Child-Friendly School System Assessment Form
ANNEX B
Assessing Progress toward Child-Friendly School System (CFSS) for Secondary Schools
In assessing “CFSS-ness”, what is being assessed would be the extent to which the four basic rights of children, i.e., survival, development participation, and safety and protection have been realized through the seven goals of CFSS.
Context of the Assessment Rubrics
A school can be assessed as either a Beginning, or Developing or Firmly Established CFSS school. A Beginning school is characterized by compliance with the required outputs, with little regard to due processes and minimal pro-activeness. A Developing CFSS school has moved beyond the Beginning stage, puts more efforts in coming up with quality outputs, and exhibits a more systematic effort in forming collaborations and partnership with stakeholders to achieve the CFSS goals. The Firmly Established CFSS school has fully realized the seven goals of CFSS through collaboration and partnership with both internal and external stakeholders.
In keeping with the idea that CFSS is a progressive journey, the assessment uses the indicators of a Firmly Established CFSS school as the yardstick. (Refer to the CFSS Rubrics on page 3-18.) For every indicator a school exhibits, the school earns one point. As an example, in assessing the process of participation in SIP preparation, a Firmly Established CFSS school has three elements: (a) the consultative process with all stakeholders, the approval of the SGC, and the SIP as the material output, A Developing CFSS school has come up with the SIP and has obtained the approval of the SGC, but fails to do consultative process. The score a Beginning school gets is 1; the Developing school gets 2 points: and the Firmly Established school gets 3 points. A school which has no SIP gets no point.
In the criterion, Inclusion of CFSS goals in the SIP, a CFSS school should have included at least five CFSS goals to score 1 point. Below that, the score is 0. A school with six CFSS goals
Assessing Progress toward Child-Friendly School System (CFSS) for Secondary Schools
In assessing “CFSS-ness”, what is being assessed would be the extent to which the four basic rights of children, i.e., survival, development participation, and safety and protection have been realized through the seven goals of CFSS.
Context of the Assessment Rubrics
A school can be assessed as either a Beginning, or Developing or Firmly Established CFSS school. A Beginning school is characterized by compliance with the required outputs, with little regard to due processes and minimal pro-activeness. A Developing CFSS school has moved beyond the Beginning stage, puts more efforts in coming up with quality outputs, and exhibits a more systematic effort in forming collaborations and partnership with stakeholders to achieve the CFSS goals. The Firmly Established CFSS school has fully realized the seven goals of CFSS through collaboration and partnership with both internal and external stakeholders.
In keeping with the idea that CFSS is a progressive journey, the assessment uses the indicators of a Firmly Established CFSS school as the yardstick. (Refer to the CFSS Rubrics on page 3-18.) For every indicator a school exhibits, the school earns one point. As an example, in assessing the process of participation in SIP preparation, a Firmly Established CFSS school has three elements: (a) the consultative process with all stakeholders, the approval of the SGC, and the SIP as the material output, A Developing CFSS school has come up with the SIP and has obtained the approval of the SGC, but fails to do consultative process. The score a Beginning school gets is 1; the Developing school gets 2 points: and the Firmly Established school gets 3 points. A school which has no SIP gets no point.
In the criterion, Inclusion of CFSS goals in the SIP, a CFSS school should have included at least five CFSS goals to score 1 point. Below that, the score is 0. A school with six CFSS goals