Child-Friendly School Initiative in Jordan: A Sharing Experience

Autor/inn/en	Weshah, Hani A.; Al-Faori, Oraib; Sakal, Reham M.
Titel	Child-Friendly School Initiative in Jordan: A Sharing Experience
Quelle	In: College Student Journal, 46 (2012) 4, S.699-715 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-3934
Schlagwörter	Stakeholders; Pilot Projects; Teaching Methods; Foreign Countries; Principals; Change Agents; School Policy; International Cooperation; Community Involvement; Childrens Rights; Higher Education; Case Studies; Developing Nations; Elementary School Students; Grade 1; Grade 2; Grade 3; Secondary Education; Jordan; Sweden + Suchen Sie Ihr Suchwort? Pilot project; Modellversuch; Pilotprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Principal; Schulleiter; Schulpolitik; Internationale Kooperation; Internationale Zusammenarbeit; 'Children''s rights'; Kindesrecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Developing country; Developing countries; Entwicklungsland; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Sekundarbereich; Schweden
Abstract	The purpose of this research was to report on a Child-Friendly School (CFS) initiative pilot project in Jordan, which aims at initiating the creation of CFS and to raise stakeholders' awareness of the importance of this project in promoting and implementing Child Rights Conviction (CRC) in Jordan. The study was conducted by a joint team selected from public and private educational institutions by the Swedish International Development Cooperation Agency (Sida) in co-operation with Lund University to work on CRC. A case study design with mixed quantitative and qualitative modes of inquiry were used interactively for collecting information from the targeted schools to determine whether the CFS project causes outcomes. The observed outcomes indicated that the stakeholders; principals, teachers, and supervisors at the targeted schools adopted what is so-called CFS environment. It enhances their awareness, knowledge, skills and dispositions towards child-rights. Evidence obtained from teachers' materials showed that they started planning lessons and strategies to translate the principles of CRC into their own classrooms. Observations showed that students were very excited with the activation of their role in the learning process. They were able to translate the principles of CRC by writing short stories, writing and playing their own sketches and drawing their own pictures. School principals developed plans and practices to involve parents and local community leaders in school policy. Participated stakeholders were able to use assessment tools to improve their CFS program, hopefully to become change agents. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10