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UNICEF Child Friendly Spaces/Environments (CFS/E) UNICEF Child Friendly Spaces/Environments (CFS/E): An Integrated Services Response For Emergencies and Their Aftermath © UNICEF/HQ99-0440/Radhika Chalasani December 2004 ii Table of Contents Acronyms ......................................................................................................................iv Acknowledgments .........................................................................................................v Introduction ................................................................................................................... 1 Chapter 1. Policies and Strategies for Child Friendly Spaces/Environments .............2 1.1. Background ......................................................................................................... 2 1.2. Shifting strategy to a rights-based approach .................................................... 2 1.3. Child Friendly Spaces/Environments (CFS/E)............................................... 2 Chapter 2. Albania Case Study .....................................................................................8 2.1. Descriptive Account/Background .................................................................... 8 2.2. Key Contextual Considerations ......................................................................... 9 2.3. Stakeholders Involved, Roles and Interests.................................................... 10 2.4. Results ............................................................................................................... 11 2.5. Analysis of Lessons Learned............................................................................ 12 Chapter 3. Turkey Case Study .................................................................................... 15 3.1. Descriptive Account/ Background ................................................................. 15 3.2. Key Contextual Considerations ....................................................................... 16 3.3. Stakeholders Involved, Roles and Interests.................................................... 18 3.4. Results ............................................................................................................... 19 3.5. Analysis of Lessons Learned............................................................................ 20 Chapter 4. Northern Caucasus Case Study ................................................................ 23 4.1. Descriptive Account/Background .................................................................. 23 4.2. Key Contextual Considerations ....................................................................... 24 4.3. Stakeholders Involved, Roles and Interests.................................................... 25 4.4. Results ............................................................................................................... 25 4.5. Analysis of Lessons Learned............................................................................ 28 Chapter 5. Colombia Case Study ................................................................................ 31 5.1. Background ...................................................................................................... 32 5.2. Key Contextual Considerations ....................................................................... 33 5.3. Results ............................................................................................................... 33 5.4. Analysis of Lessons Learned............................................................................ 37 Chapter 6. Liberia Case Study ................................................................................... 39 6.1. Background ....................................................................................................... 39 6.2. Key Contextual Considerations ....................................................................... 40 6.3. Stakeholders Involved, Roles and Interests.................................................... 41 6.4. Results ............................................................................................................... 41 6.5. Analysis of Lessons Learned............................................................................ 44 Chapter 7. Gujarat Case Study.................................................................................... 46 7.1. Background ....................................................................................................... 46 7.2. Key Contextual Considerations ....................................................................... 46 7.3. Stakeholders Involved, Roles and Interests.................................................... 47 7.4. Results ............................................................................................................... 47 7.5. Analysis of Lessons Learned............................................................................ 51 Conclusions.................................................................................................................. 53 iii Strengths of CFS/E................................................................................................. 53 Constraints and Opportunities............................................................................... 56 Bibliography ................................................................................................................ 60 ANNEX 1: Planning for Child Friendly Spaces. (Gujarat Ministry of Education) ... 73 ANNEX 2: Terms of Reference.................................................................................. 75 iv Acronyms ACF Action Contre la Faim ADRA Adventist and Development Relief Agency International ALP Accelerated Learning Program ARD Action for Relief and Development BTS Back to School CBI Classroom-Based Interventions CCCs Core Commitments to Children in Emergencies CEE/CIS Central and Eastern Europe/Commonwealth of Independent States CFS/E Child Friendly Spaces/ Environments CPCD Centre for Peacemaking and Community Development CRC Convention on the Rights of the Child CRC Cluster Resource Centres DFID Department For International Development ECCD Early Childhood Care, Development ECHO European Union’s Humanitarian Aid Office ELN Ejército de Liberación Nacional FAWE Federation of African Women Educators FARC Fuerzas Armadas Revolucionarias de Colombia GINIE Global Information Networks in Education HWA Hilswerk Austria IDP Internally Displaced People IMSMA Information Management System for Mine Action IOM International Organization for Migration IRC International Rescue Committee MDGs Millennium Development Goals MOE Ministry of Education MOH Ministry of Health MoNE Ministry of National Education MRE Mine Risk Education MTSP Medium Term Strategic Plan NATO North Atlantic Treaty Organisation NCCF National Children’s Consultative Forum NGO Non-Governmental Organisation OCHA UN Office for the Coordination of Humanitarian Affairs OSCE Organization for Security and Cooperation in Europe PHCC Pre-Existing Primary Health Care Centres PHO Pan-American Health Organization PINF People in Need Foundation RALS Rapid Assessment of Learning Spaces RPTC Recovery Plan for Turkish Children SCF Save the Children Fund SHCEK Department of Social Services and Child Protection TACRO The Americas and the Caribbean UNESCO United Nations Educational, Scientific and Cultural Organization UNHCR Office of the United Nations High Commissioner for Refugees UNICEF United Nations Children’s Fund VECs Village Education Committees VoM Voice of the Mountains WFP World Food Programme WV World Vision v Acknowledgments We are spinning our own fates, good or evil, and never to be undone. Every smallest stroke of virtue or of vice leaves its never-so-little scar. ~ William James, Talks to Teachers This is the first product of a new partnership spun between UNICEF and the University of Pittsburgh. The purpose of this partnership is to share strengths in designing the emerging global strategic framework of child-friendly systems. UNICEF, as the lead international agency for a human rights based approach to child survival and development began creating child-friendly schools and environments as a humanitarian response to the growing demands of conflict and natural disasters. The University of Pittsburgh’s School of Education houses one of the oldest and most respected international centres for the study of education. Over the last decade, the centre has developed a special expertise in education in nations in crisis. It has worked with UNICEF staff in many crisis countries, providing both technical expertise and student creativity. The University of Pittsburgh would like to thank the many contributors to these case studies. The University of Pittsburgh team was directed by Maureen W. McClure, Director, Global Information Networks in Education (GINIE) project and Chair, Department of Administrative and Policy Studies, School of Education. GINIE team members included Mary Jane Alm, Alvaro Higueras, Mary Margaret Kerr, Bruce Perrone and Birgitta Ryberg. The team is grateful for the generosity and patience of the UNICEF staff in New York, especially in education, child protection, and early childhood. Thanks to Pilar Aguilar, Education in Emergencies, Education Section, Cream Wright, Head of the Education Section, and the Education team at UNICEF-New York, the Regional Education Advisors and Country Offices, and a special thanks to Nydia Quiroz and Saudamini Siegrist. Many thanks also to the careful
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