1. School -Self Assessment Process; Participatory Learning and Action for Child-friendly school Thailand Child-friendly school Program The Life Skills Development Foundation, Chiangmai Thailand

2. School Self - Assessments of Child-Friendly Conditions By July 1999, all 23 pilot schools have completed the initial participatory process for self - assessment of child - friendly conditions, and most have completed formulation of school improvement plans, which are used to formulate SCHOOL CHARTERS for Child-Friendly Schools

3. School -Self Assessment Process; Participatory Learning and Action for Child-friendly school Objectives of the Process 1.To develop awareness and support for child- friendly primary schools through participatory whole school-community CRC sensitization workshops; 2.To develop a system for self-assessment of school child-friendliness by pupils, parents, school committee members, teachers, and administrators using both locally-developed and external criteria/indicators; and

4. School -Self Assessment Process; Participatory Learning and Action for Child-friendly school Objectives of the Process 3.To develop a participatory system for school-community stakeholders to jointly develop a common vision and strategies (School Charter), and to implement plans of action for multi- faceted improvement of the child- friendliness of their school

5. School -Self Assessment Process; Participatory Learning and Action for Child-friendly school 3-Day Process of Self-Assessment Day One: Self-assessment process began with a child-rights camp for the pupils and a highly participatory child rights sensitization workshop for parents, teachers, and school committee members, (local leaders, respected individuals in the community, monks, etc).

6. School -Self Assessment Process; Participatory Learning and Action for Child-friendly school 3-Day Process of Self-Assessment Day Two: Pupils, teachers, and community members, worked in separate groups to generate own criteria for child-friendly school conditions, then presented in a plenary session. In small groups, they studied the 23 external criteria of child-friendly school conditions and prioritized them. The results of their group work were presented in plenary starting from pupils, to community members, and ending with teachers.

7. School -Self Assessment Process; Participatory Learning and Action for Child-friendly school 3-Day Process of Self-Assessment Day Three: On third day, the locally- generated criteria and 23 external criteria of child-friendly school conditions were used by the participants to assess the perceived importance of each of the criteria and the perceived current status of the school for each of the criteria.

8. School -Self Assessment Process; Participatory Learning and Action for Child-friendly school Participants Participants Pupils: 4 representatives (half male, half female) elected by each classroom from grades 4-6, and including representatives of secondary level grades 1-3 in ‘Expanded Opportunity Schools,’ plus leaders of the Pupil Councils. Pupils: 4 representatives (half male, half female) elected by each classroom from grades 4-6, and including representatives of secondary level grades 1-3 in ‘Expanded Opportunity Schools,’ plus leaders of the Pupil Councils.

9. School -Self Assessment Process; Participatory Learning and Action for Child-friendly school Participants Participants School Committee Representatives: All community members of the School [management] Committee (8-10 persons). Community Leaders Female Community Representatives School Staff: All teachers

10. School -Self Assessment Process; Participatory Learning and Action for Child-friendly school General Methods Applied in the Process General Methods Applied in the Process All activities used experiential learning techniques – learning by doing Participants worked in groups of 6-8 persons to maximize cooperative learning Pupils worked with other pupils; no segregation of sexes

11. School -Self Assessment Process; Participatory Learning and Action for Child- friendly school General Methods Applied in the Process General Methods Applied in the Process Parents and community leaders worked in groups segregated by sex Teachers worked in mixed-sex groups separate from community members (for most activities)

12. School -Self Assessment Process; Participatory Learning and Action for Child-friendly school General Methods Applied in the Process General Methods Applied in the Process In plenary, pupils always presented first, followed by community women, community men, and finally teachers In presentations, views of groups were supported by reasons Presentations were appreciated by other groups; no debate or criticism was allowed

13. School -Self Assessment Process; Participatory Learning and Action for Child-friendly school The Evaluating Results of School – Self Assessment Process Participation in Data Collection Participation in Data Collection 18schools out of 23 returned the questionnaire pupils out of 6,052 enrolled in the 18 schools participated in the evaluation 295teachers out of 299 in the 18 schools participated in the evaluation

14. School -Self Assessment Process; Participatory Learning and Action for Child-friendly school The Evaluating Results of School – Self Assessment Process Participation in Data Collection Participation in Data Collection 579 parents/community leaders 579 parents/community leaders (246 females, 333 males) participated in the evaluation (246 females, 333 males) participated in the evaluation 18school principals participated in the evaluation 9education supervisors participated in the evaluation (returned the questionnaire)

15. School -Self Assessment Process; Participatory Learning and Action for Child-friendly school Effectiveness of Methods and Technique Effectiveness of Methods and Technique Selection and Representation of Participants Selection and Representation of Participants 1.Participants were generally satisfied with the selection and representation of members of the various stakeholder groups of the school-community. 2.Pupils and principals commented that more pupils should be involved in the SSA.

16. School -Self Assessment Process; Participatory Learning and Action for Child-friendly school Methods Methods The participatory methods used in the SSA process received high ratings by all stakeholder groups. Impact on the School Results of the participatory evaluation indicate a perceived high level of impact on the schools involved in the SSA process

17. School -Self Assessment Process; Participatory Learning and Action for Child-friendly school Summary of Impact on the Schools Summary of Impact on the Schools a)The SSA process had significant impact on improving their knowledge of the schools, their understanding of the meaning and characteristics of child-friendly schools b)SSA improved communications among stakeholder groups, and c)Stimulated interest of the community in participating in development of the school.