The Research On The Child-friendly School Standard And Its Operation In Rural

Child-Friendly School, mainly comes from the experiment called“Towards Child-Friendly learning environment” by UNICEF and some EastAsia countries, is advocating schools to take students first, enforcingconnections among schools, communities and families, creating satisfactorylearning environments to make every student confident and has a successfulfuture. Our country has finished3periods of the project.since1996and isproceeding the4th period nowadays. Generally speaking, the schools whichtake part in the project have improved their infrastructures and theenvironment of working, study and living. The project has gained a greatreputation from schools, parents and other circles of the society. In2012,Nayong and Anlong achieved the operating plan of the project under theadministration of UNICEF, ACWF and Minister Of Education. This articlewill take the research on3aspects, which are the current situation of theoperation of Wash Plus, the understanding of the students on the significance of “Child-Friendly school standard” and the acception and feasibility amongteachers on the standard. The project will put forward effective and detailtactics according to the influential elements during the operation of it.Step1:Regarding the research on current situation, we will first utilizestudent questionnaires(appendix1) to study two counties’ Wash Plus, whichincluding the influences of the project on the environmental improvement ofschools and families, community participation and systematic safeguard of theadministrative department. The result shows a good condition of the WashPlus operation. The schools have achieved great upgrades on living conditionsand infrastructures. Secondly, on the basis of “Child-Friendly school standard”,we use student questionnaires(appendix2) and teacher questionnaires(appendix3) to do the research of students on the importance of“Child-Friendly school standard” and teachers’ acception and feasibility on it.In conclusion, the students hold the view that “Child-Friendly standard” acts astimulative function on the improvement of learning and living environment.At the same time, although some teachers think the standard have someincorrect points, it has feasibility and utility as a whole.Step2:According to the survey results analysis, the main factors affectingthe normal operation of the project are shown as follows: the first one is thatthe local government lacks the overall planning and management of theproject, making education departments and schools play a limited role; thesecond is that some indicators of the “child-friendly school standards” are too specific, making schools fail to carry out completely; the third is that theevaluation focus of project management is different, making schools difficultto grasp the key point; the last is that the individual involved in the projectcan’t properly implement the basic concept of child-friendly schools becausethey have inconsistent understanding of the subject.Step3:In order to perform CFS project effectively in rural areas, weexplored specific strategies based on various factors in practice. In the proceedof the project organization and management, we need to strengthencoordination and communication between departments, and put emphasis onhome-school-collaborative community participation. In the whole operationof the project, we should grasp the basic concept of loving students andaccording to the laws of the development of education, promote the “standard”indicator localization, ensuring the project to run effectively and ultimatelyrealizing the sustainable development of the concept of child-friendly schoolsproject.