FCT 2

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CHILD FRIENDLY SCHOOL INITIATIVE IN
NIGERIA (COVERAGE IN 2001 IN ALL 4 ZONES)
SOUTH WEST 40
SOUTH EAST 50
FCT 2
NORTH WEST 28
NORTH EAST 28 TOTAL 148
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Indicators of Unfriendliness of Primary Schools
in Nigeria
? Teacher-centered/Non-Activity-centered
Teaching Methods ? Lack of Teaching Aids and
Materials ? Dilapidated Physical Facilities ?
Poorly Trained and poorly motivated school
staff ? Poor/Lack of facilities for
Sanitation ? Poor/Lack of separate Toilet
facilities for Females (teachers and Pupils)
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Indicators of Unfriendliness of Primary Schools
in Nigeria
? None-existent/Non-functioning PTA/CEC ?
Corporal punishment is the mode of enforcing
discipline ? Irrelevant Curriculum ? Poor/Irre
gular Monitoring ? Lack of capacity for
planning, management, monitoring, and evaluation
? Generally poor interaction(teacher/teacher,
teacher/pupil, school/community)
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How Nigeria Defines A Child-Friendly School
a place where the learning environment is
conducive, the staff are friendly to children,
and the health and safety needs of the children
are adequately met. Thus, the school which is
community based, takes cognisance of the
rights of ALL children, irrespective of gender,
religious and ethnic affiliation, physical and
mental abilities/disabilities and other cultural
dissimilarities.
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Dimensions of Implementation of CFSI in Nigerian
Schools
Healthy Environment
Protective and Inclusive
Academic Efficiency
Community Involvement
Gender Sensitive
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Community Involvement in

• ? advocacy/sensitization rallies/meetings/worksho
  ps/seminars
• ? mobilisation of resources, planning, managing,
  and monitoring
• ? enrolment drive, monitoring of access and
  retention of children in schools
• ? supporting the provision of instructional
  materials, and in the
• ? instructional delivery process
• ? provision of hospitality for teachers in the
  community
• ? promoting the rights of the child
• ? contributing towards safeguarding of school
  property.

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Creating A Healthy Environment in Primary
Schools

• ? Promoting hygienic, safe, secure, and joyful
  environment in schools
• ? provision of litter/garbage collection bins in
  schools
• ? provision of bore-holes/safe water points in
  schools
• ? provision of VIP toilets, wash-hand
  bowls/wash-hand points in schools
• ? provision of First Aid Boxes with drugs for
  common ailment, and food supplements

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Creating A Healthy Environment in Primary
Schools

• ? provision of growth monitoring equipment
• ? promoting the establishment of Health,
  Nutrition, Environment Protection Clubs
• ? supporting school/community environmental
  sanitation activities
• ? provision of playground for leisure, sports
  and recreational activities
• ? promoting life skill-based health education in
  primary schools

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Promotion of Academic Efficiency in Primary
Schools

• ? Review of Primary School Curriculum/Instructiona
  l Materials to Ensure
• - It is child-centered
• - it promotes active participation/problem-solvin
  g skills
• - its knowledge, skills and attitude content are
  relevant
• - it has local content, and meets learners and
  communitys needs
• - it promotes the needs and interests of ALL
  children
• - it recognises individual differences
• - it encourages project/ team work

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Promotion of Academic Efficiency in Primary
Schools

• ? Promotion of Resource-rich Environment through
• - Provision of library space, furniture, books,
  chalk boards materials and equipment
• - Promotion of policy dialogue for improved
  condition of service for teachers
• - Promotion of synergy in different sectoral
  input to school development
• - Provision of more decent classroom spaces and
  furniture to reduce congestion
• - Provision of equipment for handicraft and
  vocational studies
• - Provision of Teachers copies of text-books
  and basic classroom kits

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Promotion of Academic Efficiency in Primary
Schools

• ? Enhance Capacity for Teaching, Planning and
  Managing School through
• - Development of Training Modules for Training
  Head Teachers and Teachers
• - Development of Training Modules for PTAs,
  Mothers Clubs and CEC members
• - Development of supplementary Teachers Guide
  to enhance teaching of English and Arithmetic

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Promotion of Gender Balance, Inclusiveness and
Protection

- Curricula/Instructional Materials review to
remove gender biases - Promotion of flexible
classroom arrangements - Provision of
gender-sensitive classroom furniture - Promotion
of gender-inclusiveness in all school activities
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Promotion of Gender Balance, Inclusiveness and
Protection
- Support for policy dialogue to promote
increased employment of female teachers -
Promotion of policy dialogue to reduce distance
of schools from pupils homes - Provision of
separate toilets for females (pupils and
teachers)
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Criteria For Selection of Target Schools

• ? Evidence of Best Chance of Success
• - Existence/strong potential for a responsive
  PTA/CEC
• - Government/Community apparent/latent
  willingness to renovate structures
• - Strong potential for increasing
  access/retention/achievement, especially of
  girls
• - Strong potential for serving the hitherto
  under-served
• - Strong potential to supplement efforts in
  poverty alleviation programme
• - Strong potential for partnership with NGOs,
  Private Sector/Civil Society Institutions

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STEPS TAKEN SO FAR TO OPERATIONALISE THESE
DIMENSIONS
? Community Involvement
Grand Patron
National Technical Committee
Patrons
Technical Committee A-Field Office
Technical Committee B-Field Office
Technical Committee C-Field Office
Technical Committee D-Field Office
Composition of Each Committee Government (Educ,
Health, Water, Works) Parents Teachers NGOs Civil
Societies Institutions/Organisations Labour
Organisation Teahers Union Women
Leaders Community Leaders Academia UNICEF UNESCO W
orld Bank Other Donors
Replication at State level
Replication at State level
Replication at State level
Replication at State level
Replication at State level
Replication at State level
Replication at State level
Replication at State level
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BENEFICIARIES IN 2001

• ? 78 Primary Schools in 26 States and 1 Federal
  Capital Territory (supported jointly by
  Government, UNICEF, Communities, PTAs,
  Private Sector, NGOs, Civil Society
  Organisations, Individuals, etc.)

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BENEFICIARIES IN 2001

• ? Replication by State Government/LGA
• - 2 schools each in 8 states in the North-West
  and North-East 16 primary schools
• - 3 schools each in 18 states in the
  South- East and South-West 54 primary
  schools.

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Thus Total Target Beneficiaries in 2001

• ? 148 Primary Schools
• ? 71,040 Pupils
• ? 1,776 Class Teachers
• ? 296 PTA Officials
• ? 296 CEC Officials

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The Way Ahead (Before end of 2001)

• ? Development of Training Modules for Training
  Teachers
• ? Development of Training Modules for PTAs,
  Mothers Clubs and CEC members
• ? Development of supplementary Teachers Guide
  to enhance teaching of English and Arithmetic
• ? Printing of Training Modules and
  Dissemination for Usage
• ? Formal Launching of the Initiative in
  South-East and South- West