CHALLENGES ENCOUNTERED BY TEACHERS IN THE IMPLEMENTATION OF CHILD FRIENDLY SCHOOL
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CHALLENGES ENCOUNTERED
BY TEACHERS
IN THE IMPLEMENTATION OF
Dr. Unifah Rosyidi, M.Pd
A.
“Mediocre Teacher Tells, Good
Teacher Explains,
Superior Teacher demonstrates, and Great
teacher Inspires”
William Arthur Ward
Education
is one of the basic rights for a child that should be protected by the state. A
child will have his/her realistic and systematic rights in education through school.
In a long history of human civilization, school has been proven as a social
institution – especially for the children, besides family, environment, and
society – to acquire knowledge and experiences that are going to be used for
lives in the future.
In the
educational process, teachers play a significant role because they can
influence the development of students’ views, insights, and attitudes. As a
result of the teacher’s responsibilities, the process of a child to become ‘him/herself’
as a free individual has triggered the children’s curiosity like shooting bow
and arrow to reach the prospective future. On the other hands, if the
educational process at school is flat and dull, this can cause the students to
be repressed for their expression and aspiration. Since kindergarten till
senior secondary school – in
School together with its components should establish a comfortable
educational environment so that students enjoy and are motivated to learn (learning how to learn). Schools have to
focus optimally on the development of child potencies in terms of aspects like
cognitive, affective, as well as psycho-motorics. To get the rights in
obtaining a qualified education for a child in
UNICEF defines Child Friendly School (CFS) as a school that provides a safe environment to study so that children feel comfortable, fair, and opened for their psychological development. Added to this, Shaeffer (1999) mentions that a school is a place for developing an environment for study in which children will be assisted by the teachers to learn new experiences and creating a situation where children are motivated to study. Teachers and the administrative staffs are open-minded and they have to pay attention to the children’s health and safety during their time at school. The most important point to note is that the social and educational environments established at school should be based on the child’s rights principles as stated in the Child Rights Convention (CRC).
In
Indonesian contexts, CFS is often interpreted as an inclusive school where the
school is open for all students including those with special needs. Inclusive
school can also mean a system of educational service that encourages students
with special needs to participate together with other students in regular
activities. This means that students with special needs are given equal
opportunities to be able to study in any schools in the nearest place that they
can reach. Schools have to adjust their curriculum, infrastructures, and the
educational system that can meet all the needs of students. Therefore, this can
narrow the gaps that often exist in
In
Directorate for Extra Ordinary Education stated that there
are several reasons for the needs of establishing inclusive education in
ž
All children have the rights for not being
discriminated to get a qualified education.
ž
All children are able to learn without looking
at their congenital defect or handicaps.
ž
Diversity can support in the development of
children to improve the educational quality for all children.
ž
School and teachers have to be able to respond to
various educational needs of the students.
ž
In inclusive school, students with special needs
have to be served optimally by modifying or adjusting its curriculum,
infrastructures, educationalist and supporting staffs, educational system, as
well as the assessment system.
ž
Inclusive education is an educational service
that requires students with special needs can study at the nearest school from
their homes so that they can interact with their peers (Sapon-Shevin, in O’Neil:
1994)].
ž
Inclusive school accommodates all students in the
same classes. The school offers adequate challenging educational programs, but
the programs are suited to the students’ capability and needs. Teachers and
parents will cooperate to succeed the students’ education (Stainback, 1980).
B.
UNICEF
defines child-friendly school as ‘inclusive, healthy and protective for all
children, effective with children, and involved with families and communities -
and children.’ A
·
The school is a significant personal and social
environment in the lives of its students.
·
Teachers are the single most important factor in
creating an effective and inclusive classroom.
·
Children are natural learners, but this capacity
to learn can be undermined and sometimes destroyed. A child-friendly school
recognizes, encourages and supports children's growing capacities as learners
by providing a school culture, teaching behaviors and curriculum content that
are focused on learning and the learner.
The
ability of a school to provide a good educational environment depends on the
leadership of the principal. The recruitment system will become an important
key to appoint a principal that possesses a firm leadership; a highly
commitment; a prospective vision, and an understanding of the rights and
responsibilities of a leader. In an educational institution, this position needs
special leadership characteristics.
UNICEF
describes some essential aspects as a characteristic of CFS:
a.
Inclusive of Children
·
Does not exclude, discriminate, or stereotype on
the basis of difference.
·
Provides education that is free and compulsory,
affordable and accessible, especially to families and children at risk.
·
Respects diversity and ensures equality of
learning for all children (e.g., girls, working children, children of ethnic
minorities and affected by HIV/AIDS, children with disabilities, victims of
exploitation and violence).
·
Responds to diversity by meeting the differing
circumstances and needs of children (e.g., based on gender, social class,
ethnicity, and ability level).
b.
Effective for Learning:
·
Promotes good quality teaching and learning
processes with individualized instruction appropriate to each child's
developmental level, abilities, and learning style and with active,
cooperative, and democratic learning methods.
·
Provides structured content and good quality
materials and resources.
·
Enhances teacher capacity, morale, commitment,
status, and income — and their own recognition of child rights.
·
Promotes quality learning outcomes by defining
and helping children learn what they need to learn and teaching them how to
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