Community Participation

Transcription

1 Selected Indicators for School-Based Integrated Monitoring of Quality in Education and Child-Friendliness of Schools in HIV Impacted Schools and Communities Standards Indicators Baseline 1. Participation School Community members actively participate in assessing, analyzing, planning, implementing, monitoring and evaluating the activities of the quality childfriendly school 2. Resources Local Community Resources are identified, mobilized and used to implement education programmes and other learning activities The school community through its chosen SDC is involved in the Triple A+ process to ensure effective delivery of the education programme for equality, equity and quality Children and young people are involved in the triple A+ process SDC holds monthly public meetings to review activities of school-based plans and budgets Training and capacity development activities exist for community members, including children and young people to co-manage education activities # of children supported through community actions Community Participation

2 Rights-based Analysis 1. Causal, Role and Pattern and Capacity Analysis A timely assessment and analysis of the education situation is done in a holistic and participatory manner A comprehensive quantitative and qualitative analysis of education situation, roles and capacities of duty bearers is undertaken both at the beginning and as part of an ongoing cyclical Triple A process Baseline data is systematically collected 2. School-based Strategy for Equality, Equity and Quality The Triple-Q Response Strategy A documented strategy for action is developed 3. Monitoring All relevant stakeholders, particularly the SDC regularly monitor the activities of the education response and the evolving education needs of the learners and capacity development needs of key duty bearers The school-based action plans prioritize equality, equity and quality, including safety, inclusion and wellbeing of vulnerable children Data in ED 46 forms disseminated and utilized to improve access, performance and completion of students % activities of school-based action plans funded by national budget v.s. external funds School-based action plans are reviewed and updated annually for progressive improvements in quality, coverage and sustainability SDC holds monthly public meetings to review activities of school-based plans and budgets Quarterly analysis of report cards to assess individual outcomes conducted by teachers 70%

3 1. Healthy learners Well-nourished children attend school regularly and ready to learn # of teachers trained to address cognitive and emotional needs of learners transitioning from early learning to formal schooling at grade 1 Children have lunch daily Quality Learners 1. Protective Learning environments Learning environments are secure and promote the protection and mental and emotional well-being of learners 2. Gender Sensitive and Girl-Friendly Schools are close to communities (3km radius) # of reported incidences of abuse en route to school Training programmes for teachers, learners and the community are in place to promote safety, security and protection # of teachers and other education personnel trained in counselling skills # of teachers trained in gender analytic skills to integrate gender issues in teaching and learning, ensuring equal participation of learners in the learning process Schools are flexible and respond to special needs of girls (time on task, time for home work) Schools have rules which aim to eliminate gender stereotypes and guarantee access to facilities, curricula, and learning processes that are welcoming to girls (Y/S) Healthy, Protective, Gender-sensitive Learning Environments

4 3. Facilities Education facilities are conducive to the physical well-being of learners 4. Health-Seeking School Learning environments promote health-seeking behaviors and practices Learning structure accessible through ramps The physical structure is appropriate for learning : a) classroom size conform to national standards; b) administration has a separate office; c) play area well defined; d) separate toilet facilities for girls and boys; e) access to safe drinking water Adequate a) lighting, b) crossventilation c) and heating Stimulating classrooms with displays of teaching aids produced from locally available materials Communities participate in construction and maintenance, with a plan to work towards progressive reduction of multiple shifts Physical recreation time exist for all students at least once a day? School rules in place on sexual abuse, drugs, tobacco, bullying, etc. Conduct health screening of children Facilitates access to health and nutritional care through linkages with health facilities # of teachers conduct life skills-based health and HIV/AIDS education at least 30 hours of tuition a year At least one teacher identified as school counsellor and hold regular hours for students

5 1. Curriculum Content Culturally, socially and linguistically relevant curricula are used to provide formal and non-formal education appropriate to the learners needs and situation Existing curricula are reviewed for appropriateness to the age or developmental level, language, culture, capacities and needs of the learners affected. Curriculum reviews are done with SDC and child participation Curricula are learner-centred and respond to their current and future learning needs Learning content and materials are provided in the language of the learners, especially in the early years of learning Curricula and instructional materials are gender-sensitive, recognize diversity and respect for learners Pupil/textbook ratio Curriculum includes clear descriptions of achievable learning outcomes in all areas Quality Teaching and Learning Content and Processes 1:1

6 2. An Effective School School is able to deliver planned learning outcomes in an equitable, efficient and cost effective manner. 3. Teachers Code of Conduct, Support and Supervision Teachers and other education personnel have a clearly defined code of conduct, alongside conditions of work and compensation and have proper support and supervision # of teachers trained pre- and inservice Peer mentoring, teacher clubs and other support systems for teachers exist Ensures adequate employment conditions and supervision for teachers and other employees Within class pass rates Management decisions made in consultations with teachers, parents and students In-service training corresponds to prioritized needs, objectives of education activities and learning content of teachers Training prepares teachers for roles (such as leadership) other than teaching needed in the community # of teachers signed codes of conduct promote a safe, protective, healthy and gender-sensitive learning environment, free from harassment (including sexual harassment), intimidation, abuse, violence and discrimination Code of conduct states that teachers and other education workers in the school exhibit a high standard of professional, ethical, moral behaviour and self-control Teachers and other education personnel living with HIV and AIDS supported with appropriate and accessible psychosocial support and counselling 60%

7 4. Assessment Appropriate methods are used to assess and validate learning achievements 1. Rights-based School Policies Guided by child and human rights principles, school policies are enacted to uphold the rights to education, survival, protection, development and participation of all children in a holistic manner The school has a supervisory mechanism which provides for regular assessment, monitoring and support for teachers and other education personnel Differentiated continuous assessment and evaluation methods are in place to assess learning periodically and appropriately Procedures are in place to use assessment information to improve the quality of teaching and learning Learner achievement is recognized through report cards and course completion documents School policies protect against discrimination in education with regard to vulnerable and marginalized groups School policies ensure that learners are not denied education because of limited resources of the learner or the learners family Regular meetings held with parents and children to disseminate and review school policies School policies promote transparency and accountability in the management of finance (e.g., exhibition of budget and expenditure documents to SDCs) Quality Rights-based School Policies