1. FCT 2 NORTH WEST 28 NORTH EAST 28 TOTAL 148 SOUTH WEST 40 SOUTH EAST 50 CHILD FRIENDLY SCHOOL INITIATIVE IN NIGERIA (COVERAGE IN 2001 IN ALL 4 ZONES)

2.  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) Indicators of Unfriendliness of Primary Schools in Nigeria

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5.  None-existent/Non-functioning PTA/CEC  Corporal punishment is the mode of enforcing discipline  Irrelevant Curriculum  Poor/Irregular Monitoring  Lack of capacity for planning, management, monitoring, and evaluation  Generally poor interaction(teacher/teacher, teacher/pupil, school/community) Indicators of Unfriendliness of Primary Schools in Nigeria

6. 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”.

7. Academic Efficiency Healthy Environment Protective and Inclusive Gender Sensitive Community Involvement Dimensions of Implementation of CFSI in Nigerian Schools

8. Community Involvement in: Community Involvement in:  advocacy/sensitization rallies/meetings/workshops/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.

9. Creating A Healthy Environment in Primary Schools: 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

10. Creating A Healthy Environment in Primary Schools: 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

11. Promotion of Academic Efficiency in Primary Schools:  :  Review of Primary School Curriculum/Instructional Materials to Ensure: -It is child-centered -it promotes active participation/problem-solving skills -its knowledge, skills and attitude content are relevant -it has local content, and meets learners’ and community’s needs -it promotes the needs and interests of ALL children -it recognises individual differences -it encourages project/ team work

12. 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

13. 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

14. Promotion of Gender Balance, Inclusiveness and Protection: 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

15. 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)

16. 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 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

17. STEPS TAKEN SO FAR TO OPERATIONALISE THESE DIMENSIONS  Community Involvement Grand Patron Patrons National Technical Committee Technical Committee A-Field Office 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 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 World Bank Other Donors

18. 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.)

19. 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. -3 schools each in 18 states in the South- East and South-West = 54 primary schools.

20. Thus Total Target Beneficiaries in 2001  148 Primary Schools  71,040 Pupils  1,776 Class Teachers  296 PTA Officials  296 CEC Officials

24.   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