM 2007-08).

In response to these troubling figures, and the dire conditions of schools which are a contributory factor, the Child Friendly School Approach was promoted in Pakistan as an essential part of a greater whole: a child friendly education system in countries across the world.

In November 2010, a Conference on Child Friendly Schools was hosted

by Pakistan's Ministry of Education. This SECONDARY PRIMARY milestone event resulted in the development and MILLION MILLION endorsement of the Child Friendly School Standards.

All five Provincial Secretaries, the Director Education FATA, Secretary AJK, and Joint Education Advisor ICT signed the Declaration: a testament to their commitment to ensuring that provincial education systems and schools serve their communities and their future, as embodied in their children.

6.63 6.02 Out of School

The 40 CFS standards enclosed in this document are

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organized into four dimensions: inclusiveness; academic effectiveness; health, hygiene, safety and protection; and democratic participation. They are accompanied by a list of suggested strategies.

The CFS standards create a common understanding amongst stakeholders in education on what is necessary for achieving the government's commitment in Article 25A to provide “free compulsory education to all children of age 5–16 years.” In order to realize this vision, all must work together, guided by CFS standards approved by federal and provincial governments. Thus, they must seek to ensure that no child in Pakistan is caught in the cycle of disadvantage that is the inheritance of many at birth.

The Government of Pakistan is committed to mitigating the disadvantages of circumstance which deny some children the right to a quality education.

Policymakers and planners at various levels, school inspectors and school heads, district teacher educators and teacher trainers, as well as curriculum developers, must all share an understanding of what makes a school child friendly and integrate these guidelines, suggested strategies and standards into their everyday work.

Observing the Child Friendly School Standards is a process and the path towards quality a long one, but it is now time to aspire towards greater equity in education, and strive to reach every child in Pakistan through the Child Friendly School Approach. Adopting these standards is the first step towards our common goal of free and compulsory education for all.

© UNICEF Pakistan/ Pakistan/ Asad Zaidi

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Approval of CHILD FRIENDLY SCHOOL standards

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CHILD FRIENDLY SCHOOL DIMENSIONS

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DIMENSION 1 INCLUSIVENESS OF ALL CHILDREN EXCLUDED FROM SCHOOLING AND FROM LEARNING Domain 1.1: Guaranteeing the right of all children to quality education Standard 1.1.1 Inclusive education is the core foundation for policies and programmes of the Federal Ministries and provincial line departments, areas, and districts, strongly supported by political commitment from all levels of government. Their structures, mechanisms, capacities, and resources to support Inclusive Child-Friendly education are established.

Child-Friendly Schools are the principle means of achieving inclusive education.

Suggested Strategies The Federal Ministries and provincial line departments, areas and district authorities, in collaboration with civil society and religious and community leaders, develop public campaigns to raise awareness concerning the need to fulfil the right to education; the importance of inclusive education (Education for All), especially for girls, the extreme poor, and learners with disabilities; and the extent of exclusion from education in their respective schools and communities.

A systematic, comprehensive programme of orientation and training in regard to the Convention on the Rights of the Child and the concept and principles of Inclusive Child-Friendly Education is provided to all officials of the Federal Ministries and provincial line departments, areas, and districts.

Inclusive Child-friendly Education focal points and working groups/committees are appointed and work collaboratively within each relevant federal, provincial, area and district authority.

Adequate financial resources are provided to ensure the enrolment and successful completion of basic education by children otherwise excluded from education.

Standard 1.1.2 The Federal Ministries and provincial line departments, areas, districts identify and map population groups/areas excluded from education and analyses the causes of this exclusion.

Suggested Strategies Existing Education Management Information Systems work closely together and focus particular attention on exclusion – identifying and mapping population groups/areas excluded from and within education, analysing the causes of barriers to education, and providing recommendations regarding the removal of these barriers (e.g., the construction of new classrooms, the provision of accessible sanitation facilities and assistive devices for children with disabilities, and the allocation of teachers for these groups/areas).

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Systematic linkages among formal schools, Special Education Centres, Non-Formal Basic Education Centres, and Adult Literacy Centres are established.

Curricula, textbooks, and other teaching and learning materials are respectful and representative of the diversity of learners in the system – girls and boys, ethnic/ linguistic/religious minority groups, children with special needs, and other vulnerable children.

The Federal Ministries and provincial line departments, areas and district authorities promote the greater involvement of the private sector and communities in the support of good quality education.

The Federal Ministries and provincial line departments, areas and district authorities promote systematic collaboration with other relevant authorities and governmental/non-governmental bodies (especially those representing groups usually excluded from education) in the implementation of an inclusive, children-friendly education system.

Domain 1.2: Providing good quality early childhood care, development, and education programmes, especially for the most excluded populations Standard 1.2.1 Early childhood care, development, and education programmes are expanded as an essential first stage of an inclusive, child-friendly school system.

Suggested Strategies Early Childhood Education centres, supported by local communities and the Basic Health Unit, are established in all primary/elementary schools, especially in areas with low initial enrolment in primary education. Their role should be expanded to include all aspects of care and the holistic development of young children.

Special efforts are made to enrol children of normally excluded groups in the ECE centres to help ensure that they are “ready” for entry into and success in primary education.

Domain 1.3: Ensuring all children enrol and attend school without discrimination based on background and circumstances Standard 1.3.1 Inclusive education becomes the core objective of schools and of communities to ensure quality education for all.

Suggested Strategies All head teachers, teachers, and other school staff understand their rights and responsibilities arising from the content of the 18th Amendment of the Constitution (guaranteeing the right of all children to education), the National Education

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Policy, the Convention on the Rights of the Child, and other relevant federal and provincial laws and policies and realise the implications of these documents for their work.

Parents and community members are sensitised to their obligations and responsibilities in regard to realising the legal and moral right of children to education, care, and protection, including an understanding of the Convention on the Rights of the Child.

Schools (teachers, students, and other staff ), in collaboration with the community, carry out regular self-assessments of their status and achievements, including their efforts towards inclusive education, and develop school improvement/development plans with specific targets focused on inclusion in schooling and in learning.

Child-friendliness and inclusiveness are publicly promoted in schools and in the agendas of school/community meetings.

Materials on democracy, human and child rights, and peace education are publicly available in schools.

Standard 1.3.2 Schools (under the guidance of line departments) actively identify and seek out children not in school, enrol them, and help them succeed in, complete, and continue their education.

Suggested Strategies A comprehensive community data base (disaggregated by gender, age, mother tongue, etc.) is available regarding school age children (in and out of school).

In collaboration with the community and other stakeholders, the school assesses the needs and barriers for children who cannot come to school and develops support systems and programmes which promote the inclusion of these children.

School-community mechanisms to proactively seek out-of-school children and enrol them in schools are established.

Teachers are trained in monitoring their students’ progress, especially the early signs of children at risk of dropping out (e.g., through a Child Management Information System), and in developing mechanisms to retain them in school and help them succeed.

Teachers of early grades receive special training and support in the teaching of early literacy and numeracy.

Standard 1.3.3 Schools take practical and effective measures to satisfy the individual educational needs of children.

Suggested Strategies All teachers have received training on the principles and practice of inclusive education, including children's various

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learning styles and support needs, and develop personalised instructional strategies relevant to these needs.

Teachers are trained to successfully teach students in multi-lingual classrooms, especially students whose language is different from the language of instruction (including sign language).

Teachers are sensitive to the range of religious backgrounds in their school and communities, and these are taken into consideration in teaching materials.

Standard 1.3.4 Schools create a harmonious, learner-friendly environment which embraces diversity and sees it not as a problem but as an opportunity for better education.

Suggested Strategies Schools provide students with the opportunity to know about and learn to respect their own and different cultures, religions, and customs.

Teachers provide all students opportunities to discover and display their unique talents and express their opinions.

Domain 1.4: Reducing financial barriers to education Standard 1.4.1 Financial barriers to enrolment in, and completion of, a full course of basic education are minimised. Education is free and compulsory, affordable and accessible, especially for children of the extreme poor and members of other excluded groups.

Suggested Strategies Informal fees for school activities, extra tuition, etc., are abolished for basic education.

Block grants are provided to schools on a per capita basis to fund operational costs and other activities of the school.

Free textbooks are provided to all students, including books in Braille.

Pro-poor scholarships/subsidies (e.g., for transport, uniforms) are provided in a systematic and transparent manner to enhance the continuation of education for vulnerable children.

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Domain 1.5: Creating gender-responsive environments in schools and communities Standard 1.5.1 Gender-appropriate school structures and facilities are provided (this can be implemented in boys’ schools and girls’ schools as well as in co-educational settings).

Suggested Strategies Schools have proper boundary walls as well as toilet facilities of adequate and equal quality for girls and boys.

Where there are gaps in the numbers of boys’ and girls’ schools, action will be taken to establish new schools, create double shifts in existing schools, etc.

Standard 1.5.2 All school staff and Members of Parent-Teacher Associations, School Management Committees, and School Councils are sensitised to gender-related issues and needs. Schools promote equal opportunities for boys and girls to receive quality education.

Suggested Strategies Community sensitisation campaigns on girls’ education are developed through local initiatives to increase awareness of the importance of education for girls, beginning in early childhood education, and including raising awareness of national laws which specifically guarantee the rights of girls to education.

Females from minority groups (including women with disabilities) usually under-represented in education are recruited to be teachers, trained, and deployed to their home communities.

Teachers are trained to reflect on and correct any gender bias characteristic of their teaching methods and apply gender-sensitive teaching methodologies in classrooms.

Positive examples of men and women working in a full range of occupations and fulfilling a variety of family responsibilities are demonstrated and promoted in schools.

Domain 1.6: Ensuring equality of opportunity for children living in rural, remote, and isolated areas Standard 1.6.1 Schools and teachers, of equal quality to those in urban areas, are allocated to rural, remote, and isolated areas of the country.

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Suggested Strategies In remote communities where there is no easily accessible school, either a non-formal basic education centre or a “satellite” school for early grades will be established; upon graduation, children continue to the nearest complete school.

Special incentives (allowances, housing, opportunities for further training) are provided to teachers assigned to remote and isolated areas.

Standard 1.6.2 Effective multi-grade teaching approaches are introduced.

Suggested Strategies Curricula should be adapted to multi-grade contexts, and specialised training and teaching-learning materials.

Incentives should be provided to teachers with a formal qualification in multi-grade teaching.

Domain 1.7: Ensuring that the right to education for children with disabilities is fully realised Standard 1.7.1 Children with disabilities should ideally be included in regular schools, and their needs should be responded to in a comprehensive manner.

Suggested Strategies A campaign which stresses the right to education of persons with disabilities – and their ability to learn -- is implemented in collaboration with relevant ministries and disabled persons’ organisations.

Standard 1.7.2 New schools are established based on universal design principles to ensure accessibility for children with disabilities and existing schools are upgraded to meet these standards in a phased manner.

Suggested Strategies All school structures and facilities are accessible to children with disabilities; these will also be beneficial to children without disabilities.

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Standard 1.7.3 Community- and facility-based support mechanisms are in place to assess and meet the needs of children with disabilities in inclusive education.

Suggested Strategies The different types of child disability/impairment found in Pakistan are defined and mapped, especially of children not in school.

Children with disabilities are included in regular classrooms by ensuring that teachers have been trained in teaching children with disabilities, assisted when needed by specialist resource persons, and that curricula and teaching/learning materials are adapted to their needs and use formats accessible to people with different types of disability (e.g., Braille texts or talking books).

Assistive devices are provided for children with disabilities based on individual needs.

A limited number of special education programmes are provided only for children with the most complex disabilities (e.g., multiple impairments, deaf-blindness).

Teachers with specialised training and experience related to disabilities and based in provincial/community/school resource centres serve as resource persons for teachers of regular schools where children with disabilities are enrolled.

Parental education is provided, especially for pre- and post-natal mothers, in regard to proper mother-child nutrition, health care, and cognitive stimulation.

Domain 1.8: Ensuring the full participation in education of children from diverse ethnic/linguistic groups.

Standard 1.8.1 Multi-lingual education programmes, starting with literacy in mother tongue (including sign languages and literacy in Braille), where possible should be systematically explored, and if successful, more widely expanded.

Suggested Strategies Early childhood education programmes and the early years of primary school use mother tongue (including sign language and Braille) as the language of instruction and for initial literacy with Urdu and English introduced as an oral subject. Literacy in Urdu and English is introduced gradually so that they become the languages of instruction later in primary school while the mother tongue and culture remain a school subject.

Extra incentives for bilingual teachers (including those using sign language) working in ethnic areas are provided.

Intensive training in ethnic languages is provided to non-native speakers of those languages assigned to teach in their schools.

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DIMENSION 2 ACADEMICALLY EFFECTIVE (including social, emotional, spiritual, and physical aspects of development) Domain 2.1: Developing motivated and professionally competent teachers Standard 2.1.1 Teachers understand subject matter and how it relates to the curriculum, content standards, and National Professional Standards for Teachers, and teach it using inclusive, child-friendly methodologies.

Suggested Strategies Teachers understand the curriculum framework, subject knowledge, and appropriate pedagogy.

Teachers understand the background, learning styles, and individual needs of their students and know how to respond effectively to them.

Teachers understand the problems and difficulties their students face, their causes, and strategies to resolve them, especially in helping students with learning difficulties and disabilities and who speak a language different from that of the classroom.

Teachers of the early grades understand and practice the strategies needed to ensure that children gain solid literacy and numeracy skills.

Pre-service teacher education includes specific coursework related to exclusionary factors in education so that teachers welcome and take advantage of diversity in their classrooms, can map this diversity and identify children excluded from learning, can develop personalised instruction for learners with different capacities, and can reflect on their own practice in regard to inclusion.

Standard 2.1.2 Teachers demonstrate professional ethics, respect towards their students, and dedication to their work.

Suggested Strategies Teachers are dedicated to their work.

Teachers respect the basic rights of students and treat all students equally.

Teachers actively participate in school-based peer mentoring and learning, self-reflection, research, and continuing, life-long professional development.

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Standard 2.1.3 Teachers can design effective, joyful and relevant instructional strategies and lesson plans adapted to the learning and developmental needs, learning styles, abilities, and circumstances of their students.

Suggested Strategies Teachers plan instructional strategies based on data/information gathered on students' needs and developmental progress (e.g., through a student management information system).

Teachers plan and develop effective lessons by organising instructional activities and materials including a wide range of community resources.

Teachers plan out-of-class activities to accelerate, extend, and consolidate student learning.

Posters, charts, and other teaching aids are supportive of student learning and should be displayed on classroom walls along with student work.

Teachers actively collect student feedback on teaching and make necessary adjustments to the teaching process.

Standard 2.1.4 Teachers can understand and use a range of educational assessment tools, adapt them to the individual learning styles and capacities of their students, and give timely feedback.

Suggested Strategies Teachers develop and use assessment tools for continuous formative evaluation of student performance and skills at different stages of the school year.

Teachers analyse student performance using multiple sources of data adapted to the particular learning styles and capacities of their students and modify future lesson plans and instructional techniques based on these data.

Teachers provide students with constructive feedback on their learning and encourage them to use data and self-assessment strategies to monitor their progress toward achieving personal goals.

Teachers respect students’ privacy during evaluation and feedback processes and make good use of evaluations as a catalyst for student development.

Teachers keep regular communication with parents on classroom activities and students' efforts and learning achievements and challenges and offer timely feedback.

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Domain 2.2: Facilitating the holistic development of all children with equal focus on cognitive, social, emotional, physical and spiritual development Standard 2.2.1 Teachers understand how children develop and learn and provide opportunities that support them in reaching their full intellectual, social, emotional, spiritual and physical potential in and outside the classroom (including life and livelihood skills).

Suggested Strategies All school subjects emphasise the fostering of basic values such as human rights, democracy, honesty, self-confidence, love, respect, tolerance, helping others, sharing, volunteerism, a sense of right and wrong, and a sense of responsibility.

Skills of expression, communication, conflict and emotion management and collaboration are emphasised in all subjects.

Physical activities are an integral part of the curriculum and timetable in order to promote healthy physical development.

Schools provide students with opportunities to understand and respect the diversity and complexity of society and encourage critical thinking.

Schools introduce relevant life and livelihood skills through both regular and project-based learning to promote the holistic development of children.

Students are encouraged to practice what they have learned in school in their homes and communities.

Domain 2.3: Developing effective teaching and learning support systems Standard 2.3.1 Teachers and students have adequate materials and facilities needed for effective teaching and learning processes.

Suggested Strategies Teachers have up-to-date teaching materials, including textbooks and teachers' guides for all subjects, lesson plans, student records, and attendance registers.

Students have learning materials: a set of textbooks and notebooks for all subjects, pens, pencils, pencil sharpeners, and erasers.

Classrooms have blackboards, dusters, chalk, a teacher's table and a chair. Furniture for students is age-appropriate and flexible to use.

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Libraries and/or reading and activity corners are found in schools to enhance students' independent learning skills and abilities.

Standard 2.3.2 School staff (teaching and non-teaching) and supervisors should understand their roles and responsibilities and should be provided good quality in-service professional development including training, supervision, and mentoring (e.g. schools and teacher clusters).

Suggested Strategies Peer mentoring and observation amongst teachers are part of continuous capacity building and quality assurance in schools.

New teachers receive timely mentoring by headteachers during their probationary period.

School clusters are developed throughout the system as a means of promoting teacher collaboration and mutual support.

Teachers' Resource Centres are established at cluster level and are provided with resources, equipment, facilities, and specialists to assist teachers to upgrade their knowledge and skills, especially in working with children with special education needs (e.g., disability, literacy and numeracy) Teachers are trained in developing low-cost teaching and learning materials using locally available resources and schools have the necessary funds allocated to make this possible.

Capacity among principals, headmasters, teachers, and AEOs/DEOs/DDEOs toward inclusive child-friendly learning is built systematically through effective and coordinated in-service education programmes in collaboration with pre-service teacher education institutions.

Standard 2.3.3 Transparent administrative procedures and policies for teachers and education administrators (e.g. recruitment, essential pre-service training/certification, deployment, and promotion) are implemented.

Suggested Strategies Transparent recruitment, selection, and promotion policies and processes are implemented for principals/headteachers and teachers based on objective quality criteria including appropriate academic qualifications.

Rationalisation of teacher positions is ensured to avoid imbalance between teacher-surplus and teacher-deficit schools.

Teacher candidates from excluded groups (e.g. women, minorities, persons with disabilities and from remote and underserved areas) are actively recruited as teachers, deployed to their local communities upon graduation, and offered equal opportunities for further professional development and career advancement.

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Domain 2.4: Ensuring that curricula and materials, both for teacher education and in classrooms, are of good quality and supportive of child friendly inclusive education Standard 2.4.1 Curricula, textbooks, and other teaching materials should be relevant and adaptable to local needs and circumstances; should be developed in an inclusive manner; and should promote inclusive, child-friendly education.

Suggested Strategies The curriculum/materials development process is reformed to ensure a greater focus on inclusion with explicit reference to issues such as human rights, gender equity, disability, and the diversity and richness of the country’s ethnic/linguistic/religious mix.

The selection process of curriculum developers and textbook writers is transparent and merit-based with equal representation of men and women; these authors are sensitised in issues of inclusive, child-friendly education.

Curricula are made more flexible so that they are more easily adaptable to the individual needs of each child.

A percentage of the school curriculum is reserved for local content relevant to the full range of backgrounds of children in the school (e.g., focusing on locally useful livelihoods or local culture and languages).

Textbooks and materials are analysed for the extent (percentage of representation) and manner (stereotyped or not) in which members of excluded groups are characterised (e.g., in pictures and text) and revised both to remove stereotypes and achieve a better balance.

Textbooks and other learning materials are age-appropriate and reader-friendly.

Textbooks and other learning materials are available in Braille.

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DIMENSION 3 HEALTHY, HYGIENIC, SAFE, AND PROTECTIVE Domain 3.1: Implementing a comprehensive school health programme Standard 3.1.1 A comprehensive school health programme which ensures that all schools are healthy, hygienic, safe, and protective.

Suggested Strategies The Ministry of Education, Ministry of Health, Ministry of Social Welfare and Special Education collaborate to develop and implement a comprehensive school health programme with the support of indigenous social security networks (e.g., baitul mall and zakat).

All headmasters/principals and teachers have received training on knowledge and skills related to administering a comprehensive school health programme.

Domain 3.2: Creating a healthy, hygienic school environment Standard 3.2.1 Schools have comprehensive health policies and healthy, hygienic, and protective environments (e.g., clean drinking water and sanitation facilities).

Suggested Strategies Teachers act as role models for students in forming healthy living habits (such as not smoking and spitting in front of students).

Teachers are trained to identify and manage their students’ health and nutrition problems or, where necessary, refer them to appropriate services.

A School Health Committee is established in each school.

Clean drinking water is available at schools throughout the year.

Hand-washing points with soap are installed in all schools.

There is an appropriate number of clean toilet facilities (one latrine per 50 boys and per 40 girls respectively) at schools, with special access for children with disabilities and separate latrines for male and female teachers and staff.

Schools have a garbage disposal system including garbage bins and also have recycling and waste management systems.

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School Management Committees, including student members, are responsible for maintaining the school’s water and sanitation facilities.

Classrooms have proper ventilation and adequate lighting.

First-aid kits are installed in all schools, and all teachers and selected students are oriented on how to use the kits.

Teachers have basic knowledge about, and schools have mechanisms in place, for preventing and responding to communicable diseases.

Standard 3.2.2 Health, hygiene, nutrition, and drug prevention education is an integral part of school curricular and co-curricular activities.

Suggested Strategies Life skills-based health education, both co-curricular and as an integral part of subject content, is provided systematically, including, for example, hygiene (including hand-washing, how to use toilets), reproductive health, drug prevention and the prevention of non-communicable (e.g., diabetes) as well as communicable diseases (e.g., hepatitis and HIV and AIDS), a balanced diet, and mental health.

Standard 3.2.3 Schools provide basic health services (e.g. first-aid kits and health screening) for students and/or access to needed services outside of school.

Suggested Strategies Schools conduct regular health screening for all students following the School Health Programme Guidelines, establish individual (and confidential) health files for all students, make regular assessments of their health conditions, and inform parents of the assessment results.

A comprehensive immunisation programme is implemented in schools according to WHO protocols.

Students regularly receive de-worming tablets, micronutrient supplementation, and other necessary treatments.

School feeding programmes are introduced with special attention to children from groups vulnerable to exclusion from education.

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Standard 3.2.4 Parents receive regular orientation toward good health, nutrition, and drug prevention jointly by the school and community.

Suggested Strategies School and community level activities/events are conducted by schools to raise the awareness of students and communities concerning healthy and hygienic practices in the community.

Child-to-Child and Child-to-Community programmes encourage school children to pass on health education information to their siblings and peers who are not in the school, their parents, and the local community.

Domain 3.3: Creating a safe physical environment Standard 3.3.1 The school, its surroundings, and routes to and from schools are safe and secure.

Suggested Strategies Headmasters and teachers are trained on the safety of classrooms and schools related to the physical, mental and emotional aspects of a child.

Schools develop security and safety criteria and regularly monitor achievement of these criteria.

School Management Committees regularly monitor the school catchment areas and the routes to and from schools to ensure the safety of their students.

Older children escort small children and girls to and from schools.

Standard 3.3.2 Schools implement effective disaster risk reduction (DRR) / emergency preparedness and response programmes.

Suggested Strategies School boundary walls and school buildings are constructed following universal building codes and standards in order to reduce vulnerability from floods, earthquakes, and other natural and man-made disasters.

Students and teachers are trained in disaster risk reduction and emergency preparedness and response programmes including an assessment of the school’s vulnerability to disaster.

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Students learn knowledge of hazards and risks relevant to the community’s context; how to identify, map, analyse, and monitor local hazards and causes of vulnerability; and skills in developing and implementing DRR activities.

In periods of disaster and conflict, schools become centres of refuge, evacuation, response, and recovery – but must be returned to their role as schools as soon as possible.

Schools conduct regular emergency drills in close collaboration with communities.

Domain 3.4: Creating protective learning environments Standard 3.4.1 Schools have a protective learning environment which supports the psycho-social-emotional health of students.

Suggested Strategies Learning spaces and school compounds are bright, cheerful, and stimulating in colour (with school gardens where possible) and decorated with natural, traditional materials (with attention to colour contrasts useful to children with low vision) Schools encourage students to support each other in their learning and extracurricular activities as well as outside school.

Schools provide psycho-social support, guidance and counselling to students who require these services, particularly of children with disabilities or those who have experienced abuse and violence.

Standard 3.4.2 Schools establish / enforce strong policies and practices against bullying, corporal punishment, ridicule and other forms of physical, verbal and sexual abuse.

Suggested Strategies Schools develop policies and codes of conduct against all sorts of violence, including bullying, corporal punishment, and physical, verbal and sexual abuse.

Principals/headmasters, teachers and parents are oriented on methods of positive discipline.

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Domain 3.5: Organising quality physical and play activities Standard 3.5.1 There are physical and play activities suitable to local contexts and cultures.

Suggested Strategies Physical education is integrated in the school curriculum.

Schools develop extra-curricular physical and play activities in a manner appropriate to their own local conditions and cultures.

Schools have enough safe play areas and sports and recreation equipment for both boys and girls as well as children with disabilities.

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DIMENSION 4 PARTICIPATION (active, democratic involvement of students, families, and communities) Domain 4.1: Establishing systems to ensure student, teacher, parent, and community participation in school management Standard 4.1.1 School staff, teachers, parents, community members, and students actively participate in the management of the school.

Suggested Strategies School management structures and procedures facilitate the effective involvement of all stakeholders.

Principals/headteachers support teachers to strengthen the linkages between schools and parents and communities.

School stakeholders (principals/headteachers, teachers, students, parents, the School Management Committee) collectively implement a school self-assessment, define specific goals for the school, and plan, implement, finance, and monitor school development/improvement plans, particularly in regard to the enrolment and achievement of children usually excluded from education.

Schools have established an effective Student Information Management Systems (SMIS) which includes student tracking and an inventory of all school and community resources potentially able to assist the school.

Standard 4.1.2 Teachers participate effectively in school management.

Suggested Strategies Teacher meetings are held regularly, and teachers’ concerns and suggestions are freely expressed and properly addressed by school management.

Standard 4.1.3 Parents (especially mothers and parents of children from vulnerable groups) and other community members participate effectively in school management.

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Suggested Strategies All schools have a School Management Committee/School Councils (SMC) with adequate representation of teachers, students, parents and communities, and with the roles of each clearly defined.

The selection system of SMC members is transparent and ensures both representation of members from diverse backgrounds and gender parity.

All members of SMCs are oriented on their roles, children’s rights, child-friendly inclusive education, and the knowledge and skills (including leadership skills) needed for their effective contribution to the SMC. SMCs conduct regular meetings, and their decisions are communicated within schools and communities through various channels.

Schools conduct quarterly and annual SMC performance review meetings at community level to monitor implementation of planned activities and to ensure that their decisions are properly reflected in school management/improvement.

All schools establish Mothers' Support Groups with clear terms of reference and strong linkages to School Health Committees to ensure that health, nutrition, hygiene, the cognitive development of young children, and securityrelated concerns are properly addressed in their homes.

Standard 4.1.4 Beginning from primary schools, students participate effectively in school management such as Student Councils.

Suggested Strategies All schools have Student Councils acting as a student decision-making body promoting democracy and child rights as well as a sense of responsibility.

These Councils are supported by the school and have a clear structure that ensures representation of members from diverse backgrounds and with diverse abilities/disabilities and in co-educational schools equal representation of boys and girls from each class.

All members of Student Councils are oriented on their roles, children’s rights, and the knowledge and skills (including leadership skills) needed for their effective contribution as Student Council members.

Elected members of Student Councils participate in SMC meetings and other key decision-making meetings at schools to ensure that student interests are properly reflected in school management.

Child Clubs are formed at all schools according to the interests of students, and their activities are supported by teachers as well as communities.

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Domain 4.2: Developing harmonious partnerships between schools, students, parents and communities Standard 4.2.1 Schools and communities share resources and support each other; to increase such support, children should be encouraged to attend the neighbourhood school.

Suggested Strategies Principals facilitate students, teachers, and community members in the effective use of school and community resources in light of the schools’ development plan and goals. Schools have a list of community volunteers willing to contribute their time for school and engage them effectively according to their knowledge, skills, and resources.

Schools have accurate information on community groups (e.g. boy scouts/girls guides, cultural/sports associations) and effectively establish linkages with these groups for widening their students' learning experiences.

School facilities and equipment (e.g., libraries, playground, classrooms) are made available for community initiatives such as adult education and community health classes.

Teachers participate in community educational and development activities.

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United Nations Children’s Fund Pakistan Country Office P.O. Box 1063, Islamabad Tel: (+92) 51 209 7700 Fax: (+92) 51 209 7799 www.unicef.org/pakistan c UNICEF 2013