Greener Journal of Educational Research Vol. 3 (6), pp. 283-288, August 2013
ISSN: 2276-7789 © 2011 Greener Journals
Manuscript Number: 011813393
Child Friendly Schools
Curriculum Studies Department Great Zimbabwe University.
Email: lmandiudza @ gmail.com
The phenomenal, massive and
quantitative expansion of the Zimbabwean education system of
1980 resulted in significant challenges related to scarcity
of resources. This study explored barriers to the promotion
and development of Child Friendly Schools (CFS) a model
developed to deal with all aspects affecting quality
education in schools. The research was a case study of five
(5) purposively sampled primary schools in Chiredzi district
of Masvingo province, schools that are shunned by teachers.
The data was collected through an analysis of the UNICEF
framework for a rights-based Child-friendly educational
systems to see how far schools fall within that framework.
School heads, and teachers responded to structured
questionnaires regarding challenges they encounter in their
efforts to develop child friendly schools. Pupils and
parents were interviewed in order to solicit their views on
the state of their schools. The study found out that the
absence of teaching and learning resources and ignorance of
the convention on the rights of children contributed to the
poor conditions in schools, conditions that thwart learning,
not only at school but even at home, in the community and
society at large. It was also established that most students
are not aware of their rights; thought schooling was good as
it is and were therefore not complaining. The research study
recommended that the government has to intervene as a matter
of urgency to see that these poor schools are adequately
funded. There is need for all stakeholders to work together
for the good of the schools thereby promoting quality by
creating a conducive atmosphere for the teaching and
learning process. This will enhance the creation of child
Keywords: Child-Friendly Schools model Challenges.
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