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SUMMATIVE EVALUATION OF THE CHILD-FRIENDLY SCHOOLS PROJECT

(2006-2008)

UZBEKISTAN

UNICEF Staff Contact Point: Yulia Narolskaya

FINAL EVALUATION REPORT

Joachim Friedrich Pfaffe

12 June 2009

PROMAN SA 68, rue Michel Hack – 3240-Bettembourg ℡ +352 / 25 46 84 –1 +352 / 25 46 81

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Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report i LIST OF ABBREVIATIONS CARK Central Asian Republics and Kazakhstan CCM Child-Centred Methodology CEDAW Convention on the Elimination of all Forms of Discrimination against Women CEE Central and Eastern Europe CFS Child-Friendly Schools CIS Commonwealth of Independent States CRC Convention on the Rights of the Child DAC Development Assistance Committee (of OECD) DP Development Partner ECD Early Childhood Development EFA Education For All FGD Focus Group Discussion GE Global Education ICT Information and Communication Technology IFI International Financial Institution INSET In-service Education and Training ISTTI In-Service Teacher Training Institute KAMOLOT Youth Union of Uzbekistan M+E Monitoring and Evaluation MD Mean Deviation MDG Millennium Development Goals MoPE Ministry of Public Education MoHSSE Ministry of Higher and Special Secondary Education USRIPS Uzbek Scientific Research Institute of Pedagogical Science RCE Republican Centre of Education MTSP Mid-Term Strategic Plan NGO Non-Governmental Organisation OECD Organisation for Economic Cooperation and Development PI Pedagogical Institute PTA Parent/Teacher Association RK Republic of Karakalpakstan SECO State Secretariat for Economic Affairs (Switzerland) SEN Special Educational Needs TA Technical Assistance TOR Terms of Reference TOT Training/Trainer of Trainers UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific and Cultural Organization UNICEF United Nations Children’s Fund USD US Dollar UZS Uzbekistan Sum WASH Water, Sanitation and Hygiene

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report ii

TABLE OF CONTENTS Executive summary iv 1 INTRODUCTION 11.1 Background 11.2 Framework of this summative evaluation 2 1.2.1 Purpose and objective of the evaluation 3 1.2.2 Scope and context of the evaluation 31.3 Methodology 3 1.3.1 Preparatory Phase 3 1.3.2 Data Collection Phase 5 1.3.3 Reporting Phase 5 1.3.4 Degree of stakeholder participation in the evaluation 5 1.3.5 Summary of processed evaluation tools 6 2 KEY CONCEPTS OF “CHILD-FRIENDLY SCHOOLS” 92.1 Human Rights-based approach to programming 92.2 Operationalisation of CFS key concepts 102.3 Child-friendly schools within the context of Uzbekistan 11 3 EVALUATION OF THE CFS PROJECT 12 3.1 Relevance 12 3.1.1 Global references 12 3.1.2 CFS in relation to the UNICEF Medium Term Strategic Plan and its

contribution to education reform

12 3.1.3 Primary stakeholders’ needs 13 3.1.4 Degree of “child-friendliness” of participating schools 13 3.2 Effectiveness at school level 16 3.2.1 Outcomes for pupils 17 3.2.2 Outcomes for teachers 23 3.2.3 Outcomes for communities and parents 25 3.3 Efficiency 26 3.3.1 Role and contribution of UNICEF and other stakeholders 27 3.3.2 Project costs versus project scope and project outcomes 31

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report iii 3.4 Impact 32 3.5 Sustainability 33 4 CONCLUSIONS AND RECOMMENDATIONS 35 4.1 Validation of evaluation findings and recommendations 36 List of persons consulted 37 List of documents consulted 38 Appendices

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Appendix 1: Terms of Reference Appendix 2: Detailed Agenda of the Mission Appendix 3: Evaluation Tools Manual (English original) Appendix 3a: Evaluation Tools Manual (Russian translation) Appendix 4: Guidelines for Structured Interviews and Focus Group

Discussions (FGDs) (English original) Appendix 4a: Guidelines for Structured Interviews and Focus Group

Discussions (FGDs) (Uzbek translation) Appendix 4b: Guidelines for Structured Interviews and Focus Group

Discussions (FGDs) (Russian translation) Appendix 5: Questionnaires (English original) Appendix 5a: Questionnaires (Uzbek translation) Appendix 5b: Questionnaires (Russian translation) Appendix 6: Summaries of responses to Questionnaires Appendix 7: Summaries of Interviews and Focus Group Discussions

(compiled by Eleonora Sadirova) Appendix 8: Documentation of the presentation on important institutional

linkages developed by participants of the Validation Workshop

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report iv EXECUTIVE SUMMARY Background (1) The CFS project is being implemented as part of UNICEF Uzbekistan’s overarching programme on

Early Childhood Development (ECD) and Quality Basic Education, with the aim of improving the quality and access to basic education for disadvantaged children. It involves a partnership between the Ministry of Public Education (MoPE) of Uzbekistan and its regional departments, UNICEF, In-Service Teacher Training Institutes (ISTTIs), Pedagogical Institutes (PIs), the Uzbek Scientific and Research Institute of Pedagogical Sciences (USRIPS) and non-governmental organisations (NGOs) in Uzbekistan.

(2) The project addresses grades 1-9 and is a continuation of the Global Education (GE) initiative which

was implemented in Uzbekistan between 2003 and 2005. The CFS project has been using the same child-centred approach and methods enriched by the CFS concept. Still underpinning the whole approach are the twin objectives of building student competency for active and responsive citizenship and building the capacity of teachers involved so they become facilitative, flexible and reflective practitioners.

(3) Initiated in 2003 in 51 schools as the GE Project, the CFS Project now covers 737 schools in 5 regions,

5 Pedagogical Institutes and all ISTTIs with the National CFS concept developed. Its overall objective is twofold, i.e. (i) to develop a child’s personality, talents, intellectual and physical abilities, bringing to a focus the child’s health, nutrition and well-being; and (ii) to promote every child growing as a person of identity, capable acting in a meaningful manner in compliance with the needs of the community. Based on these overall objectives, the CFS Project in Uzbekistan pursues 3 specific objectives, i.e. (i) to support the transition to the child-centred educational environment; (ii) to set up the conditions for collaboration of school, family and community; and (iii) to strengthen school management through its decentralisation.

Evaluation Design and Methodology (4) The purpose of the evaluation is to assess the potential of the CFS principles to be mainstreamed into

national education policies, strategies and action plans in Uzbekistan, to inform the forthcoming strategic planning process, and to support a synergetic approach of the UN and donor community in the Uzbekistan education system. The findings and recommendations of the evaluation of the CFS Project will thus be used to inform planning for the new country programme cycle (2010-2015) of the UNICEF Uzbekistan Country Office. The main objective of the summative evaluation will be to measure the relevance, effectiveness, efficiency, impact and sustainability of the CFS project.

(5) The evaluation draws upon the GE Evaluation (2006) and other CFS evaluations in order to allow for

international comparison and an assessment of the development in Uzbekistan from 2005/2006. Overall, the evaluation revolves around the evaluation criteria stipulated by the Development Assistance Committee (DAC) of the Organisation for Economic Cooperation and Development (OECD), i.e. (i) relevance, (ii) efficiency, (iii) effectiveness, (iv) impact and (v) sustainability. The approach for this external evaluation has been based on the principles of participation and cooperation.

(6) Based on the total number of CFS pilot schools (N=737), and in order to maximise the efficiency of

inputs (manpower and time) and outputs (evaluation outcomes, i.e. data) in light of the available time and manpower for the data collection, the general approach combined representative sampling by categories and randomisation. According to specific criteria provided in the Evaluation Manual, a sample of 52 primary schools was identified by UNICEF Uzbekistan (42 CFS Pilot Schools and 10 non-pilot control schools). This represented approximately 5% of schools of each region.

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report v (7) All schools selected received and completed a full set of questionnaires (covering school directors,

teachers and students in Grades 2, 5 and 9). In addition, between 40-50% of schools selected for the completion of questionnaires were physically visited during a round of field visits in order to observe lessons in three different grades and three different subjects (one of which should include a foreign language other then Russian), to conduct meetings with the school director, and for conducting focus group discussions with teachers, students, parents and/or makhallya (community) members. Regional school administrators were also interviewed. Besides CFS schools, a small number of non-CFS schools was included in the survey as a control group. Schools being physically visited were selected out of the pool of those schools who completed the questionnaire.

(8) In total, 15,270 questionnaires were completed by school directors (N=46), teachers (N=2,527) and

students (N=12,697) from the 52 schools included in the evaluation. Responses were differentiated between pilot schools (N questionnaires=12,743) and control schools (N questionnaires=2,527), and also between regions, grade and gender. In addition, 63 Focus Group Discussions (FGDs) were conducted with students, teachers and parents of both pilot and control schools, and 21 school directors were interviewed, together with the regional Heads of Department of MoPE. Given an average FGD size of 15, a total of about 971 individuals (comprising FGD participants and interviewees) contributed to the evaluation with their valuable inputs.

Key evaluation results (9) The CFS Project has been a remarkable success, both in terms of government partner ownership and

also in terms of the large scale of successful infusion of CFS concepts into the educational system of all 5 pilot regions. CFS concepts are well known in the pilot regions, have been accepted and to a large extent integrated even into the methodological practice in non-pilot schools. It can be reasonably assumed that the large-scale expansion of pilot schools has efficiently and effectively saturated the educational system of the pilot regions.

(10) School visits (N=21) and lesson observations (N=63) confirmed that schools in their strong majority

(>80%) meet the criteria of the UNICEF concept of a child-friendly school. In addition, there are no obvious differences between pilot schools and non-pilot control schools; both samples were completely comparable, and both samples contained excellent as well as weaker lessons. In general, child-friendly standards appear to have been integrated in schools at a broad level. This is in clear contrast to the GE initiative where pilot schools showed a tendency to “stage” lessons, and where the school environment did not always correspond to the philosophy promoted in the classroom.

(11) The current CFS packaging in Uzbekistan comprehensively includes issues such as child rights

promotion, WASH (water, sanitation and hygiene), a healthy life style and HIV/AIDS awareness. While the existence of child-friendly water and sanitation facilities and hygiene education programmes is now widely recognised as a sector priority, the three pillars for effective and sustainable WASH programmes are fully supported by the observed schools through an enabling environment (in terms of child-friendliness of schools), behavioural change on the basis of CFS outcomes, and the provision of adequate water and sanitation.

(12) The preceding GE initiative had certainly played a supportive role in paving the way for a large

acceptance of the CFS philosophy. Through UNICEF’s support, GE assisted in widening the acceptance base for such methodologies and educational philosophy at ministerial/government level. However, while GE did not succeed in attaining the status of an “integrated concept” and while GE remained rather isolated, the CFS project succeeded in mainstreaming child-friendliness to a considerable degree.

(13) Child-centred teaching methodology propagated by the CFS schools successfully managed to penetrate

the entire school system (at least in the pilot regions which were part of this evaluation). Respondents from both pilot and non-pilot schools have internalised CFS philosophy in terms of class participation and open dialogue, freedom to engage in opinion exchange, tolerance for difference and improved participation of pupils in their own learning process.

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report vi (14) The younger the students and the lower the grades, the larger the differences between pilot schools and

control schools, or – in other words – the larger the impact of child-friendly methodology on the teaching and learning process.

(15) There is great consensus across the five pilot regions, both in CFS Pilot and non-pilot control schools,

that teachers feel comfortable with interactive and participatory teaching methods, manage to keep students engaged in the learning process and successfully pursue an improved academic achievement. They regard themselves as facilitators and are in a position to apply a broad variety of educational methodology in their teaching. The implementation of the CFS project is regarded by teachers as beneficial for their day-to-day teaching.

(16) The CFS methodology is generally well accepted by children and therefore by their parents. Parents in

their clear majority appreciate the fact that their children are happy with the school and that they like to go to school if CFS principles are being applied. This has been repeatedly confirmed by teachers and school directors who referred to much better attendance rates due to the CFS methodology applied in school.

(17) The CFS Project has been successful in mainstreaming core elements of the CFS philosophy into

governmental legislative bases of the education system. This creates an impact far beyond the school itself, leading to a general atmosphere of openness, mutual respect and independent thinking. Consequently, CFS indicators and State Educational Standards match in the content and overall concept of the quality of education, and there is a common direction of continuous capacity building of pedagogical staff.

(18) The strong presence of CFS philosophy in five regions of Uzbekistan has led to a wide penetration of

CFS principles into the school curriculum and the training of teachers. Participatory and interactive methods are being regarded as essential for productive and learner-centred teaching. The project has established strong partnerships with six out of fifteen In-Service Teacher Training Institutes (ISTTIs). On an experimental level, CFS modules for teacher training have been included in pre- and in-service training courses in the Republic of Karakalpakstan.

(19) Capacities of the regional CFS teams are sound, as can be seen in the very thorough monitoring reports

compiled by every region at a regular 3-monthly basis. All monitoring reports are based on detailed logframes with specific indicators, both quantitative and qualitative. Monitoring includes quality monitoring with detailed monitoring sheets and observation plans for classroom observations and assessment of child-friendly methodology and environments.

Key recommendations (20) It appears to be worthwhile to further operationalise CFS standards in light of the Uzbekistan context,

and to develop a refined CHABBOTT matrix as an agreed-upon national CFS standard which should then be extended as educational quality standard to all schools, fully endorsed by Government. This will also support the upgrading of the normative-legislative base for child-friendliness.

(21) There seems to be a much stronger impact of CFS methodology in the lower classes which seems to

underline the importance of a focus on lower grades (which probably also shows that a further extension of CFS methodology beyond Grade 9 would not yield additional benefits). Pre-school education would positively be an important area to focus on for future strengthening of the CFS approach.

(22) Future project involvement should shift its focus from school-based support to countrywide

institutionalisation of CFS concepts. It will be of particular importance to explore and utilise inter-regional cooperation in Uzbekistan, in order to transfer the experiences and already existing cooperation agreements from the pilot regions to those regions not yet covered by the CFS project. Systemic institutionalisation of CFS concepts should also address the structure and content of the system of psychological and methodical services.

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report vii (23) Key institutional partners for securing institutionalisation of CFS concepts countrywide should

continue to be the Pedagogical Institutes and the In-Service Teacher Training Institutes, both under the Ministry of Public Education. In addition, cooperation with the Ministry of Special Secondary Education and Higher Education should be explored, in order to include Academic Lyceums, Professional colleges including Pedagogical Colleges (3 years), and universities (e.g. University of World Languages in Tashkent, Tashkent State Pedagogical University in Tashkent) into the institutionalisation process of CFS concepts.

(24) Following a successful institutionalisation process, it could reasonably be expected (on the basis of the

experiences of cooperation so far) that CFS concepts and methodology will be further strengthened through the Uzbek institutions themselves.

(25) Future training activities should to an increasing degree focus on the training of trainers (multipliers) at

the identified institutions, particularly in those regions not yet covered by the CFS Project. (26) In order to support the policy dialogue and institutionalisation process, it is recommended to establish a

small number of “CFS model schools” in those 7 regions not yet covered by the CFS project. This will not be an expansion of the existing CFS pilot schools, but rather a strategy to provide regional ministerial authorities with an experimental proof of the benefits of the CFS approach in practice, in their specific regions. The total amount of “model schools” should be about 10 per region, i.e. a total of 70 schools (equivalent to 10% of the current number of pilot schools).

(27) Parallel to a nation-wide institutionalisation process, attention should be given to an upscaling of the

advocacy campaign for CFS, including coverage of CFS objectives in the mass media, the development of a CFS website and its posting at Ministry of Public Education web portal, and CFS orientation/advocacy meetings for different groups of stakeholders. One of the first major events to be supported could be the National Conference on CFS which will bring all regions together.

(28) The CFS Evaluation Report together with the forthcoming Education Sector Assessment should be

utilised to improve cooperation with international financial institutions (IFIs) and other development partners, and to create interfaces for future synergies, particularly regarding the strengthening of a nation-wide impact of the CFS concept.

(29) Within the overarching framework of institutionalisation of CFS concepts, capacity building (at

institutional level) should include the strengthening of monitoring systems at all levels, both regarding quantitative and qualitative elements. Especially regarding qualitative monitoring of educational quality, the CFS project can contribute significantly to such a process.

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 1 1 INTRODUCTION 1.1 Background The Child Friendly Schools (CFS) project involves a partnership between the Ministry of Public Education (MoPE) of Uzbekistan and its regional departments, UNICEF, In-Service Teacher Training Institutes (ISTTIs), Pedagogical Institutes (PIs), the Uzbek Scientific and Research Institute of Pedagogical Sciences (USRIPS) and non-governmental organisations (NGOs) in Uzbekistan. The project addresses grades 1-9 and is a continuation of the Global Education (GE) initiative which was implemented in Uzbekistan between 2003 and 2005.1 The GE project contributed to broadening the support base for participatory methodology and child-centred educational philosophy, although GE had widely been perceived as an isolated approach which neglected the linkages with similar initiatives and pedagogical strategies on both theoretical and practical levels. An evaluation in 2006 (PFAFFE and DeYOUNG 2006) suggested to conclude the pilot phase by 2007 and to absorb the whole project into the mainstream education strategic plan through participation in the ongoing policy debate. In Uzbekistan, there was clear evidence that MoPE had taken ownership of the GE initiative, and that UNICEF could draw from grassroots experiences which were supported by MoPE in such a way that GE schools were even used as model schools by MoPE. When upgrading skills of teachers through in-service training, MoPE utilised GE pilot schools and the experience of GE-trained trainers, thus integrating GE schools into the Ministerial structure. The GE project had clearly proven its relevance in the context of Uzbekistan, also with a view to the relevance of UNICEF in the educational policy debate. In accordance with the 18 months development plan agreed after the GE evaluation at the validation meeting in April 2006, the CFS project has been using the same child-centred approach and methods enriched by the CFS concept. Still underpinning the whole approach are the twin objectives of building student competency for active and responsive citizenship and building the capacity of teachers involved so they become facilitative, flexible and reflective practitioners. Initiated in 2003 in 51 schools as the GE Project, the CFS Project now covers 737 schools in 5 regions, 5 Pedagogical Institutes and all ISTTIs with the National CFS concept developed. It has the following objectives (cf MANSUROVICH 2008:7): Overall Objective 1 To develop a child’s personality, talents, intellectual and physical abilities, bringing to a focus the child’s health, nutrition and well-being. Overall Objective 2 To promote every child growing as a person of identity, capable acting in a meaningful manner in compliance with the needs of the community.

1 The Global Education Project was planned by the Faculty of Education, University of Plymouth, England, for the UNICEF CARK (Central Asian Republics and Kazakhstan) Area Office as a 78-month project. It aimed at creating system change through the promotion of active and responsive citizenship, while providing support to the quality and provision of education. At the planning phase it involved five countries – Kazakhstan, Kyrgyzstan, Uzbekistan, Tajikistan and Turkmenistan – but it actually took off in 2003 in the first four countries only.

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 2 Based on these overall objectives, the CFS Project in Uzbekistan pursues 3 specific objectives (cf MANSUROVICH 2008:7): Specific Objective 1 To support the transition to the child-centred educational environment. Specific Objective 2 To set up the conditions for collaboration of school, family and community. Specific Objective 3 To strengthen school management through its decentralisation. The CFS project is being implemented as part of UNICEF Uzbekistan’s overarching programme on Early Childhood Development (ECD) and Quality Basic Education, with the aim of improving the quality and access to basic education for disadvantaged children. Regional CFS Teams have been established in each of four regions (Ferghana, Khorezm, Republic of Karakalpakstan, Tashkent city and region2) to manage, facilitate and support overall programme implementation. The regional teams are comprised of 4 units: trainers; lesson developers; monitoring and evaluation (M+E); and logistics. They are supervised by the CFS coordinator from the Regional Department of MoPE. At the National level the Expert Group supervising the development of methodical materials and child-friendly lessons was also established within the Republican Centre of Public Education. In each of the target regions a CFS resource centre has been established, with the space and staff provided by the MoPE department in the field and with UNICEF-supported technical and methodical aid. The resource centres are specially created to support CFS promotion and teachers’ development, which largely contribute to improving the quality of education. Around 600,000 learners and 5,000 teachers and pedagogues directly benefit from the project implementation in 5 regions. As part of the monitoring scheme quarterly mini-audits were introduced into the overall CFS programme, followed by a five days programme review meeting. During these meetings the teams come together to report on implementation, discuss constraints, adjust the programme accordingly and build capacity on various topics of concern. This helped to strengthen the programme implementation in the field and ensure more ownership by the relevant departments of the system of education at all levels. The Monitoring Departments of Public Education in each Region and District is in charge of constant monitoring over the process of CFS programme implementation. During the Mid Term Review evaluation in 2007 (RIDGE 2007) the project management was found to be of a high standard. 1.2 Framework of this summative evaluation The evaluation is taking place at a very important time within the current joint Government-UNICEF Country Programme of Cooperation as there is a need to review the support provided by UNICEF for the Education Sector development at the end of the programme cycle. At the same time, UNICEF is currently developing the new Country Programme Action Plan to be completed by August-September 2009.

2 Tashkent and Tashkent region are combined as one team.

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 3 1.2.1 Purpose and objective of the evaluation The purpose of the evaluation is to assess the potential of the CFS principles to be mainstreamed into national education policies, strategies and action plans in Uzbekistan, to inform the forthcoming strategic planning process, and to support a synergetic approach of the UN and donor community in the Uzbekistan education system. The findings and recommendations of the evaluation of the CFS Project will thus be used to inform planning for the new country programme cycle (2010-2015) of the UNICEF Uzbekistan Country Office. The outcomes and recommendations of the evaluation will also feed into the forthcoming education sector assessment in order to provide assistance to the strategic development of the education component for the next Country Programme of Cooperation 2010-2015. The main users of the evaluation report will be the Government of Uzbekistan (especially MoPE, Pedagogical Institutes, ISTTIs), implementing partners (Regional CFS Teams, NGOs), the UNICEF Uzbekistan Country Office, the CEE/CIS Regional Office, and other stakeholders providing support to the education sector. The main objective of the summative evaluation will be to measure the relevance, effectiveness, efficiency, impact and sustainability of the CFS project. The evaluation will therefore necessitate an assessment of the sustainability of the project, the degree of ownership by the Uzbekistan Government, and the current status and future prospect of CFS policies being mainstreamed in existing education policies. 1.2.2 Scope and context of the evaluation The project is evaluated in relation to its external environment, in particular in relation with government plans. In view of the current scope and duration of the CFS Project in Uzbekistan, the summative evaluation will specifically address issues of overall impact, both on individuals (children, teachers, parents) and on institutions and communities. 1.3 Methodology The evaluation draws upon the GE Evaluation and other CFS evaluations in order to allow for international comparison and an assessment of the development in Uzbekistan from 2005/2006. Overall, the evaluation revolves around the evaluation criteria stipulated by the Development Assistance Committee (DAC) of the Organisation for Economic Cooperation and Development (OECD), i.e. (i) relevance, (ii) efficiency, (iii) effectiveness, (iv) impact and (v) sustainability. The approach for this external evaluation has been based on the principles of participation and cooperation. The international consultant has been working closely with all five Regional Teams which have been integral part of the evaluation process in the field. The consultant has liaised with Government officials in all visited Regions, and of course the relevant UNICEF staff. UNICEF has also provided support in terms of logistics and translation.3 1.3.1 Preparatory Phase The preparatory phase commenced with a desk review of the available information and documentation related to the CFS project, which was provided by UNICEF. Documentary sources included progress reports and interim evaluation reports, UNICEF planning and programming documents, relevant and related professional publications and documentation.4 In the second half of

3 The support of Eleonora Sadirova in this regard is acknowledged with appreciation. 4 A complete list of documents consulted can be found at the end of this report.

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 4 the preparatory phase, a set of evaluation tools was prepared, such as guidelines for structured interviews/focus group discussions (FGDs) and questionnaires for the different stakeholders.5 The evaluation tools were based on a careful equilibrium of items covering general CFS features, country-specific issues and also child-friendly issues previously covered in the Global Education evaluation. Based on the total number of CFS pilot schools (N=737), and in order to maximise the efficiency of inputs (manpower and time) and outputs (evaluation outcomes, i.e. data) in light of the available time and manpower for the data collection, the general approach combined representative sampling by categories and randomisation. According to specific criteria provided in the Evaluation Manual6, a sample of 52 primary schools was identified by UNICEF Uzbekistan (42 CFS Pilot Schools and 10 non-pilot control schools). This represented approximately 5% of schools of each region, with a slightly higher representation of Tashkent city and the Republic of Karakalpakstan (RK), due to specific challenges there, as observed in previous reports7).

Geographical spread of Sample Schools across Regions CFS Pilot Schools Non-Pilot Control Schools Region No. of CFS Questionnaire Visited Questionnaire Visited

Tashkent (City) 74 6 3 2 1 Tashkent Region 151 8 3 2 Karakalpakstan 120 8 4 2 1 Khorezm 200 10 4 2 Ferghana 192 10 4 2 1 TOTAL 737 42 18 10 3

All schools selected received and completed a full set of questionnaires (covering school directors, teachers and students in Grades 2, 5 and 9). In addition, between 40-50% of schools selected for the completion of questionnaires were physically visited during a round of field visits in order to observe lessons in three different grades and three different subjects (one of which should include a foreign language other then Russian), to conduct meetings with the school director, and for conducting focus group discussions with teachers, students, parents and/or makhallya (community) members. Regional school administrators were also interviewed. Besides CFS schools, a small number of non-CFS schools was included in the survey as a control group. Before the arrival of the international consultant in Uzbekistan, UNICEF (via the CFS Regional Teams) distributed the questionnaires to all the 52 target schools. Completed questionnaires were then already available for collection and subsequent data processing when the evaluation team arrived at the schools, thus allowing a deeper concentration on classroom observations, interviews and FGDs during the school visits. Schools being physically visited were selected out of the pool of those schools who completed the questionnaire. For this further selection, schools were picked out of that original pool (since they represented 40-50% of the original sample). Attention was paid to the fact that schools needed to be representative in terms of their performance, i.e. neither extremely well performing, nor extremely poorly performing.

5 All tools can be found in Appendices 3-5b. 6 Cf Appendix 3. 7 Cf, for example, “Creating Child-Friendly Schools in Central Asia“, Section 5 (“Creating Child-

Friendly Schools in Uzbekistan“).

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 5 1.3.2 Data Collection Phase The data collection phase commenced with a one-day workshop which provided a hands-on introduction into the evaluation tools and the Evaluation Manual. This introduction was directed at the Regional Teams of CFS, who supported the data collection process. For the data collection, the international consultant was accompanied by a UNICEF education expert who also took care of the translations, and by the Regional Teams of MoPE,. comprising an average of six education specialists. While visiting the targeted schools, the evaluation team collected the previously distributed and completed questionnaires, observed classes, conducted interviews and focus group discussions and constantly validated the methodology. During and after the course of the field visits, the international consultant processed and analysed collected data, reflected upon the school visits and held further consultations with UNICEF and/or the Regional Teams as deemed necessary. The evaluation placed a specific emphasis on the observation of classroom practice in order to gain insights regarding the genuine integration of CFS philosophy and child-centred methodology into the day-to-day teaching process. Often, classes were selected at random on the spot which precluded the possibility of special preparation of classes for the evaluation team. Likewise, school surroundings and “school culture” were observed with a view to assessing the child-friendliness of the school’s environment and facilities, especially in the light of ensuring physical and psycho-social emotional health, and the protection of children from outside abuse and harm. 1.3.3 Reporting Phase Immediately following the field phase, the international consultant finalised the data analysis, drafted the consultancy report and presented the findings during a participatory Validation Workshop for key stakeholders.8 Immediately following the Validation Workshop, the Draft Evaluation Report was finalised and submitted to UNICEF. It incorporated all outcomes of the Validation Workshop and was subsequently translated, printed and disseminated by UNICEF. Additional comments received were then incorporated into this Final Evaluation Report. 1.3.4 Degree of stakeholder participation in the evaluation The mission considered it of utmost importance to include stakeholders from all levels in the implementation, including those responsible for the management of the project. Entities participating in the evaluation therefore included (i) primary stakeholders such as students, teachers, parents or school directors; (ii) secondary stakeholders such as representatives from MoPE, especially the Regional Teams; and (iii) partners in overall management, i.e. representatives of the UNICEF Uzbekistan Country Office. The evaluation was done in close collaboration with MoPE at different levels and can be regarded a comprehensively joint effort. During the preparation and field phase of the evaluation, the degree of participation varied between (i) the provision of data by means of questionnaires, (ii) the direct consultation through interviews or focus-group discussions, (iii) direct liaison with the evaluation team, and (iv) being integral part of the evaluation team (i.e. taking active part in the team’s consultations with stakeholders). During and up

8 At the validation workshop, key findings and recommendations were presented, together with a

selection of charts which are all contained in this final report. Following the presentation, participants started discussing possible institutionalisation linkages regarding the proposed institutionalisation of the CFS programme. These are documented in Appendix 8.

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 6 to the end of the validation phase, all stakeholders were involved in the validation of the evaluation through participation in the Validation Workshop. Any entity having participated in the evaluation who might not be in a position to attend the workshop itself, should receive a copy of the proceedings of this workshop through the UNICEF Uzbekistan Country Office. In the case of learners, teachers and parents, such information could include the outcomes of the questionnaires which were filled by them, and could be channelled through the respective school directors’ offices. Stakeholder participation in the CFS evaluation

Degree of participation Stakeholders Questionnaire Interview Focus-group Liaison with

evaluation teamPart of

evaluation teamValidation of

evaluation Preparation phase Learners Teachers School Directors Regional HoD of MoPE Regional Teams of CFS UNICEF Country Office Field phase Learners Teachers Parents/makhallya members

School Directors UNICEF Country Office Regional HoD of MoPE Regional Teams of CFS Validation Workshop All entities 1.3.5 Summary of processed evaluation tools In total, 15,270 questionnaires were completed by school directors (N=46), teachers (N=2,527) and students (N=12,697) from the 52 schools included in the evaluation. Responses were differentiated between pilot schools (N questionnaires=12,743) and control schools (N questionnaires=2,527), and also between regions, grade and gender.

Number of administered questionnaires Tashkent

City Tashkent

Region Ferghana RK Khorezm Target Group CFS Control CFS Control CFS Control CFS Control CFS Control

Total

School Directors 6 2 8 2 10 2 8 2 4 2 46All teachers 252 78 390 88 478 74 457 90 529 91 2,527Students Grade 2, male 249 106 353 55 498 42 218 68 475 64 2,128Students Grade 2, female 253 93 320 52 449 49 224 68 397 64 1,969Students Grade 5, male 257 77 330 72 522 58 287 48 429 58 2,138Students Grade 5, female 268 95 315 73 442 59 257 68 374 58 2,009Students Grade 9, male 275 91 375 74 556 59 266 69 376 80 2,221Students Grade 9, female 279 111 400 75 474 61 267 63 416 86 2,232TOTAL 1,839 653 2,491 491 3,429 404 1,984 476 3,000 503 15,270

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 7 Out of the total of questionnaires for teachers and students, a smaller sample of 20% (CFS pilot schools) and 50% (non-pilot control schools) was randomly selected for further processing. In performing this randomisation, it was ensured that schools and regions were proportionately represented in accordance with the overall sample. A similar ratio had already proven to be successful in the GE evaluation process for Uzbekistan in 2006.9 The sample sizes are further illustrated in the table below:

Questionnaires across Regions – Sample sizes of questionnaires for teachers and students Tashkent

City Tashkent

Region Ferghana RK Khorezm Target Group CFS Control CFS Control CFS Control CFS Control CFS Control

Total

Sample Size (%) 20 50 20 50 20 50 20 50 20 50 All teachers 50 39 78 44 96 37 91 45 106 46 632Students Grade 2, male 50 53 71 28 100 21 44 34 95 32 526Students Grade 2, female 51 47 64 26 90 25 45 34 79 32 492Students Grade 5, male 51 39 66 36 104 29 57 24 86 29 522Students Grade 5, female 54 48 63 37 88 30 51 34 75 29 508Students Grade 9, male 55 46 75 37 111 30 53 35 75 40 556Students Grade 9, female 56 56 80 38 95 31 53 32 83 43 565TOTAL 367 326 497 245 684 201 395 237 599 251 3,800 The administration and analysis of questionnaires needs also to be seen within the framework of the overall evaluation which placed responses in direct relation to information gathered through interviews, Focus Group Discussions (FGDs) and class visits. This approach ensured the contextualisation of responses, and likewise reduced the risk of over-interpretation of questionnaires. In total, 63 Focus Group Discussions were conducted with students, teachers and parents of both pilot and control schools.10 In addition, the Evaluation team interviewed 21 school directors (or deputies, where the director was not available), together with the regional Heads of Department of MoPE11. All these persons contributed to the evaluation with their valuable inputs. Number of focus group discussions (FGDs) and interviews

Tashkent City

Tashkent Region Ferghana RK Khorezm Target Group

FGDs INT’s FGDs INT’s FGDs INT’s FGDs INT’s FGDs INT’s Total

Directors, pilot schools 3 3 4 4 4 18Directors, control schools 1 1 1 3Students, pilot schools 3 3 4 4 4 18Students, control schools 1 1 1 3Teachers, pilot schools 3 3 4 4 4 18Teachers, control schools 1 1 1 3Parents, pilot schools 3 3 4 4 4 18Parents, control schools 1 1 1 3TOTAL 12 4 9 3 15 5 15 5 12 4 84

9 A complete analysis of 100% of the questionnaires was undertaken by UNICEF Uzbekistan Country

Office over a six-week period following the evaluation. This comprehensive analysis confirmed the results achieved through randomisation at the selected ratios and likewise validated the overall randomisation methodology.

10 For further details, please refer to Appendix 6. 11 Please refer to the list of persons contacted at the end of this report.

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 8 Given an average FGD size of 15, a total of about 971 individuals (comprising FGD participants and interviewees) contributed to the evaluation with their valuable inputs.

Collecting data for further processing: Khorezm Region, CFS Resource Centre

After classroom observation … a school in Ferghana Region

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 9 2 KEY CONCEPTS OF CHILD-FRIENDLY SCHOOLS According to the Child-Friendly School Framework (CHABBOTT 2004), five quality issues are being matched with four child-friendly issues in order to assess the extent to which schools meet the characteristics (criteria) of the UNICEF concept of a child-friendly school. Following the inception of CFS programming in the 1990s, the approach to the implementation of a CFS strategy has been different from country to country. There is currently a broad implementation base with more than 50 countries actively involved, and with a solid base of evaluations gathered in 2004-06 from the most “mature” programming. Central to UNICEF’s philosophy, education has always been regarded as every child’s right. Accordingly, child-friendly schools reflect a quality environment and act holistically in the interest of the whole child, which includes his or her health, nutrition and overall well-being. Similarly, child-friendly schools are concerned with the child’s contextual situation outside school, and thus reach out to families and communities. Based on the EFA Dakar Goals (except for adult literacy), child-friendly schools fall within the strategic planning of the UNICEF MTSP Focus Area 2 (Basic Education and Gender Equity) which formulates as its strategic intent that “parents, communities and Governments acquire the capacity and support necessary to fully implement their obligation to ensure the right of all children to free, compulsory quality education“. child-friendly schools also support core values and purposes of UNICEF, such as the incorporation of a human rights perspective into education, the promotion of children’s rights in all situations (here particularly the context of school and school-based learning), the support of capacities of parents including the promotion of families as the fundamental group of society. The conceptual framework of child-friendly schools defines a school as “child-friendly” if it is • rights-based, • child-seeking and inclusive, • gender-sensitive, • participatory, and • quality-based. Child-friendly schools can be described as child-centred learning environments which see and understand the whole child in a broad context, thus making education relevant due to the consideration of the reality of children’s lives. Child-friendly schools reflect a quality environment which is both effective for learning and protective of children, and likewise involved with families and communities. 2.1 Human Rights-based approach to programming The goal of the current Uzbekistan country programme is “to support the government to meet its obligations towards children’s and women’s rights to live, grow up and develop in a nurturing, caring and protective environment.”12 The UNICEF Country Programme is also geared towards the achievement of Millennium Development Goals (MDGs) on improving nutrition, education, gender equality, maternal health, reducing child mortality, HIV/AIDS and addressing child poverty. This

12 Cf UNICEF Uzbekistan, Country Programme of Cooperation 2005–2009.

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 10 implies supporting the Government in meeting its obligations under the Convention on the Rights of the Child (CRC) and the Convention on the Elimination of all Forms of Discrimination against Women (CEDAW). UNICEF aims at ensuring inclusion of all children, young people and women in the provision of basic education, health and child protection services with their increased and genuine participation. Together with government and NGO counterparts, United Nations agencies and donors, the UNICEF country programme for Uzbekistan seeks to ensure that state policies provide a better framework for the protection of children’s rights, with existing legislation amended to comply with CRC principles, and with administrative frameworks and institutional development support to provide an effective implementation of the programme. At field level, key results of the country programme include an improved quality of health care with a special focus on maternal and new born care, and an improved quality of basic education with a focus on child centred teaching and learning. The focus extends to communities inasmuch the physical integrity and dignity of the child will be respected within local institutions and communities. Communities (Makhallyas) and local officials are regarded as essential partners in developing and implementing action plans for improved basic social services for women and children’s well-being. UNICEF works with Government, international and local organisations, civil society, media, children and young people to advocate for effective policies to benefit children; Support innovative programmes to care for and protect children; ensure that policy makers and community representatives will encourage and facilitate the meaningful participation of children and young people in their communities. 2.2 Operationalisation of CFS key concepts The CFS approach recognises and respects the rights of the children to quality education and should be able to provide the proper and adequate environment conducive for learning, safe and healthy to allow for active participation in classroom activities according to children’s evolving capacities. A child-friendly school is also “teacher-friendly” by providing support and respect for the profession as teachers are the most critical in making school child friendly. CFS teachers understand child development and are able to make learning process conducive and enabling to build children’s sense of worth and self confidence so that they develop to the full potential. Due to the close linkage of quality issues to child-friendly issues, child friendly schools therefore operationalise the need to realise quality learning in a non-threatening learning environment. Such environment leads to learning activities which can be enjoyed by the children who also have a say in the process of their own learning. Children are seen as partners in a learning context which includes teachers, parents and communities who actively collaborate in order to ensure the realisation of their rights. These rights include the right to education, health, play and leisure, and the right to be protected from any form of violence. Child-friendly schools ensure the free expression of children’s views, and encourage children to participate in decision making processes according to their own growing capacities. Overall, a child friendly school promotes quality learning and puts a strong value on children participating in all activities affecting both their school and their immediate community. This conceptual framework is further illustrated in the matrix below (cf also CHABBOTT 2004):

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 11 Conceptual framework of Child-Friendly Schools

Child-friendly issues

Quality issues

Inclusive / gender-sensitive

Protective (healthy and safe) Effective Involved with the

community

Learners (Gender) equality in enrolment and achievement

Safe from drugs, corporal punishment and harassment

Active, cooperative and democratic atmosphere

Children participate in school and community life

Content Gender-appropriate curricula, no gender or other stereotypes

Life skills-based education

Structured content in child-friendly presentation

Family-focussed and based on community needs

Teaching/learning processes

Respects diversity and ensures equality of learning

Promotes physical and psycho-social emotional health

Quality materials and resources

Encouraging local partnership in education

Environments Socialises girls and boys in a non-violent environment

Children protected from outside abuse and harm

Commitment of teachers towards children’s rights

Working with other actors to ensure children’s rights

Outcomes Respect for others’ rights, dignity and equality

Positive learning experience, sense of self-esteem

Quality learning outcomes based on children’s needs

Harmonious relationships between children, parents, teachers

Child-friendly schools can therefore be regarded as a comprehensive and multi-dimensional coverage of quality. It will be important to ensure that the inter-connectivity of the CFS elements contributes to the realisation of the rights of children and improved quality of education, and that the CFS process can be used to integrate quality standards into education planning in national plans and priorities. This has already been a key challenge during the GE initiative. 2.3 Child-friendly schools within the context of Uzbekistan With 96% enrolment rate, Uzbekistan is fortunate among other CEE/CIS countries, and can primarily focus on improving educational quality. UNICEF provides assistance in strengthening the educational environment from pre-school up to grade 9. Focal areas of UNICEF support include the provision of advice at the Policy Level, also utilising scientific evidence from the successes of the CFS approach for future policy design. Two components of the State Programme on school education are directly related to the CFS project in terms of curriculum development and teacher capacity building. Additional focal areas of UNICEF support are concerned with Early Childhood Development (nearly 20% of children under 5 attend pre-school) and Inclusive Education. The CFS initiative can rely on a strong sense of ownership by MoPE, as reflected in the adopted Law on the Guarantees of the Rights of the Child, and the Law on Education and Regulations on Basic Education which was revised in line with CFS principles. Likewise, the National Programme for Improving the Quality and Efficiency of Education (2008-2012) is based on CFS principles. The scientific basis for the CFS concept is continuously being established by means of a scientific experiment at the Pedagogical Institute in Navoi, and at the In-Service Teacher Training Institute in the Republic of Karakalpakstan, as a basis for a national CFS application through State Educational Standards.

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 12 3 EVALUATION OF THE CFS PROJECT The child-friendly school concept aims at promoting child-centred, gender-sensitive, child-seeking and inclusive, community-involved, protective and healthy approaches to education. These approaches are meant to increase the effectiveness of teaching and learning, and also the efficiency and accessibility of education systems. In Uzbekistan, the CFS project specifically focuses upon the enhancement of educational quality and the systemic integration of CFS key concepts within national educational policy making structures, coupled with the development of National CFS Standards by 2010. 3.1 Relevance The CFS project needs to be assessed within global references in the field of education; the larger context of national and international priorities/policies; specific UNICEF strategies and policy concerns; and primary stakeholders’ needs. 3.1.1 Global references The CFS project shows clear linkages to the EFA Dakar Goals and the Millennium Development Goals (MDGs) “Achieve Universal Primary Education” (MDG 2) and “Develop a Global Partnership for Development” (MDG 8). Also, there is a clear implicit linkage to the Convention of the Rights of the Child (CRC) – not only as far as the “education articles” Articles 28 and 29 are concerned, but also regarding Articles 12-14 in terms of promoting the child’s right to freedom of expression. Regarding MDG 3 (“Promote Gender Equality and Empower Women”), child-friendly schools stress inclusiveness and equal opportunities also in terms of gender equity. 3.1.2 CFS in relation to the UNICEF Medium Term Strategic Plan 2006-2011 and its

contribution to education reform Based on the EFA Dakar Goals (except for adult literacy), and like the preceding GE project, the CFS project falls within the strategic planning of the UNICEF MTSP Focus Area 2 (Basic Education and Gender Equity) which formulates as its strategic intent that “parents, communities and Governments acquire the capacity and support necessary to fully implement their obligation to ensure the right of all children to free, compulsory quality education“. The CFS project covers primarily seven interventions to be supported under the UNICEF MTSP Key Result Area 3, “Equality and Quality Models: Educational quality improved and school retention, completion and achievement rates increased” (cf UNICEF 2005:63-70): (i) to improve the learning environment in schools through support for development of models to

make schools violent-free; (ii) to enhance pedagogical quality in schools through teaching/learning processes that help ease

transition from home to school; (iii) [to promote] interactive learning for knowledge, skills, attitudes, values and behaviour change

(e.g., rights, peace, democracy, management of “risk behaviour”); (iv) to build capacity of teachers and their support networks; (v) to build capacity of learners and parents to participate in school governance; (vi) to promote modern technological skills and use of appropriate technologies/teaching methods; (vii) to provide high-quality, relevant teaching-learning materials and other learning resources. The CFS project also supports core values and purposes of UNICEF, such as the incorporation of a human rights perspective into education, the promotion of children’s rights in all situations (here

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 13 particularly the context of school and school-based learning), the support of capacities of parents including the promotion of families as the fundamental group of society.13 3.1.3 Primary stakeholders’ needs There is general consensus among teachers and school directors, both from CFS Pilot Schools and Control Schools, that the CFS project relates well to the situation of Uzbekistan. The responses to the corresponding question by teachers and school directors show full agreement regarding the adequacy of the project. The degree of support even clearly increased from the time of the GE evaluation14, probably due to the much more integrated character of the CFS approach.

"The CfS Project is not really adequate for the situation my country is in"

Teachers, CfS Evaluation 2009

School Directors

School Directors

Teachers, GE Evaluation 2006

Teachers, CfS Evaluation 2009

1 1,5 2 2,5 3 3,5 4

CfS

Sch

ools

Ave

rage

Con

trol

Scho

ols

Consent Value<----- agree ------------------------------------------------------------------------------------------------------------disagree----->

3.1.4 Degree of “child-friendliness” of participating schools As already stated, a school can be regarded as “child-friendly” if it is rights-based, child-seeking and inclusive, gender-sensitive, participatory, and quality-based. Classroom observations and questionnaire analyses showed that students seem to be adequately satisfied with their school environment, and that males and female students are treated in an equitable way. School visits (N=21) and lesson observations (N=63) confirmed that schools in their strong majority (>80%) meet the criteria of the UNICEF concept of a child-friendly school. In addition, there are no obvious differences between pilot schools and non-pilot control schools; both samples were completely comparable, and both samples contained excellent as well as weaker lessons. In general,

13 cf also UNICEF 2005:13-14. 14 The related question then, of course, referred to “the GE Project“ instead of “the CFS Project“.

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 14 child-friendly standards appear to have been integrated in schools at a broad level. This is in clear contrast to the GE initiative where pilot schools showed a tendency to “stage” lessons, and where the school environment did not always correspond to the philosophy promoted in the classroom. The table below assesses CFS Schools against the CFS conceptual framework presented in Section 2.2. It needs to be highlighted again that the overall impression from the school visits and classroom observations was that a considerable agree of consistency, authenticity and integration has been achieved in applying the CFS concept.

Joint presentations and class activities are a common feature in a child-friendly teaching situation, as observed n in a Grade 5 class in Tashkent City

Child-friendly teaching and group work can also be applied in subjects such as mathematics, physics or chemistry, and in higher grades – here a Grade 9 chemistry class held in a pilot school in Tashkent City

Assessment of Child-Friendliness of CFS Schools in Uzbekistan Child-friendly

issues Quality issues



community

Learners

Gender equality achieved, both in enrolment and achievement. No significant differences between males and females in either classroom observations or questionnaire analyses.

Schools provide a safe environment, no danger of outside interference or harassment. Positive and friendly attitude of teachers, open dialogue in the classroom.

Active participation in the classroom, good cooperation between students and between teachers and students. Democratic structures are rather prominent in teaching content (lessons on democracy, UN institutions, child rights).

Strong representation of students in student bodies and/or councils, prominent display of student representatives in all schools visited. Pupils are aware of their right to participate in school life.

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 15





community

Content

Some gender stereotyping could be observed in teaching and/or teaching and learning materials, especially older charts used in foreign language teaching.

Teaching and learning content includes life skills-based education, numerous references to health issues, supported by charts and posters across the school premises (topics like nutrition, drugs, HIV/AIDS).

Presentation of lessons to a major degree in a child-friendly and child-focussed manner. Good variation of group work, individual work and whole class instruction.

While community involvement is strong, not quite clear to which degree such involvement impacts on the teaching and learning content. FGD participants did not make reference to this.


Equality of learning assured. Diversity issues in terms of home language well accommodated, no conflict based on such diversity. Other diversity issues could not be observed. Children with special needs not part of the classes visited.

In most observed classes (>80%), good and warm acceptance of children by teachers, repeated encouragement for weaker pupils, even in higher Grades (5 and 9).

Schools and classes generally adequately equipped with resources, or, where schools are less well equipped, good strategies for producing/utilising own resources. Resources for foreign language teaching generally rather poor and outdated, or not appropriate (tape recorders).

Strong involvement of local communities in school life, as could be observed during focus group discussions. Parents and makhallya members take strong interest in the well-being of their children and maintain strong contacts with the schools.

Environments

School environments are to a considerable degree non-violent, apart from the natural “testing of strength” between students. No violent tensions during break time (various school yard interactions observed).

Schools provide a safe environment, no danger of outside interference or harassment. All observed schools had gender-segregated toilets and water facilities. Attention given to environmental issues (school gardens cultivated by students).

Teachers are aware of child rights. Issue of child rights repeatedly included in lessons across grades (numerous observations, also in classes selected on the spot).

In FGDs, parents seemed to be aware of child rights issues. Not clear to which degree this is utilised in day-to-day teaching.






community

Outcomes

In FGDs, students showed awareness of gender issues. In classroom observations, students demonstrate a considerable degree of mutual respect (particularly during presentations and group work, with weaker students assisting the stringer ones). Groups consistently gender-balanced.

Learning experiences in observed classes can be described as positive. Students demonstrate confidence and a feeling of self-worth. Students generally give authentic feedback to others.

The participation of learners in the teaching and learning process generally indicates an adequate relation to their needs.

In FGDs, students reported good relationships between their parents and school representatives (mostly teachers). In some lessons, parent involvement could directly be observed (parents participating inn the teaching process, as teacher assistants or resource persons).

Based on the above assessment, the current CFS packaging in Uzbekistan comprehensively includes issues such as child rights promotion, WASH (water, sanitation and hygiene), a healthy life style and HIV/AIDS awareness. While the existence of child-friendly water and sanitation facilities and hygiene education programmes is now widely recognised as a sector priority15, the three pillars for effective and sustainable WASH programmes are fully supported by the observed schools through an enabling environment (in terms of child-friendliness of schools), behavioural change on the basis of CFS outcomes, and the provision of adequate water and sanitation. The key CFS standards according to the CHABBOTT framework have been well adhered to in Uzbekistan. It appears to be worthwhile to further operationalise these standards in light of the Uzbekistan context, and to develop a refined matrix as an agreed-upon CFS standard which should then be extended as universal educational quality standard to all schools, fully endorsed by Government. 3.2 Effectiveness at school level The effectiveness of the project becomes primarily visible at the outcome levels of pupils, teachers and parents (communities). In order to assess the effectiveness of the CFS project at school level, the evaluation team held focus group discussions with key stakeholders (students, teachers, parents) at selected schools; observed classes in schools; and analysed the questionnaires presented in detail in Appendix 5-5c. In general, the preceding GE initiative had certainly played a supportive role in paving the way for a large acceptance of the CFS philosophy. Through UNICEF’s support, GE assisted in widening the acceptance base for such methodologies and educational philosophy at ministerial/government level.

15 Endorsed at the World Summit for Sustainable Development and by the Commission for Sustainable Development.

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 17 However, while GE did not succeed in attaining the status of an “integrated concept” and while GE remained rather isolated, the CFS project succeeded in mainstreaming child-friendliness to a considerable degree. The charts below demonstrate well the overall acceptance of the CFS concept, and the minor deviations of evaluation outcomes between CFS pilot and non-pilot schools. Apart from some isolated issues (which will be elaborated upon in more detail in the relevant sections below), there is a clear overall consistency between pilot schools and control schools, indicating the successes of mainstreaming the CFS concept at school level. QST-1 DIR and QST-2 TEA: Comparison of Consent Value Averages across Questionnaire Items, CFS Sample Groups and Control Sample, Responses of Directors vs. Responses of Teachers

QST-3 STU-GR5 / QST-3 STU-GR9: Comparison of Consent Value Averages between Grades 5/9 and Male/Female Respondents

0,00

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It can be clearly observed that the differently coloured lines (representing the consent values of the overall responses to questionnaires) correspond to a large degree, showing similar opinions across respondents. 3.2.1 Outcomes for pupils Child-friendly issues covered in the questionnaires are consistently confirmed by respondents, a fact which could also be observed during FGDs, interviews and particularly classroom observations. As the charts above have shown, there are hardly any statistically significant differences related to grades 5 and 9, male and female students. The interesting fact is that respondents from both pilot and non-pilot schools have internalised CFS philosophy in terms of class participation and open

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 18 dialogue, freedom to engage in opinion exchange, tolerance for difference and improved participation of pupils in their own learning process.16 Students and teachers from CFS Schools are rather confident to cope with the requirements of schooling when progressing to higher grades. Even if teaching would not be supported by CFS methodology (for example, in special secondary schools), students from CFS schools have a higher degree of confidence than students from control schools, probably due to the acquired self-esteem and self-confidence, improved problem-solving skills and improved learning achievements. The chart below visualises the responses to questionnaire items 24 (teachers) and 21 (students): Item 24, Teachers: "I am worried what will happen when pupils taught through the child-friendly schools approach are progressing to higher grades which are not supported by a similar methodology"

Item 21, Students: “I think when I go on to higher classes, the teaching and learning will get tougher since teachers will teach differently”

agree------------------------------------------------------------disagree 1,60 1,80 2,00 2,20 2,40 2,60 2,80

CfS Schools

Control Schools

School Directors Teachers Grade 5, male respondentsGrade 5, female respondents Grade 9, male respondents Grade 9, female respondents

A detailed analysis of the questionnaires also indicated that perceptions of respondents tend to get more consistent over time, and that differences between pilot schools and control schools become even more negligible. This could be explained by the fact that child-centred teaching methodology propagated by the CFS schools successfully managed to penetrate the entire school system (at least in the pilot regions which were part of this evaluation!). The following charts compare the mean deviation (MD) of responses across questionnaire items against CFS Schools and control schools for grades 5 and 9:

16 For detailed information on responses across questionnaire items, gender and grade please refer to Appendix 6.


QST-3 STU-GR5: Comparison of Mean Deviation across Questionnaire Items, CFS Sample Groups and Control Sample

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QST-3 STU-GR9: Comparison of Mean Deviation across Questionnaire Items, CFS Sample Groups and Control Sample

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It should be noted that deviations below 0.2 can be regarded as negligible within the framework of this questionnaire analysis. Any deviations above 0.2 primarily refer to gender perceptions of girls’ learning achievement versus boys’ learning achievement (with girls assessing themselves better against boys) and absenteeism of boys versus girls (with girls considering boys more absent than girls, although at a non-significant scale). It appears from the above analysis that the younger the students and the lower the grades, the larger the differences between pilot schools and control schools will become, or – in other words – the larger the impact of child-friendly methodology will be on the teaching and learning process. The overall analysis of children’s drawings from Grade 2 could identify four focal areas of what is typically happening in an environment based on CFS methodology: (i) the type of classroom activity, (ii) the kind of interaction between teacher and students, (iii) the position of the pupil in the classroom versus the position of the teacher, and (iv) the overall focus in the classroom. This is further illustrated in the charts below:


Children’s drawings from CFS schools showed to a significant degree more group work activities and less frontal teaching when compared to non-pilot schools. Interesting to note that female students of CFS schools drew significantly more often pictures portraying group work activities. In the chart on “interaction between teacher and students” (below), female students also seem to confirm that teachers’ attention is significantly higher directed at females than males. This phenomenon cannot be observed in responses coming form control schools.

Drawings from CFS schools show a relative balance in interaction types, whereby interaction is focussed on teachers, the blackboard and pupils (with a possible over-emphasis on female students, see also above). The biggest difference in drawings from CFS schools and non-pilot schools respectively is the low proportion of interactions which focus on the pupil in the case of non-pilot schools. Likewise, drawings from non-pilot schools to a large percentage do not portray any interaction at all between teacher and students (many drawings do not even contain students, but rather empty desks).


Students from CFS schools draw themselves significantly closer to the teacher then students from control schools. Unlike charts related to classroom activities or interaction types, there is no significant gender difference. Boys and girls alike appear to have a subjective perception of closeness to the teacher, probably a good indication for emotional well-being in the teaching and learning process.

While the previous chart above described the interactional focus between teacher and students (Question 3), this chart presents the analysis of drawings of a classroom (Question 1). The striking feature here is that students from CFS schools to a significantly higher degree include persons (pupils) in their drawings, whereby students form control schools to a large degree draw desks (without pupils).

While the analysis of Grade 2 drawings certainly provides stimulating insights into the subjective perceptions of the younger students (for a complete analysis please refer to Appendix 6), one also needs to be careful in not over-interpreting these outcomes. However:

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 22 The results of the priority areas outlined in the charts above provide a sound indication of the much stronger impact of CFS methodology in the lower classes. The fact that differences get less in line with the time the student progresses through the school system –both in CFS and non-pilot schools – seem to underline the importance of a focus on lower grades (which probably also shows that a further extension of CFS methodology beyond Grade 9 would not yield additional benefits). Pre-school education would positively be an important area to focus on for future strengthening of the CFS approach. Six questionnaire items from the GE evaluation (2006) provide a good baseline for the same items which were also included in the questionnaires for the current CFS evaluation. Compared with the GE evaluation, it becomes evident that (apart from one item on “power”) the differences between pilot and control schools became significantly smaller which again indicates a good penetration of CFS elements across the system.

Comparison of selected Evaluation Results: Global Education (2006) and CFS (2009) STUDENTS (male and female, Grades 4-10 [GE] and 5+9 [CFS])

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I w ish w e hadmore time inclass to talkthings over

I am happy w iththe w ay my

teachers teachme

We talk a lotabout health care

and howimportant it is to

stay healthy

My teacher has alot of contact

w ith my parents

Teachers need tohave all thepow er in theclassroom

When there is aproblem in the

classroom, w e alltry to f ind a

solution together

<---

----

-Dis

agre

e---

----

----

----

----

----

----

----

----

----

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ee--

----

--->

The aspect on “teacher power” was an important one during the GE evaluation in 2006, assuming that reducing the absolute power of the teacher in the classroom would go hand in hand with challenging the existing role of the teacher as the person in strict control of his/her classroom. Back then, Uzbekistan was in strong agreement with this statement, and the evaluation report (PFAFFE and DeYOUNG 2006:24) indicated that more work still needed to be done, also pointing out that “the mindset of the teacher is built on cultural and historical conditionality. The development of a new professional self-understanding of a teacher in Uzbekistan should take Western and Eastern concepts of self understanding of teachers and teacher-students relations in consideration.”

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 23 As clearly shown in the diagramme, students underwent a mindset shift here, even in the non-pilot control schools. This is an important development which has also been confirmed by the responses of the teachers (see below). 3.2.2 Outcomes for teachers

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1617

1819

2021

2223242526

2728293031

3233

3435

363738

394041

4243

4445

4647 48 49 50 As with the students, outcomes for teachers

have been assessed on the basis of class observations, focus group discussions and questionnaires. Teachers are in agreement with interactive and participatory learning methods, and these methods have been incorporated into the in-service training. Looking at the various responses, there is great consensus across the five pilot regions, both in CFS Pilot and non-pilot control schools, as shown in the diagramme on the left. Where minor deviations do exist (e.g. items 8-12), these do not affect the overall response category (agreement versus disagreement). The correspondence between white lines (CFS Schools average) and black lines (Control School average) is striking and confirm a sound penetration of CFS methodology across the educational system in the 5 pilot regions.

In general, judging from the responses to the questionnaire items, the FGDs and the classroom observations, it can be stated that teachers feel comfortable with interactive and participatory teaching methods, manage to keep students engaged in the learning process and successfully pursue an improved academic achievement. They regard themselves as facilitators and are in a position to apply a broad variety of educational methodology in their teaching. While the GE initiative obsessively pursued group work as the educational method, the CFS initiative appropriately combines various approaches in relation to both the subject matter and the contextual conditions of the learning situation. Testing and evaluation is continuously done in an open and transparent manner, strongly including elements of self-assessment by the pupils. The implementation of the CFS project is regarded by teachers as beneficial for their day-to-day teaching, and former perceptions that CFS implementation might be more time-consuming g or costly then “traditional teaching” are no longer present. This is also due to the strong ownership of the CFS approach by MoPE and the schools which are not dependent on any outside (donor) funding for project implementation, contrarily to the “resource boxes” widely distributed during the GE initiative. As for the students, five questionnaire items from the GE evaluation (2006) were also included in the questionnaires for the current CFS evaluation. While the comparison shows a solid consolidation of responses (bearing in mind that in 2006 only teachers having received training on GE were included, there was no control group for teachers), even viewing the current situation in a more critical and realistic light, the mindset shift in terms of “teacher power” becomes strikingly evident. This is a solid

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 24 indication for a stronger acceptance of the new role as teacher of facilitator, and – most importantly – as well in CFS Pilot Schools as in non-pilot control schools.

Comparison of selected Evaluation Results: Global Education (2006) and CFS (2009) TEACHERS (male and female, GE 2006 only focussed on pilot schools)

1,00

1,20

1,40

1,60

1,80

2,00

2,20

2,40

2,60

2,80

3,00

I am familiar with the(GE philospohy)

(aims and objectivesof the CfS Project)

I need to have allthe power in the

classroom

In my class, there ismuch interaction "on

task" between theboys and girls

I am very interestedin the opinions of mypupils, even if theydiffer from my own

(GE) (The CfSProject) is not really

adequate for thesituation my country

is in

<----

----D

isag

ree-

------

------

------

------

------

----A

gree

------

--->

The teacher in the role of a facilitator is crucial for a balanced distribution of power in the classroom. In such a role the teacher can excellently contribute to the creation of a positive atmosphere in the classroom.

Tashkent region, Grade 9,pilot school Karakalpakstan, Grade 5, pilot school

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 25 The analysis of mean deviation (MD) of teacher responses across questionnaire items against CFS Schools and control schools shows a solid consistency, particularly also regarding the item on “teacher power” (#26). QST-2 TEA: Comparison of Mean Deviation across Questionnaire Items, CFS Sample Groups and Control Sample

0,0000

0,1000

0,2000

0,3000

0,4000

0,5000

0,6000

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49

The only deviations slightly above the 0.2 mark refer to the item on problem solving (“When there is a problem in the classroom, me and my students find a solution together”) and student councils/PTAs (“The student council and PTA play an important role in our school”). CFS Schools from Tashkent Region showed a greater degree of disagreement here for both items, although not significant for the overall assessment. Deviations between responses from CFS Pilot Schools and non-pilot control schools all remain under the 0.2 mark, most of them even under 0.1 with a considerable number of items even reaching 0.0. Thus is a another strong indication for consistency of perceptions and approaches between those two groups, and for strong penetration of the CFS philosophy across the educational system of the pilot regions. 3.2.3 Outcomes for communities and parents Outcomes for communities and parents are related to the assessment of school and community relations; the degree of functioning of Parent-Teacher Associations (PTAs); and the degree of involvement from parents in pilot school governance and management. Based on focus group discussions with parents, parents appear to be well introduced to key CFS elements both in the process of teaching and learning, and also regarding the environmental aspects of child-friendly schools. Already during the implementation of the GE initiative, parents got increasingly aware regarding the importance of the interactive way of educating, particularly in terms of team work and team building; group work, humanity as a specific value, and open communication with all employees at the school. The CFS project has succeeded in expanding these initial achievements to a wide audience of parents and community members. Many parents talk to teachers regularly about their own children, whereby school management regularly consults with parents and the community.

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 26 The CFS methodology is generally well accepted by children and therefore by their parents. Parents in their clear majority appreciate the fact that their children are happy with the school and that they like to go to school if CFS principles are being applied. This has been repeatedly confirmed by teachers and school directors who referred to much better attendance rates due to the CFS methodology applied in school.

Happy in school and learning efficiently … the CFS approach is well received by both children and their parents.

3.3 Efficiency In assessing efficiency, it will be important to ascertain how the costs of the CFS project compare to international benchmarks for similar projects, and how the most value can be generated from UNICEF’s initial investment. In addition, it is important to analyse possibilities for creating and utilising synergetic effects with other stakeholders and related interventions. This section looks at the specific roles and contributions of UNICEF and other stakeholders, and also reflects on project costs versus project scope and project outcomes.17

17 This will also serve as the foundation for a deeper Education Sector Analysis to be carried out during

the second phase of the consultancy (June-July 2009). During that time, the financial analysis will also take into account interrelations between UNICEF and other development partners’ budgets and funding intentions.


3.3.1 Role and contribution of UNICEF and other stakeholders The following matrix analyses the stakeholders who are crucial for enhancing efficiency of the CFS project. The following definitions are used in this analysis: Stakeholders Individuals or institutions that may affect or may be affected by the outcomes of the action. Beneficiaries Those who benefit from the action a) target groups: groups/identity directly affected by the main action at the project purpose level b) final beneficiaries: those who benefit from the project at the long term at the level of society/sector at large Project partners Those who implement the action in the country Indirect project partners: Indirect project partners will neither be implementing, nor cooperating, direct or indirect, since they themselves are employed by the project partners in order to deliver specific services as per their respective job descriptions. In that role, however, they will be important agents of the project partners, and need to be considered strongly for the successful implementation of the proposed intervention. This particularly refers to the need for building up their specific capacities of service delivery.

Stakeholder Analysis – Key players for the creation of synergetic effects with the CFS Project Beneficiary Entities Main focus Stake-

holder Target group at purpose

level

Final beneficiary

Project partner

Ultimate target group (PURPOSE LEVEL)

Children of Uzbekistan

Children of Uzbekistan are affected directly by an increase in quality in education, and by being able to develop their personality, talents, intellectual and physical abilities, bringing to a focus their health, nutrition and well-being. Also, by promoting growing up as a person of identity, capable acting in a meaningful manner in compliance with the needs of the community.

yes yes yes

Current and (potentially) future Government Partners

Ministry of Public Education

• Basic Education sector • Basic Schools, 5 Pedagogical Institutes, In-

Service Teacher Training Institutes • Scientific experiment in Navoi PI and RK

ISTTI • MoPE already has strong ownership of the

CFS Project, important player for future institutionalisation processes

yes yes yes




level

Final beneficiary

Project partner

Ministry of Special Secondary and Higher Education

• Secondary and Higher Education Sector • Academic lyceums (3 years), Professional

colleges including Pedagogical Colleges (3 years), Institutes not primarily relevant for education sector (i.e. Agricultural Institute), Universities (e.g. University of World Languages in Tashkent, Tashkent State Pedagogical University in Tashkent, 12 other universities)

pote

ntia

lly

not yet

Universities

• University of World Languages in Tashkent (Faculty of Philology, various languages – graduates can work as interpreters or teachers in secondary schools or universities)

• Tashkent State Pedagogical University in Tashkent (B.Ed. and M.Ed. degrees, graduates can work as teachers in all educational sectors)

• 12 other Universities (1 per Region), all of them with a Department of Pedagogy (B.Ed. and M.Ed. degrees, graduates can work as teachers in all educational sectors)

pote

ntia

lly

not yet

Pedagogical Institute (PI)

• Pre-Service training of teachers (N=5, one per Region), 4 years for B.Ed., 6 years for M.Ed.

• 5 PIs under MoPE yes yes

In-Service Teacher Training Institute (ISTTI)

• In-Service training of teachers (N=15, one per Region + Tashkent City + RK + 1 Republican ISTTI), every 3 years each teacher must take a 24-day course

• 6 ISTTIs cooperate with CFS Project (Tashkent City + Region, Nukus, Ferghana, Khorezm, Republican ISTTI)

yes yes

Republican methodological centre of in-service teacher training for pre-school education

• Special focus on in-service training for teachers in pre-school education

pote

ntia

lly

not yet

Pedagogical College

• Pre-Service teacher training for primary education training (duration 3 years, leading to Diploma, can work as teachers in pre-school institutions) po

tent

ially

not yet

Republican Education Centre

• Pedagogical and methodological innovations • Previously coordinating Global Education • Approving all CFS materials

yes yes




level

Final beneficiary

Project partner

Uzbek Scientific-Research Institute of Pedagogical Sciences named after Kary-Niyazy

• Scientific research in pedagogical science yes yes

Centre of Special Secondary and Professional Education

• Under MoSSHE • Working with teachers of Colleges and

Lyceums pote

ntia

lly

not yet

Republican and Oblast Centres of professional orientation and psychological pedagogical diagnostics

• Professional orientation consultation and psychological support of students

pote

ntia

lly

not yet

Development Partners (including IFIs) and NGOs

World Bank

• Basic Education Project, to improve effectiveness of teaching in general secondary education and pre-schools and the capacity of MoPE to efficiently allocate resources, monitor and evaluate its programmes (Loan 2007-2009). Phase I: 15million USD, Phase II (2009-2013): 25 million USD

yes yes

Asian Development Bank

• Education Sector Development Programme (ESDP) to improve the relevance and quality of education. (Loan 2003-2009) 38,5 million USD

• Textbook development II phase (Loan 2005-2009), 25 million USD

• Rural basic education (loan 2008-2011) 30 million USD

• ICT in Basic Education (loan 2006-2011) 30 million USD

yes yes

Islamic Development Bank

• Construction of 15 schools (School infrastructure loan – 2007-2008), 10 million USD

yes no

EC

• Vocational Education • Restructuring of higher education (TEMPUS

programme) through encouraging cooperation with universities in the EU

yes no

KfW GTZ SECO JICA

• Vocational Education yes no




level

Final beneficiary

Project partner

Goethe Institute • German language promotion, teacher exchange yes no

Embassy of France • French language promotion, teacher exchange yes no

Korean Exim Bank

• ICT in schools, establishment of multimedia centre (Loan 2006-2009), 30 million USD yes no

Government of China

• Loan (19 million USD) and grant (1 million USD, 2006-2007): Provision of computers to schools

yes no

KAMOLOT • Offices in each Region, seminars with students

on self-governance, providing support to student councils

pote

ntia

lly

not yet

Uzbekistan Children’s Fund

• Seminars for children on HIV/AIDS, CRC, Children Parliaments in schools and regions

pote

ntia

lly

5 years ago

UN Organisations (related to educational issues)

UNICEF

• Programme 1: Access to Quality Basic Services for Children and Women

Health and Nutrition, ECD and Quality Basic Education (including CFS Programme), Child Protection, HIV/AIDS Prevention and Youth

• Programme 2: Good Governance for Achieving Children’s and Women’s Rights

Family and Community Empowerment, Local Capacity building in Management of Basic Services for Children and Women, Policy Development, Advocacy and Social Monitoring

yes yes

UNESCO • UNESCO Associated Schools Network • Education Management Information System

(developed by UNICEF) no no

The stakeholder analysis illustrates the wide involvement of UNICEF with other stakeholders, particularly at government level. It needs to be borne in mind that about three years ago the educational structure of the Uzbek education system was changed, with the most drastic change being the establishment of a 9-year basic education cycle (reduced from a comprehensive cycle of 11 years before), to be followed by a newly established College (special secondary and professional education) system. Nowadays, learners leave school after 9 years only, and then have to join either academic lyceums or professional colleges before being able to enter university if they wish.

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 31 3.3.2 Project costs versus project scope and project outcomes The following table is based on information provided by the Uzbekistan Country Office and shows the actual expenditure of the CFS Project over the past three years: Budget Monitoring for the CFS Project in Uzbekistan as per May 2009 (in USD)

Description 2006 2007 2008 2009 Total Numbers trained/

materials developed

Unit cost for all years

Trainings for Teachers 42,210 101,170 134,319 138,010 415,709 11,594 35.86

Trainings for School Directors and/or Deputy Directors 0 1,450 21,906 41,415 64,771 2,658 24.37

Trainings/orientation meetings (advocacy) for District/Regional Education Administration, including parents and community

13,614 31,002 19,602 15,580 79,798 7,501 10.64

Trainings for teachers of the Pedagogical Institutes and In-Service Teacher Training Institutes

2,908 22,559 25,111 17,489 68,067 1,120 60.77

Training/Social mobilisation for students on CFS, CRC, child labour, sanitary and hygiene issues

0 0 43,825 37,807 81,632 3,156 25.87

Methodological support for CFS18 6,584 8,782 12,477 9,637 37,480 1,00019 37.48

CFS monitoring 1,965 7,717 21,071 30,255 61,00820

Regional review meetings (including capacity building) of CFS teams (3-4 per year)

8,661 14,718 33,815 29,122 86,316

Project support (including relevant travel) 12,788 40,306 45,265 70,449 168,808

Stationery and equipment for resource centres and regional CFS teams

13,39521 9,852 39,24622 7,246 69,739

GRAND TOTAL: 102,125 237,556 396,637 397,010 1,113,328 27,029 41.93

UNICEF thus invested an average of 283,332 USD per year (direct costs), with 747,457 USD spent in total on training activities for a total of 27,029 training beneficiaries. This results in an average unit

18 Including methodological support to teachers on developing CFS lessons, development of lessons,

lessons approval through Republican Methodological Centre of Public Education, printing of methodological manuals for teachers.

19 This is the number of lessons developed, which after approval by the Republican Education Centre were printed as methodological manuals for teachers.

20 It is not possible here (and for the following three items below) to make a calculation as per number of monitorings.

21 In 2006, stationery boxes were also provided to 50 initial pilot schools. 22 In 2008, 4 regions received equipment and furniture for resource centres.

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 32 cost per trainee of just above 40 USD (probably around 150 USD for basic training only) which is excellent in terms of project efficiency, and when compared with international experience values for similar interventions (even when compared to CFS interventions in other countries). 3.4 Impact The CFS Project has been successful in mainstreaming core elements of the CFS philosophy into governmental legislative bases of the education system. In the School Regulations, it is clearly stated that “one of the main tasks of the school is the formation of a child-friendly environment, to promote children’s rights and to respect their values and interests”23 In addition, the Law on the Guarantees of the Rights of the Child has been adopted, and the Law on Education & Regulations on Basic Education has been revised. The Programme for Improving the Quality and Efficiency of Education 2008-2012 encourages the creation of an atmosphere of friendliness and creativity in all basic schools. The adoption of such powerful official government legislation creates an impact far beyond the school itself since it creates a general atmosphere of openness, mutual respect and independent thinking. Consequently, CFS indicators and State Educational Standards match in the content and overall concept of the quality of education, and there is a common direction of continuous capacity building of pedagogical staff.24

Lively presentations, at the blackboard or even utilising the whole classroom, are a regular feature at both control and pilot schools. Pupils clearly enjoy to present their work to others.

Karakalpakstan, Grade 9, control school Ferghana region, Grade 5, pilot school

It has been confirmed by teachers and MoPE representatives that teachers in increasing numbers tend to “look at students as equals”, that their attitude has changed to a more positive and democratic one, and that teachers encourage independent thinking and the free expression of student’s opinions.25 Impacts attributed to the CFS initiative also relate to a clearly enhanced attendance rate and the improvement of student’s learning achievement, a fact widely recognised among MoPE

23Included in School Regulations, Section II, 2.4, in all schools of Uzbekistan (following instruction by

MoPE). Translation by Eleonora Sadirova. 24 Cf also: Case Presentation for Uzbekistan. PowerPoint presentation given at the workshop UNICEF

Global Capacity Development Programme on Child-Friendly Schools, Geneva, Switzerland, 27-30 April 2009. 25 This has also clearly been demonstrated by the mindset shift of “teacher power” explained in Section

3.2.2 above.

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 33 representatives across the five pilot regions. This has certainly been reinforced by an increased interest and participation of parents and communities in school life. Parents and community members ensure the regular school attendance of their children, and/or follow up with the school directly in case of any problems which might have led to non-attendance. The fact that parents and students alike sensed that learners would be “more prepared to real life”, certainly attributed to such development. In terms of inclusiveness, appropriate topics for educational interventions towards social inclusion have been addressed by the CFS project. These primarily referred to the adequate inclusion of children (learners) with special needs. 3.5 Sustainability The overall sustainability of the CFS project is determined by three main factors: (i) the methodology of its initial design in terms of addressing key issues which might impact on its overall sustainability, (ii) the specific context of the project within larger educational reforms and Ministerial capacities, and (iii) the capacities (and powers) of the CFS coordinators. All these factors constitute the context within which the intervention is placed and have direct bearing on the degree of future sustainability, even before the actual implementation phase has started. Contrarily to the GE initiative, two overriding principles of the CFS project were (i) not to create dependency of pilot schools on external resources, and (ii) to ensure full ownership by government structures. Due to these principles, the CFS project succeeded to create a high degree of sustainability. All activities are fully embedded in the educational system, and schools do not require any additional resources to maintain CFS standards. Apart from maintaining child-friendly environmental conditions (which might require funding in some cases, although funding would strictly come from government sources), it is widely understood that the implementation of a child-friendly and interactive teaching methodology does not necessarily require any additional funding, but rather a mindset change.

Teaching and learning resources do not necessarily need to be expensive – creativity of the teacher is the strongest capital, either producing easy-to-make charts or even utilising balloons, as seen in a mathematics class and an English class in Khorezm region.

Khorezm region, Grade 5,pilot school Khorezm region, Grade 9, pilot school

Due to the strong ownership of the project by government, government representatives who have been involved in CFS cooperation are represented in important committees, such as curriculum and textbook committees within the framework of support by the World Bank (WB) and the Asian

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 34 Development Bank (ADB). Some CFS trainers are also part of the WB and ADB training teams, and thus will further advocate the CFS approach.26 The strong presence of CFS philosophy in five regions of Uzbekistan has led to a wide penetration of CFS principles into the school curriculum and the training of teachers. Participatory and interactive methods are being regarded as essential for productive and learner-centred teaching. The project has established strong partnerships with six out of fifteen In-Service Teacher Training Institutes (ISTTIs)27. On an experimental level, CFS modules for teacher training have been included in pre- and in-service training courses in the Republic of Karakalpakstan. Capacities of the regional CFS teams are sound, as can be seen in the very thorough monitoring reports compiled by every region at a regular 3-monthly basis. All monitoring reports are based on detailed logframes with specific indicators, both quantitative and qualitative. Monitoring includes quality monitoring with detailed monitoring sheets and observation plans for classroom observations and assessment of child-friendly methodology and environments. The CFS project has proven its sustainability through excellent cooperation with government. In proceeding, it should now shift its focus from school-based support to countrywide institutionalisation of CFS concepts. This issue will be further dealt with in the next section.

In-service training of teachers, In-Service Teacher Training Institute, Nukus, Karakalpakstan

26 A deeper analysis of such cooperation will be part of the education sector analysis to be carried out

in the second phase of the mission from June-July 2009. For example, within the context of the newly planned ADB-financed school-based resource centres, it will be important to include CFS literature and manuals into such resource centres, and to also utilise them for CFS purposes.

27 Tashkent City + Region, Nukus, Ferghana, Khorezm, Republican ISTTI.

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 35 4 CONCLUSIONS AND RECOMMENDATIONS (1) The CFS Project has been a remarkable success, both in terms of government partner

ownership and also in terms of the large scale of successful infusion of CFS concepts into the educational system of all 5 pilot regions.

(2) The key CFS standards according to the CHABBOTT framework have been well adhered to.

It appears to be worthwhile to further operationalise these CFS standards in light of the Uzbekistan context, and to develop a refined matrix as an agreed-upon national CFS standard which should then be extended as educational quality standard to all schools, fully endorsed by Government. This will also support the upgrading of the normative-legislative base for child-friendliness.

(3) There seems to be a much stronger impact of CFS methodology in the lower classes. The fact

that differences get less in line with the time the student progresses through the school system – both in CFS and in non-pilot schools – seem to underline the importance of a focus on lower grades (which probably also shows that a further extension of CFS methodology beyond Grade 9 would not yield additional benefits). Pre-school education would positively be an important area to focus on for future strengthening of the CFS approach.

(4) CFS concepts are well known in the pilot regions, have been accepted and to a large extent

integrated even into the methodological practice in non-pilot schools. It can be reasonably assumed that the large-scale expansion of pilot schools has efficiently and effectively saturated the educational system of the pilot regions.

(5) Future project involvement should shift its focus from school-based support to

countrywide institutionalisation of CFS concepts. It will be of particular importance to explore and utilise inter-regional cooperation in Uzbekistan, in order to transfer the experiences and already existing cooperation agreements from the pilot regions to those regions not yet covered by the CFS project. Systemic institutionalisation of CFS concepts should also address the structure and content of the system of psychological and methodical services.28

(6) Key institutional partners for securing institutionalisation of CFS concepts countrywide

should continue to be the Pedagogical Institutes and the In-Service Teacher Training Institutes, both under the Ministry of Public Education. In addition, cooperation with the Ministry of Special Secondary Education and Higher Education should be explored, in order to include Academic Lyceums, Professional colleges including Pedagogical Colleges (3 years), and universities (e.g. University of World Languages in Tashkent, Tashkent State Pedagogical University in Tashkent) into the institutionalisation process of CFS concepts.

(7) Following a successful institutionalisation process, it could reasonably be expected (on the

basis of the experiences of cooperation so far) that CFS concepts and methodology will be further strengthened through the Uzbek institutions themselves.

28 As stated in the “Draft action plan for CFS scaling up in the Republic of Uzbekistan”, PowerPoint

presentation at the workshop UNICEF Global Capacity Development Programme on Child-Friendly Schools, Geneva, Switzerland, 27-30 April 2009.

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 36 (8) Future training activities should to an increasing degree focus on the training of trainers

(multipliers) at the identified institutions, particularly in those regions not yet covered by the CFS Project.

(9) In order to support the policy dialogue and institutionalisation process, it is recommended to

establish a small number of “CFS model schools” in those 7 regions not yet covered by the CFS project. This will not be an expansion of the existing CFS pilot schools, but rather a strategy to provide regional ministerial authorities with an experimental proof of the benefits of the CFS approach in practice, in their specific regions. The total amount of “model schools” should be about 10 per region, i.e. a total of 70 schools (equivalent to 10% of the current number of pilot schools).

(10) Parallel to a nation-wide institutionalisation process, attention should be given to an

upscaling of the advocacy campaign for CFS, including coverage of CFS objectives in the mass media, the development of a CFS website and its posting at Ministry of Public Education web portal, and CFS orientation/advocacy meetings for different groups of stakeholders.29 One of the first major events to be supported could be the National Conference on CFS which will bring all regions together.30

(11) The CFS Evaluation Report together with the forthcoming Education Sector Assessment

should be utilised to improve cooperation with international financial institutions (IFIs) and other development partners, and to create interfaces for future synergies, particularly regarding the strengthening of a nation-wide impact of the CFS concept.

(12) Within the overarching framework of institutionalisation of CFS concepts, capacity building

(at institutional level) should include the strengthening of monitoring systems at all levels, both regarding quantitative and qualitative elements. Especially regarding qualitative monitoring of educational quality, the CFS project can contribute significantly to such a process.

4.1 Validation of evaluation findings and recommendations All findings and recommendations contained in this report were presented to a wide range of Government stakeholders, including all Regional Teams, at a Validation Workshop held on 12 May in Tashkent. After a thorough discussion, findings and recommendations were unanimously accepted by acclamation, pending the perusal of the draft report. Further comments were submitted to UNICEF and have been incorporated into this final report.

29 Cf “Draft action plan for CFS scaling up in the Republic of Uzbekistan”, PowerPoint presentation at

the workshop UNICEF Global Capacity Development Programme on Child-Friendly Schools, Geneva, Switzerland, 27-30 April 2009.

30 This conference was mentioned at a meeting held with a representative of the ISTTI in Navoi.

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 37 LIST OF PERSONS CONSULTED KHUDAYNAZAROV, Ergash Khusainovich, Chief Manager: Regional administration of the

National Education of the Khorezm Region, MoPE, Urgench. NAROLSKAYA, Yulia, Education Specialist, UNICEF, Tashkent. RAKHMONKULOVA, Nargiza Khadjiakbarovna, Head of Department of Public Education:

Tashkent City, MoPE, Tashkent. SHAREEF, Mahboob, Representative, UNICEF, Tashkent. SULTANOV, Bigdulla Summashevich, Minister of Education of the Republic of Karakalpakstan,

Nukus. TESHABAYEV, Zikrillo, Head of Department of Public Education: Ferghana Region, MoPE,

Ferghana. • Regional Teams in Tashkent City and Oblast, Ferghana, the Republic of Karakalpakstan and

Khorezm (in the order of having been visited) • School directors, teachers, students and parents of the following schools (in the order of schools

having been visited): Tashkent City: • Tashkent, School # 118 • Tashkent, School # 151 • Tashkent, School # 154 • Tashkent, School # 175 (Control School)

Tashkent Region: • Piskent, School # 6 • Keles, School # 17 • Angren, School # 33

Ferghana: • Kuva Region, School # 15 • Kuvasay City, School # 1 • Yasavan Region, School # 36 • Yasavan Region, School # 12 (Control School) • Ferghana City, School # 40, “Parvos”

Republic of Karakalpakstan • Nukus City, School # 32 • Nukus Region, School #1 • Amurdaya, School # 50 • Amurdaya, School # 16 • Nukus City, School # 2 (Control School)

Khorezm: • Urgench City, School # 5 • Urgench City, School # 10 • Shavat Region, School # 2 • Urgench Region, School #36

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 38 LIST OF DOCUMENTS CONSULTED CASE Presentation for Uzbekistan. PowerPoint presentation given at the workshop UNICEF Global

Capacity Development Programme on Child-Friendly Schools, Geneva, Switzerland, 27-30 April 2009.

CHABBOTT, C. (2004): UNICEF’s Child-Friendly Schools Framework. A desk review. New York:

UNICEF. CONVENTION on the Rights of the Child, adopted and opened for signature, ratification and

accession by General Assembly resolution 44/25 of 20 November 1989, entry into force 2 September 1990, in accordance with article 49.

DRAFT action plan for CFS scaling up in the Republic of Uzbekistan (2009). PowerPoint

presentation given at the workshop UNICEF Global Capacity Development Programme on Child-Friendly Schools, Geneva, Switzerland, 27-30 April 2009.

MANSUROVICH, Kuchukbayev Farit (2008): Comprehensive Concept of “Child Friendly Schools”.

UNICEF, Uzbekistan: September 2008. MINISTRY of Public Education in the Republic of Uzbekistan (2008): Interim Report “Education

Quality Monitoring and Management System Design” project. Uzbek Scientific-Research Institute of Pedagogical Sciences named after Kary-Niyazy. MoPE and UNICEF: August, 2008.

MINISTRY of Public Education in the Republic of Uzbekistan; UNESCO; UNICEF (2006):

Monitoring of Learning Achievements (MLA I) 2006 in Mathematics and Sciences with Life Skills. The Grade 4th. Itafact Agency.

MINISTRY of Public Education in the Republic of Uzbekistan; UNESCO; UNICEF (2006):

Monitoring of Learning Achievements (MLA II) 2006 in Mathematics and Sciences with Life Skills. The Grade 8th. Itafact Agency.

MINISTRY of Public Education in the Republic of Uzbekistan; UNICEF (2007): Report on Survey

Results. Study of the pupils' school non-attendance problem and the cases of temporary children drop-out from the education system (5th to 9th grades of secondary schools). Tashkent.

PFAFFE, Joachim Friedrich (1998): Contextual Pedagogy. The Didactics of Pedagogical

Emancipation within the Context of Disempowered and Marginalized Societies. Frankfurt/Oder: Viademica Verlag.

PFAFFE, Joachim Friedrich; DeYOUNG, Alan J. (2006): Global Education Project. Central Asian

Republics And Kazakhstan (CARK). Sub-Regional Formative Evaluation of the Global Education Project (2002-2005) in the CARK Region. UNICEF Staff Contact Point: Philippe Testot-Ferry. Final Evaluation Report. Bettembourg: PROMAN and UNICEF, 04 May 2006.

RAVSHAN, Khalmuratov (undated, pres. 2008): Analysis of results of implementation of Child

Friendly School programme in the Republic of Uzbekistan. Monitoring report.

Summative Evaluation of the Child-Friendly Schools Project, Uzbekistan: Final Evaluation Report 39 RIDGE, Natasha (2007): Formative Evaluation of the ECD and Quality Basic Education Project.

January 2005 To June 2007. UNICEF Uzbekistan: October 2007. UNICEF (2002): Child Friendly Schools in Central Asia. UNICEF (2004): UNICEF Evaluation Report Standards. September 2004. Evaluation Office. UNICEF (2004a): Revised Country Programme Document. Uzbekistan. . United Nations Children’s

Fund ExecutiveE/ICEF/2004/P/L.20, 01 April 2004 Board, Annual session 2004, 7-11 June 2004, Item 4 of the provisional agenda.

UNICEF (2005): The UNICEF medium-term strategic plan, 2006-2009. Investing in children: the

UNICEF contribution to poverty reduction and the Millennium Summit Agenda. E/ICEF/2005/11, 11 July 2005.

UNICEF (2005a): UNICEF water, sanitation and hygiene strategies for 2006-2015. United Nations

E/ICEF/2006/6, Economic and Social Council, 15 November 2005. UNICEF (2007): Annual report of the Executive Director: progress and achievements against the

medium-term strategic plan. United Nations E/ICEF/2007/9, Economic and Social Council, 02 May 2007.

UNICEF (2007a): UNICEF Education Strategy. United Nations E/ICEF/2007/10, Economic and

Social Council, 04 May 2007. UNICEF (2008): Extension of the medium-term strategic plan (MTSP) 2006–2009 until the end of

2011: background note. E/ICEF/2008/25, 17 July 2008. United Nations Children’s Fund Executive Board, Second regular session 2008, 15-18 September 2008. Item 4 of the provisional agenda.

UNICEF (2008a): Revised annexes to the medium term strategic plan. Annex I: Results framework by

focus areas. Annex II: Part 1: Integrated monitoring and evaluation framework. Part 2: Key performance indicators. E/ICEF/2008/19, Economic and Social Council, 21 July 2008. United Nations Children’s Fund Executive Board, Second regular session 2008, 15-18 September 2008, .Item 4 of the provisional agenda.

UNICEF (2009): Manual Child Friendly Schools. UNICEF (2009a): Draft Country Programme Document. Uzbekistan. E/ICEF/2009/P/L.14, 10 March

09. [To be presented at] United Nations Children’s Fund Executive Board, Annual session, 8-12 June 2009.

UNICEF Regional Office for CEE/CIS (2007): Education For Some More Than Others? A Regional

Study on Education in Central and Eastern Europe and the Commonwealth of Independent States (CEE/CIS).

UNICEF Uzbekistan (undated, pres. 2005): Country Programme of Cooperation 2005–2009. WORLD Bank (2005): Addressing the Crisis in Central Asia Education: A Proposed Approach for

Partnership. Report No. 32517-ECA. Human Development Sector Unit, Europe and Central Asia Region, June 30, 2005.

APPENDIX 1:

Terms of Reference

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UNICEF TASHKENT

PROJECT EVALUATION

Terms of Reference for Institutional Consultancy Services

TITLE

Formative Evaluation of the “Child Friendly School” Project (2006-2008) in Uzbekistan

BACKGROUND The Child Friendly School (CFS) project involves a partnership between the Ministry of Public Education and its regional departments, UNICEF, In-Service Teachers Training Institutes, Pedagogical Institutes, Scientific and Research Institute of Pedagogical Sciences and non-governmental organizations in Uzbekistan. The project addresses grades 1-9 and is based on the Global Education Concept and has core elements of the CFS in terms of enriching and adding value and relevance to the curriculum. The current CFS Project evolved from the GE Project implementation in accordance with the 18 months development plan agreed at the validation meeting in April 2006 after the GE evaluation. Therefore CFS uses the same child-centered approach and methods enriched by the CFS concept. Still underpinning the whole approach are the twin objectives of building student competency for active and responsive citizenship and building the capacity of teachers involved so they become facilitative, flexible and reflective practitioners. Initiated in 2003 in 51 schools as the Global Education Project and further transformed into the CFS project it now covers 750 schools in 5 regions, 5 pedagogical Institutes and all In-Service Teachers Training Institutes with the National CFS concept developed. Overview of the Child Friendly School Concept

The CFS recognizes and respects the rights of the children to quality education and should be able to provide the proper and adequate environment conducive for learning, safe and healthy to allow for active participation in classroom activities according to children’s evolving capacities. The CFS school is also “teacher-friendly” by providing support and respect for the profession as teachers are the most critical in making school child friendly. The Child Friendly teachers understand child development and are able to make learning process conducive and enabling to build children’s sense of worth and self confidence so that they develop to the full potential.

A rights-based, child-friendly school has two basic characteristics:

It is a child-seeking school — actively identifying excluded children to get them enrolled in school and included in learning, treating children as subjects with rights and State as duty-bearers with obligations to fulfill these rights, and demonstrating, promoting, and helping to monitor the rights and well-being of all children in the community.

It is a child-centered school — acting in the best interests of the child, leading to the realization of the children’s full potential, and concerned both about the "whole" child (including her health,

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nutritional status, and well-being) and about what happens to children — in their families and communities - before they enter school and after they leave it.

The Child-Friendly School framework is a means of translating the Convention on the Rights of the Child (CRC) into school management and classroom practice, and ensuring the right of all children to have access to quality basic education. The Child-Friendly Schools approach is used widely as a foundation for the development of education standards relevant to national context.

The Child-Friendly School approach provides a conceptual framework to address issues of access to basic education as well as issues related to the quality, efficiency, governance and management of education system. The Child-Friendly School framework supports the achievement of UNICEF’s goals, objectives and strategies for basic education through its five sets of principles. More specifically, for schools and education systems to be child-friendly means that:

• They are inclusive of all children, particularly children from ethnic minorities, children with special educational needs, girls, and children with a disadvantaged social background.

• They offer good quality teaching and learning processes with individual instruction appropriate to the developmental level, abilities and learning capacities of all children, thus ensuring that no child is left behind; the curriculum and education content are relevant to the needs of the society – its social cohesion and labour market.

• They provide a safe, healthy and protective school environment in which children are protected from violence, abuse and harm and in which essential life skills and values of respect, tolerance and democracy are promoted.

• They are gender-sensitive and promote gender equality in both enrolment and achievement; adequate attention must be given to the situation of girls in some countries but also to the increasing feminization of upper-secondary and higher education throughout the region.

• They promote the participation of stakeholders – children, families, communities – in all aspects of school life; they encourage the involvement of parents and families through the development or strengthening of effective parent-teachers associations (PTAs); they foster local partnerships in education through working with the civil society – NGOs and community-based organizations.

The CFS concept has also been implemented in several other countries of the CEE/CIS region, like Turkmenistan, Armenia, Azerbaijan, Macedonia, Bosnia & Herzegovina, Turkey, etc. Overview of the CFS Project

The Child Friendly School project is being implemented as part of UNICEF Uzbekistan’s overarching programme on Early Childhood Development and Quality Basic Education, with the aim of improving the quality and access to basic education for disadvantaged children. In 2003 UNICEF agreed with the Ministry of Public Education (MoPE) to pilot the Global Education (GE) initiative in 51 schools across 5 regions (Republic of Karakalpakstan, Tashkent city and region, Khorezm and Ferghana). The initiative aimed at developing a child friendly curriculum and practices based on rights– and life-skills child centred methods. The 2006 evaluation of the GE programme in Uzbekistan revealed positive changes in teaching and learning and stated that it was the only country in the region where the MoPE had taken the ownership of the program compared to other Central Asian countries. After the evaluation UNICEF and MOPE decided to increase the number of target schools up to 700 (currently 750). Besides, the focus of the program was broadened to cover larger CFS framework. Starting from that period the project aims to promote the rights of the child, Gender equality, health and

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safety, inclusive, participatory and high quality child centred teaching and learning and building up of community partnerships. After the GE evaluation the overall structure of CFS project implementation was revised. The Regional CFS Teams were established in each of four regions (Tashkent and Tashkent region are combined as one team) to manage, facilitate and support overall program implementation. The regional teams are comprised of 4 units: trainers; lesson developers; monitoring and evaluation and logistics. They are supervised by the CFS coordinator from the Regional Department of PE. At the National level the Expert Group supervising the development of methodical materials and child friendly lessons was also established within the Republican Centre of Public Education. The expert group ensures that all teachers in target schools and Pedagogical and In-Service Teachers Training Institutes are provided with methodical recommendations and CFS lessons using rights- and life-skills based methodology. In each of the target regions there is a CFS resource centre established, with the space and staff ensured by the MoPE department in the field and with UNICEF supported technical and methodical aid. The resource centers are specially created to support CFS promotion and teachers’ development, which largely contribute to improving the quality of education. These centers will also serve as affiliates of the Association of Young Teachers, which is to be established by the Ministry of Public Education. Around 600,000 schoolchildren and 5,000 teachers and pedagogues directly benefit from the project implementation in 5 regions. As part of the monitoring scheme quarterly mini-audits were introduced into the overall CFS program, followed by a five days program review meeting. During these meetings the teams come together to report on implementation, discuss constraints, adjust the programme accordingly and build capacity on various topics of concern. This helped to strengthen the programme implementation in the field and ensure more ownership by the relevant departments of the system of education at all levels. The Monitoring Departments of Public Education in each Region and District is in charge of constant monitoring over the process of CFS program implementation. During the Mid Term Review evaluation in 2007 the project management was found to be of a high standard, due to the regular involvement of stakeholders and the establishment of a flexible system of monitoring that responds quickly to the needs and challenges arising in the field. Mid Term Review Evaluation revealed a clear need to strengthen the monitoring system of the MoPE in General as well as pointed the need for increase the number of CFS target schools. Table 1 below illustrates the numbers and categories of stakeholders covered during the past three years, as well as projected number of beneficiaries to be covered within 2009. Table 1: Project beneficiaries Position Covered for 2006-2008 Expected number of

beneficiaries in 2009 Teachers 3000 (out of 60,000 from 750

schools) 1500 (out of 20,000 from 250 new schools)

School directors 750 250 Methodologists 250 80 Monitoring Department staff 55 10 Administrators (district and city) 316 60 Pedagogues from In-Service Teachers Training Institutes

325 from 6 In-Service Teachers Training Institutes

100 from Navoi In-Service Teachers Training Institute

Pedagogues from 5 Pedagogical Institutes

275 100 from Navoi Pedagogical Institute

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Position Covered for 2006-2008 Expected number of beneficiaries in 2009

Makhallya (community) members 3,625 1,250 Parents 18,125 6,250 Students from tarCFSt schools 580,000 200,000 The next steps for UNICEF supported education program in terms of basic education will be to scale up successful CFS initiative to all schools in 5 regions by the end of 2009 and later nationwide. The core element of this program will be development of comprehensive CFS package which will be introduced nationwide through Pre- and In-Service Teachers Training Institutes. The CFS package will include a set of methodical recommendations and lessons in 10 key subjects for grades 1-9, which will be used for curriculum review at the Ministry level in the next country program. The CFS package will also include materials for teachers’ training; improved systems of monitoring: the students’ attendance, learning achievements and teachers’ performance; set of reference materials; materials for orientation of school, district and regional education managers; materials for orientation and involvement of parents and community members. Establishment of the information and communication resource centers at each school will be an additional package and will be added in case of availability of resources.

Project Achievements reported Project reviews and monitoring were conducted by the UNICEF Officers and CFS teams. Besides overall ECD and Quality Basic Education Project was evaluated in 2007 for the MTR.

PURPOSE OF THE FORMATIVE EVALUATION The CFS project is implemented in 5 regions in 750 schools. A number of education staff (teachers, school principals, inspectors, oblast and rayon administrators …etc.) received a CFS training (see table 1 above). The CFS Project has national ownership. After two and a half years of post - evaluation implementation it is time to conduct a formative evaluation of the CFS Project. The main purpose of the evaluation will be: Assess the potential of the CFS principles to be mainstreamed into the national education policies, strategies and action plans in Uzbekistan. The main users of the evaluation report will be the government (Ministry of Public Education, pedagogical institutes …), implementing partners (Regional CFS Teams, NGOs…), UNICEF Country Office in Uzbekistan, CEE/CIS Regional Office, bilateral agencies, IFIs supporting the education sector and other stakeholders. The findings and recommendations of the evaluation of the CFS Project will be used to inform the next country program preparation process of UNICEF Uzbekistan Office for 2010-2015. SCOPE AND FOCUS OF THE FORMATIVE EVALUATION The main objective of the formative evaluation will be to measure the relevance, effectiveness, efficiency, impact and sustainability of the project. The project will be evaluated in relation with its external environment, in particular in relation with government plans and with similar approaches or programme interventions tested by other partners. More specifically, for each of the above criteria, the formative evaluation will provide answers to the following questions:

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Relevance What is the value of the CFS Project in relation to primary stakeholders’ needs, national priorities,

national and international partners’ policies and global references such as human rights and in particular, the Convention on the Rights of the Child (CRC), and the Concluding Recommendations of the UN Committee of the Rights of the Child made to Uzbekistan?

For UNICEF, what is the relevance of the CFS Project in relation to the 2006-20011 Medium-Term

Strategic Plan (MTSP) and corporate strategies? The evaluation will also investigate the extent to which the target schools meet the characteristics

(criteria) of the UNICEF concept of a child-friendly school. The evaluation should assess target schools against the five CFS characteristics.

How appropriate is the current CFS model (packaging) and what adjustment needs to be made to make

it comprehensive by including child rights promotion, WASH, healthy life style and HIV/AIDS awareness.

o Where are we in terms of development of standards for quality education (i.e. CFS standards)? What

are the main standards being followed in the CFS schools, is there a CFS standard agreed with the Govt. which can be replicated elsewhere.

Effectiveness: In general terms, the formative evaluation will measure the effectiveness of the project at school level

in terms of school environment, teaching and learning methods, assessment methods, and identify key achievements and lessons learnt. In particular, the extent to which the CFS project has enriched and added value and relevance to the curriculum by applying CFS themes as well as the degree to which the learning and teaching environment has been renewed through the implementation of interactive and participatory methodologies, will be assessed.

More specifically, the formative evaluation of the CFS Project will look at the following: Effectiveness of the CFS Project at school level in terms of outcomes for pupils In comparison with non-pilot schools, has the piloting of the CFS Project resulted in: Greater class

participation? Freedom to engage in dialogue and opinion exchange? Improved problem solving skills? Improved learning achievements? Improved capacity for relationship building and increased tolerance for difference? Improved self-esteem and improved participation of pupils in their own learning process?

Are there any indications that the number of drop outs has decreased in pilot schools as a result of the

implementation of CFS curriculum and teaching methods? o What is typically happening in a CFS (fully graduated school) and how different it is from a non CFS

school? Do the CFS schools introduces/practices child centered teaching methodology? Effectiveness and relevance of the CFS Project at school level in terms of outcomes for teachers In comparison with non-pilot schools, has the piloting of the CFS Project resulted in: Increased

satisfaction and comfort of teachers with interactive and participatory teaching methods? Increased

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effectiveness in keeping pupils engaged in the learning process and improved academic achievement? Improved understanding of their role as facilitators and not as lecturer merely imparting information? Increased capacity of teachers to develop and tailor their own lessons, exercises and pedagogical activities? Improved capacity to test and evaluate pupils’ learning achievements through unbiased and transparent assessment methods?

Were the CFS trainings considered useful and effective? Has the CFS Project increased the capacity of

trained teachers to train their colleagues? Is there a demand for more advanced training and development of a training of trainers’ model?

Have teachers found the implementation of the CFS Project more time consuming than the traditional

model of the past and have they been able to cover the entire curriculum within the given teaching time?

Were the pedagogical resource allocated for the activities adequate or is there a need for more

technological and reference resources to implement the project as planned? Do the CFS schools have a school plan to fully introduce CFS approach? Can we introduce School

Self-Assessments in order to support School Development Plans with pedagogical and management objectives? What can we do to improve school management and governance?

Effectiveness of the CFS Project in terms of outcomes for communities and parents In comparison with non-pilot schools, has the piloting of the CFS Project resulted in: Improved school

and community relations? Creation or strengthening of Parent-Teacher Associations? Greater involvement from parents in pilot school governance and management?

What is the extent of community involvement through the PTA (how active is PTA?). What can we do

to support PTAs at local but also regional levels? Efficiency How do the actual costs of the CFS Pilot schools compare to national benchmarks? (Cost analysis of

project schools against control (non project) schools). What would be the most cost-effective way to obtain the expected results?

Impact o What social, economic and environmental effects the CFS project made on children, schools, related

institutions, parents and communities? Sustainability Has the CFS Project appeared to strengthen or add value to the curriculum reform effort in the

education system of Uzbekistan? Has the CFS Project been in any way mainstreamed in the school curriculum, training of teachers,

participatory and interactive teaching methods …etc?

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o Has the MOPE started the process of adopting CFS module of teachers learning in the pre and in-service training courses? What can we do to introduce CFS standards and in particular child-centered teaching and learning methodologies in teacher training curriculum?

Are there any quantitative or qualitative outcomes that can be measured at national level?

Have teacher training institutions become partners in the project?

To which extent has the CFS Project complemented and created linkages as well as synergetic or

multiplier effect with education projects implemented by other partners (WB, ADB …etc)? Is UNICEF seen as essential to the present state of achievement of the project?

To which extent the CFS Project has developed the capacity of the Regional CFS Teams to

independently develop relevant and sound pedagogical activities and design lessons and exercises in line with active learning and participatory teaching methods?

Are resources persons and experts from MOPE on the Regional CFS Team providing time to develop

the activities and provide support to teachers who are implementing the project? Have school principals, inspectors, administrators of education departments at oblast and rayon levels

as well as MOPE officials all strongly supported the implementation of the CFS pilot project? Feasibility/potential for establishment/ operationalization of school-based resource centers?

Are school principals, inspectors and administrators of education departments at oblast and rayon

levels promoting in-service training within their regions? Are there a political will and available resources to bring the project to scale and mainstream the CFS

concept and principles in the education system? Is there a decentralized education system in the country (functioning and autonomous Education

Departments at Oblast and Rayon levels) that would allow a downstream replication of the pilot project (capacity building of teachers, school principals and administrators, PTA representatives …etc)?

What would be the cost of scaling up the project?

What would be the cost implications of scaling up the project and mainstreaming its worthy

components in the national education system? Results-Based Management In examining the relevance, efficiency, effectiveness, outcomes/impact and sustainability of the CFS Project, the formative evaluation will explore some underlying questions as to how the project was designed and is managed and what information stakeholders at different levels have had access to and used to take key decisions in design and implementation: Did the project proposal include a result log frame with result-oriented objectives (specific,

measurable, achievable, relevant and time-bound)? What indicators the programme/project had planned to use to monitor programme/project performance?

What indicators were used and how they were used? How they influenced adjustments to the programme/project?

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These indicators may not be explicit. The evaluation may rather document the reasons for programme adjustments and comment on whether this process was driven by a focus on results. Human Rights-Based Approach to Programming The CFS is based on the Convention of the Rights of the Child; therefore it is necessary to assess the extent to which the CFS Project has incorporated the UN and UNICEF’s commitment to the Human Rights-Based Approach to Programming and how it translates into the action in target schools. EXISTING INFORMATION SOURCES “The Right to Quality Education: Creating Child-Friendly Schools in Central Asia” – UNICEF – 2002. UNICEF Guidelines on “Child Friendly schools”. Country Programme Documents (CPDs), Country Programme Action Plans (CPAPs) and Annual

Work Plans (AWPs) 2007 and 2008 Annual Reports. CFS Project Budget (itemized planned and actual expenditure). 2006-2009 UNICEF Medium-term Strategic Plan – Focus Area #2: Basic education and Gender

Equality. The Convention on the Rights of the Child Concluding Recommendations of the UN Committee of the Rights of the Child made to Uzbekistan. MICS MTR Report of ECD and Quality Basic Education, 2007. Interim report of the project on development of system monitoring the quality and efficiency of

education, 2008. CFS project monitoring reports Draft National CFS Concept National Program on improving the quality of education 2008-2012.

EVALUATION TEAM COMPOSITION AND QUALIFICATIONS Composition of the Team In view of the purpose, scope, focus of the evaluative work, the evaluation will be conducted by an external institution or consulting firm with expertise in evaluation of education projects, quality of education, teacher and curriculum development, education policies, formulation of education sector plans, planning of education programmes and coordination of research work, familiar with CFS concept and principles. The consulting firm/institution will have to put together a multidisciplinary team, composed of at least 2 international consultants with different responsibilities, as follows: The first consultant will be responsible for conducting school observations in the field and assess the

changes induced by the CFS pilot project at school level in terms of teaching and learning environment, curriculum revision, teachers capacity and teaching methods, examination methods, school governance and management, parents and teachers participation …..

The second consultant – which will also be the team leader will be responsible for investigating the

potential of the project to be scaled up. This consultant will also be responsible for ensuring the oversight and coordination of the entire evaluation and reporting work.

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The competencies required from the consultants will be the following: Advanced degree in Educational Sciences. 8-10 years of professional experience at the national and international level. Previous experience of research, documentation and evaluation of education projects; 2-3 major

publications an asset. Ability to work in an international environment; previous experience of working in CEE & CIS

countries an asset. Excellent analytical and report writing skills. Familiarity with UNICEF’s mission and mandate an asset. Fluency in English and knowledge of Russian an asset.

STAKEHOLDER PARTICIPATION Local stakeholders - members of the Regional CFS Teams, specialists from MOPE’s departments, teachers, principals and pupils from pilot schools and regular schools, staff from education directorates at oblast and rayon levels, NGOs and other partners working on the project will be involved in the evaluation process, in particular at the planning stage as well as during the validation process. In addition, one national consultant is hired by UNICEF to assist and support the external consultants before and during their field mission and will provide them with relevant information about the national education system. Scenarios for focus group discussions, questionnaires and interview sheets will be designed by the Evaluation Team and reviewed by and discussed with the local stakeholders and consultants. The external evaluation team will have meetings with education policy makers and planners and administrators (officials from MOPE, pedagogical institutes, etc) as well as with donors (Asian Development Bank, European Union, GTZ, World Bank …) and other partners/actors in the field of education (NGOs). ACCOUNTABILITIES The Regional Office for CEE/CIS will provide funding and overall oversight for the evaluation. UNICEF Uzbekistan Education Specialist and Deputy Representative will be primarily responsible for the evaluation work. UNICEF Office will provide the external evaluation team with the technical assistance and logistical support required in the design, planning, and organization of the evaluation work. The Regional CFS Teams, MOPE and UNICEF Uzbekistan Office will be responsible for organizing the field visit schedules, providing access to the pilot and non pilot schools, and coordinating the other local stakeholders. The Evaluation Team will be responsible for conducting the desk review of the project, organizing the technical preparation of the field visits (scenarios for focus group discussions, questionnaires, interview sheets …), undertaking the field visits and writing the draft and final reports. The Evaluation Team will take measures and will put mechanisms in place to ensure that the evaluation process was ethical and that stakeholders were protected, and will address any ethical dilemmas or issues that could emerge. These could include an initial process of ethical review of the evaluation design. The UNICEF Office and MOPE will be responsible to organize a validation meeting during which the findings and recommendations of the evaluation work will be presented by the external evaluation team.

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The Regional Office for CEE/CIS and UNICEF Uzbekistan Office will approve the final product and arrange its dissemination. EVALUATION METHODS AND PROCESS Desk Review of all documents related to the CFS project and UNICEF Program of Cooperation

implemented in Uzbekistan: reports and evaluations as listed above, model lessons, teacher guides, students achievements reports ….etc. The desk review will not be limited to UNICEF documentation but will take the external environment of the education sector into account, and will also include the review of national education plans, PRSP, reports and publications produced by the World Bank and the EU, existing analyses of the education sector, evaluations and documentation of similar projects implemented by other partners …

Field Observation: focus discussions with children, review of school records and interviews of

principals, teachers, administrators, pupils, parents, and other stakeholders (local NGOs and community-based associations involved in the project). Field observations will be conducted in both CFS and non-CFS schools (controls) in order to establish relevant and unbiased comparisons.

Meetings and Consultations with education policy makers, planners and administrators (officials from

MOPE, pedagogical institutes, regional and district education directorates …) as well as donors (Asian Development Bank, European Union, GTZ, World Bank …) and other partners/actors in the field of education (NGOs).

The Evaluation Team will spend 7 days in their duty station to conduct a thorough and comprehensive Desk Review of all documents related to the CFS project and UNICEF Program of Cooperation implemented in Uzbekistan (see “Existing Information Sources” above). The Evaluation Team will also spend 3 working days in their duty station to undertake the technical preparation of the country visits (Scenarios for Focus Group Discussions, Interview Sheets, Questionnaires …). The Evaluation Team will spend 5 days (+ travel time) in the country. During these five days they will visit at least 6 CFS pilot schools and 3 regular schools (non CFS). Interviews with key stakeholders (to be determined in coordination with Uzbekistan Country Office) and consultations with donors as well as other partners and actors in the education sector (also to be determined in coordination with Uzbekistan Country Office) will be conducted as required. One focus group discussion with children and one round table with 25 parents and community leaders will be conducted in the presence of external evaluators by a local research company, with the technical support of Uzbekistan Country Office. Once the country visit will have been completed, the Evaluation Team will have 10 working days to prepare a draft evaluation report which will be subsequently translated in Russian. The draft report will then be presented by the Evaluation Team to all stakeholders of the project during a validation meeting organized by Uzbekistan Country Office and respective MOPE in Tashkent). Following the validation meeting, the Evaluation Team will have 5 days to produce a Final Evaluation Report which will then be translated in Russian and disseminated. Tentative Timeframe 9 Feb. - 28 Feb. : UNICEF Internal process for Institutional Contract preparation 15 Mar. – 17 Mar. : Evaluation work – Technical preparation of the consultancy (3 working

days) 06 Apr.- 07 Apr. : Debriefing and preparatory workshop with partners 15 Apr. – 1 May. : Evaluation work – Field Visits 08 May : Debriefing 13 June : Evaluation work – First draft Evaluation Report sent to UNICEF

Regional Office in Geneva and Uzbekistan Office

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11. July : Evaluation work - Final Report prepared and submitted by the Evaluation Team to UNICEF CEE/CIS Regional Office and Uzbekistan Office

12 July – 22 July : Final Report translated in Russian – 10 working days 23 July – 1 Aug. : Final Report disseminated * Evaluation work: work carried out by the Evaluation Team. Logistics Office space, cars, meeting rooms, translators, interviewers and drivers will be provided by Uzbekistan Country Office (external evaluators are expected to come with their own laptop computers). Any specific information - regarding work schedule considerations, special procedures, for example on relations with press, security, evacuation in emergencies; benefits and arrangements such as insurance; seasonal constraints, travel constraints/conditions and socio-cultural conditions that may influence data collection; reporting requirements apart from products to be delivered (e.g. as accompanying invoices) – will be provided by the Office and/or by the CEE/CIS Regional Office. PRODUCT By 1 March 2009, the Evaluation Team is expected to provide the Uzbekistan Deputy Representative with a final evaluation report of 50 pages (maximum) in 3 sections; the first part will be devoted to the evaluation of the relevance, effectiveness and efficiency of the CFS Project in Uzbekistan; the second part will provide an analysis of sustainability of the of the CFS Project and its potential to be scaled up and mainstreamed in the national education systems; and the third part will focus on recommendations for future directions of the project to be included into the next Country Program strategy. Annexes will provide detailed information collected during field visits (focus discussion reports, summaries of interview sheets, summaries of responses to questionnaires ….). Schedule of deliverables: 15 May 2009 : First draft project evaluation report 13 June. 2009 : Second draft project evaluation report 11 July. 2009 : Final draft project evaluation report The report – in both its format and content - will have to comply with the UNICEF Evaluation Report Standards, which will be made available to the Evaluation Team at the beginning of the consultancy. The report will have to contain an assessment of the evaluation methodology, including its limitations. The report will be typed in Word Format, Font Times New Roman 11. UNICEF reserves the right to withhold all or a portion of payment if performance is unsatisfactory, if work/outputs are incomplete, not delivered of for failure to meet deadlines. ESTIMATED RESOURCE REQUIREMENT (funded by the Regional Office) Institutional Fees The institutional fees (lump sum payable against deliverables) will include the following: 2 consultants (at P5 level) x 40 working days x 700 Euro = 54,000 Euro Travel for field mission to Uzbekistan (by the most direct and economic route) - TBC Travel for Validation Meeting (by the most direct and economic route) - TBC Daily subsistence allowance (when on travel) - TBC Any other cost related to the consultancy

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Sub-Total Institutional Fee (estimate) : 78,186USD Local Costs Interpreter x 2 consultants x 10 working days: : US$ 1,000 Validation Meeting – 1 day (conference room, translation, coffee break …), : US$ 2,500 Translation Fees1 (English-Russian) x 60 pages x 2 reports (draft + final) : US$ 1,000 Other local costs (contingency) : US$ 1,000 Sub-Total Local Costs (estimate) : US$5,500 TOTAL INSTITUTIONAL FEE (ESTIMATE) : US$ Drafted by Reviewed by Approved by Education Specialist Regional Education Advisor Deputy Representative Yulia Narolskaya Philippe Testot-Ferry Andro Shilakadze

1 Geneva estimate: CHF 22,200 (250 CHF / 1000 words) ; Moscow estimate: US$ 8,000 (US$ 90 / 1000 words)

APPENDIX 2:

Detailed Agenda of the Mission

APPENDIX 3:

Evaluation Tools Manual

(English original)

SUMMATIVE EVALUATION OF THE CHILD-FRIENDLY SCHOOLS PROJECT

(2006-2008)

UZBEKISTAN

EVALUATION TOOLS AND MANUAL

Joachim Friedrich Pfaffe

24 March 2009

PROMAN S.A. 68, rue Michel Hack – 3240-Bettembourg ℡ +352 / 25 46 84 –1 +352 / 25 46 81




Summative Evaluation of the Child-Friendly Schools Project – Manual for administration of evaluation tools 1

0 INTRODUCTION This Manual for the Administration of Evaluation Tools is based on (i) the Terms of Reference for the Summative Evaluation of the Child-Friendly Schools Project (2006-2008) in Uzbekistan and the Technical Proposal for the Education Sector Review and the CfS Evaluation agreed upon between UNICEF and PROMAN. Specifically, the Manual (i) summarises the objectives of the summative evaluation; (ii) presents an operationalisation of the Child-Friendly Schools (CfS)

concept based on the available UNICEF documentation; (iii) outlines the general design of the evaluation; (iv) provides corresponding evaluation tools together with implementation

guidelines. The Manual will also serve as accompanying training material for the briefing of local researchers1 before the onset of the field visits. 1 PURPOSE AND OBJECTIVE OF THE SUMMATIVE EVALUATION The purpose of the evaluation is • to assess the potential of the Child-Friendly Schools (CfS) principles to

be mainstreamed into national education policies, strategies and action plans in Uzbekistan.

The main objective of the evaluation is • to measure the relevance, effectiveness, efficiency, impact and

sustainability of the CfS Project. The evaluation therefore revolves around the five OECD/DAC evaluation criteria, i.e. (i) relevance, (ii) efficiency, (iii) effectiveness, (iv) impact and (v) sustainability. This is explained in more detail in the table below:

1 Workshop scheduled to take place on 14 April 2009.


Relevance

• Value of the project to address education reform, in relation to stakeholders’ needs, national and international policies and priorities;

• Consistency of the project with contextual conditions of learners in Uzbekistan, specifically seen against current overall development policy and promotion of ownership at all levels;

• Degree of relevance of the CfS project and the CfS principles for MoPE, the Pre- and In-service Teacher Training Institutes and schools, and degree of integration into the existing social context;

• Appropriateness of CfS project objectives to the problems that it was supposed to address and to the physical and policy environment within which it operated, also seen against the new Country Programme Action Plan to be completed by August/September 2009;

• Assessment of the quality of project preparation and design – i.e. the logic and completeness of the planning process, and the internal logic and coherence of the project design.

Efficiency

• Economical utilisation of existing resources in order to achieve targeted results;

• Adequacy of intervention design versus cost and purpose;

• Assessment of how well inputs and means have been converted into results, in terms of quality, quantity and time, and the quality of the results achieved.

Effectiveness

• Degree of achievement of results versus stipulated objectives;

• Analysis of reasons for (non-) achievement of objectives, including proposals for enhancing overall effectiveness;

• Assessment of the contribution made by results to the achievement of the project purpose and how assumptions have affected the project achievements.

• Assessment of the extent to which teaching and learning is child-centred;

• Assessment of school and community relations.

Impact

• Analysis of community, educational, and social impact of the Project;

• Degree of beneficiaries’ and implementing agents’ perception of directly benefiting from the project, also in terms of possible capacity development at Ministerial level;

• Assessment of measurability of changes related to the project;

• Assessment of the effect of the project on its wider environment;

• Assessment of impact of the CfS project on stakeholders’ perceptions on gender issues and cultural and ethnic diversity.

Sustainability

• Degree of the project having become part of the national education system in terms of school curriculum, teacher training, participatory methods, financial viability and the degree of generated “added value”;

• Appropriateness of applied methods and strategies for long-term integration into the education system of Uzbekistan;

• Degree of opportunity for scaling up the project and mainstreaming its main components in the national education system;

• Assessment of the likelihood of benefits produced by the project to continue to flow after external funding has ended and with particular reference to factors of ownership by beneficiaries, policy support, economic and financial factors, socio-cultural aspects, gender equality, appropriate technology, environmental aspects, and institutional an management capacity.


In addition, the evaluation will focus on issues of (i) coverage (of groups having been reached by the project), (ii) coordination (with other stakeholders), (iii) coherence (across policies) and (iv) protection (in terms of adequacy of the project’s response to protecting vulnerable groups). Particular attention will be given to (i) assessing the status of the implementation of the project; (ii) providing detailed analytical information for future planning; (iii) reflecting upon lessons learnt; (iv) strengthening existing synergies between different groups of

stakeholders in terms of promoting child-friendly schools. Also, an overall focus on marginalised, vulnerable and hard-to-reach groups will emphasise the social context which in turn determines the current status of education within the prevailing larger social context. 2 OPERATIONALISATION OF CfS KEY CONCEPTS According to the Child-Friendly Schools Framework2, five quality issues are being matched with four child-friendly issues in order to assess the extent to which schools meet the characteristics (criteria) of the UNICEF concept of a child-friendly school. Following the inception of CfS programming in the 1990s, the approach to the implementation of a CfS strategy has been different from country to country. There is currently a broad implementation base with more than 50 countries actively involved, and with a solid base of evaluations gathered in 2004-06 from the most “mature” programming. Central to UNICEF’s philosophy, education has always been regarded as every child’s right. Accordingly, child-friendly schools reflect a quality environment and act holistically in the interest of the whole child, which includes his or her health, nutrition and overall well-being. Similarly, child-friendly schools are concerned with the child’s contextual situation outside school, and thus reach out to families and communities. Child-friendly schools need to be seen within the larger framework of the EFA Dakar Goals and the Millennium Development Goals (MDGs) “Achieve Universal Primary 2 Chabbott, C. (2004): UNICEF’s Child-Friendly Schools Framework. A desk review. New York: UNICEF.


Education” (MDG 2), “Promote Gender Equality and Empower Women “ (MDG 3), and “Develop a Global Partnership for Development” (MDG 8). Also, there is a clear implicit linkage to the Convention of the Rights of the Child (CRC) – not only as far as the “education articles” Articles 28 and 29 are concerned, but also regarding Articles 12-14 in terms of promoting the child’s right to freedom of expression. Based on the EFA Dakar Goals (except for adult literacy), child-friendly schools fall within the strategic planning of the UNICEF MTSP Focus Area 2 (Basic Education and Gender Equity) which formulates as its strategic intent that “parents, communities and Governments acquire the capacity and support necessary to fully implement their obligation to ensure the right of all children to free, compulsory quality education“. child-friendly schools also support core values and purposes of UNICEF, such as the incorporation of a human rights perspective into education, the promotion of children’s rights in all situations (here particularly the context of school and school-based learning), the support of capacities of parents including the promotion of families as the fundamental group of society. The conceptual framework of child-friendly schools defines a school as “child-friendly” if it is • rights-based, • child-seeking and inclusive, • gender-sensitive, • participatory, and • quality-based. Child-friendly schools can be described as child-centred learning environments which see and understand the whole child in a broad context, thus making education relevant due to the consideration of the reality of children’s lives. Child-friendly schools reflect a quality environment which is both effective for learning and protective of children, and likewise involved with families and communities. Quality issues are being matched with child-friendly issues. Child friendly schools therefore operationalise the need to realise quality learning in a non-threatening learning environment. Such environment leads to learning activities which can be enjoyed by the children who also have a say in the process of their own learning. Children are seen as partners in a learning context which includes teachers, parents and communities who actively collaborate in order to ensure the realisation of their rights. These rights include the right to education, health, play and leisure, and the right to be protected from any form of violence. Child-friendly schools ensure the free expression of children’s views, and encourage children to participate in decision making processes according to their own growing capacities. Overall, a child friendly school promotes quality learning and puts a strong value on children participating in all activities affecting both their school and their immediate community.


This conceptual framework is further illustrated in the matrix below: Conceptual framework of Child-Friendly Schools

Child-friendly issues

Quality issues


Protective (healthy and safe)

Effective Involved with the community

Learners Gender equality in enrolment and achievement

Safe from drugs, corporal punishment and harassment

Active, cooperative and democratic atmosphere

Children participate in school and community life

Content Gender-appropriate curricula, no gender stereotypes

Life skills-based education

Structured content in child-friendly presentation

Family-focussed and based on community needs


Respects diversity and ensures equality of learning

Promotes physical and psycho-social emotional health

Quality materials and resources

Encouraging local partnership in education

Environments Socialises girls and boys in a non-violent environment

Children protected from outside abuse and harm

Commitment of teacherstowards children’s rights

Working with other actors to ensure children’s rights

Outcomes Respect for others’ rights, dignity and equality

Positive learning experience

Quality learning outcomes based on children’s needs

Harmonious relationships between children, parents, teachers

3 EVALUATION DESIGN, TOOLS AND IMPLEMENTATION GUIDELINES The evaluation will draw upon the Global Education Evaluation and other CfS evaluations in order to allow for international comparison and an assessment of the development in Uzbekistan from 2005/2006. The evaluation tools are based on a careful equilibrium of items covering general CfS features, country-specific issues and also child-friendly issues previously covered in the Global Education evaluation. The CfS project is implemented in 5 regions in 737 schools, with Regional CfS Teams established in each of four regions (Tashkent and Tashkent region have been combined as one team). Based on this number of schools, and in order to maximise the efficiency of inputs (manpower and time) and outputs (evaluation outcomes, i.e. data) in light of the available time and manpower for the data collection, the general approach combines representative sampling by categories and randomisation. At least 5% of schools should be selected in each region, with a slightly higher representation of Tashkent city and the Republic of Karakalpakstan (due to specific challenges there, as observed in previous reports3). All schools selected will receive and complete a full set of questionnaires (covering school directors, teachers and students in Grades 2, 5 and 9). In addition, between 40-50% of schools selected for

3 Cf, for example, “Creating Child-Friendly Schools in Central Asia“, Section 5 (“Creating Child-Friendly Schools in Uzbekistan“).


the completion of questionnaires will be physically visited during a round of field visits in order to conduct meetings with the school director and school pedagogue, and for conducting focus group discussions with teachers, students, parents and/or makhallya (community) members. Where possible, regional school administrators will also be interviewed. Besides CfS schools, a small number of non-CfS schools will be included in the survey as a control group.

N = Sampled CfS N = Control Schools Region Total N = CfS N schools completing

Questionnaires

N schools being visited for interviews, observations, FGDs

N schools completing Questionnaires

N schools being visited for interviews,

observations, FGDs Tashkent (City) 74 6 3 2 1 Tashkent (Region) 151 8 3 2 Karakalpakstan 120 8 4 2 1 Khorezm 200 10 4 2 Ferghana 192 10 4 2 1 TOTAL 737 42 18 10 3

The sample of 42 CfS schools (plus 10 control schools) taking part in the evaluation should be identified by UNICEF before the arrival of the international consultant. In order to select schools, it is recommended to use a similar set of parameters which was already successfully applied during the Global Education evaluation in 2006: Location (urban – rural), Size in terms of number of students enrolled (large – small), School type (Complete – Incomplete), Special Conditions (different language groups – special educational needs). Note: Parameters can be changed should UNICEF prefer to make an alternative selection in order to create a different emphasis. In such a case, the alternative parameters could easily be changed in the matrices below. In order to select schools, the following matrix will be used:

Large Small Different language groups

Special ed. needs

Urban

Rural

Complete

Incomplete

In selecting the parameters for the schools to be visited, each column and each line needs to include at least one cross.


Example 1: Large Small Different

language groups

Special ed. needs

Urban

X Rural

X X Complete

X Incomplete

X X In this example, the following six schools will be visited:

1 large urban school (which can either be Complete or Incomplete); 1 small rural school (which can either be Complete or Incomplete); 1 rural school with different language groups (which can either be large or small); 1 small Incomplete school (which can either be urban or rural); 1 Complete school with different language groups (which can either be urban or rural); 1 Incomplete school catering for special educational needs (which can either be urban or rural,

large or small). The matrix ensures that even when visiting schools, at least eight parameters can be covered in different combinations. Example 2:


Special ed. needs

Urban

X X Rural

X Complete

X X Incomplete

X In this example, the following five schools will be visited:

1 small urban school (which can either be Complete or Incomplete, regardless of language groups);

1 urban school with different language groups (which can either be Complete or Incomplete, large or small);

1 large rural school (which can either be Complete or Incomplete); 1 large Complete school (which can either be urban or rural); 1 Complete school catering for special educational needs (which can either be urban or rural,

large or small); 1 small Incomplete school (which can either be urban or rural).


Should eight or ten schools be visited (i.e. outside Tashkent City), additional crosses (with a maximum of ten) can be added in the matrix as long as no single column or row contains more than two crosses (in the case of 8 schools) or three crosses (in the case of 10 schools) respectively. In the example below, above scenario (Example 2) is expanded by three more schools, thus totalling eight schools that will be visited. Example 3:


Special ed. needs

Urban

X X Rural

X X Complete

X X Incomplete

X X Note: No single line or column contains more than two crosses!

In the example above, the following eight schools will be visited:

1 urban school with different language groups (which can either be Complete or Incomplete, large or small);

1 urban school catering for special educational needs (which can either be Complete or Incomplete, large or small – although it would now be advisable to select a different one from above);

1 large rural school (which can either be Complete or Incomplete); 1 small rural school (which should now be different from the one above) 1 large Complete school (which can either be urban or rural); 1 Complete school catering for special educational needs (which can either be urban or rural,

large or small); 1 small Incomplete school (which can either be urban or rural); 1 Incomplete school with different language groups (which can either be urban or rural, but should

be different from the one above). The examples show that by using the matrix it will be ensured that the evaluators can see the biggest variety of schools possible, utilising their time capacity best. Schools being physically visited will be selected out of the pool of those schools who completed the questionnaire. For this further selection, a similar procedure might be applied or schools can just be picked out of that original pool (since they will represent 40-50% of the original sample). It also needs to be considered in school selection that schools need to be representative in terms of their performance, i.e. neither extremely well performing, nor extremely poor performing.


In addition, it would be beneficial (also in light of the education sector analysis) if visits to schools in urban areas could be scheduled in such a way that school visits could be combined with visits to MoPE officials and other development partners. Before the arrival of the international consultant in Uzbekistan, UNICEF will already distribute the questionnaires contained in this manual to the sample of 42 CfS schools and 10 control schools, i.e. 52 schools in total.4 Questionnaires will then be completed by School Directors, Teachers and Students (Grades 2, 5 and 9), in order for the questionnaires to be available before the start of the field visits. For those schools also being physically visited, completed forms will be collected during the school visits by the consulting team and processed by the end of the field mission. If possible, forms of the other schools should also be collected during the field trip; alternatively, these should be collected independently of the school visits, ideally before the onset of the consultant’s field visits. At the onset of the mission, a one-day workshop which will provide a hands-on introduction into the evaluation tools and the Evaluation Manual. This introduction is directed at the team of local researchers5 to be recruited by UNICEF who will support the data collection process, in order to combine expert input from the international consultant with the utilisation of local expertise. A typical school visit will consist of a meeting with the school director and/or pedagogue, class observations, meetings with teachers, students, parents (via the PTA’s) and other stakeholders that might be of interest, such as representatives of the community. Three types of participatory evaluation tools (questionnaires, focus group discussions and interviews) will be administered for four different target groups as presented in the table below:

Minimum output of completed tools

Target group Evaluation tool CfS schools

non-CfS schools (control group)

Evaluation Sheet No.

Interview with School Director and/or Pedagogue and/or Methodologist

18 3 INT DIR-PED-MET School Director (Pedagogue)

Questionnaire (School Director only) 42 10 QST-1 DIR

4 Completed questionnaires will then already be available for collection and subsequent data processing when arriving at the schools. This will allow a deeper concentration on interviews and FGDs during the school visits. 5 This manual assumes that there will be a team of 5 local researchers, three weeks field visits, 5 working days of data processing under the guidance of the international consultant).


Minimum output of completed tools

Target group Evaluation tool CfS schools

non-CfS schools (control group)

Evaluation Sheet No.

FGD with teachers 18 3 FGD-1 TEA

Teachers

Questionnaire 42 x N(all teachers)

10 x N(all teachers) QST-2 TEA

Students (mix of Grades) FGD with students 18 3 FGD-2 STU

Students Gr. 2 Questionnaire (Gr. 2 by means of drawings to be made)

42 x N(Students

Gr. 2)

10 x N(Students

Gr. 2) QST-3 STU-GR2

Students Gr. 5 Questionnaire 42 x

N(Students Gr. 5)

10 x N(Students

Gr. 5) STU-GR5

Students Gr. 9 Questionnaire 42 x

N(Students Gr. 9)

10 x N(Students

Gr. 9) STU-GR9

Parents, makhallya (community) members

FGD with parents 18 3 FGD-3 PAR

Administrators (optional) INT with administrators INT-2 ADM

The procedure for data collection comprises two phases:

• Before the arrival of the international consultant, UNICEF will distribute all questionnaires to the 42+10 schools. They will be administered in time to be ready for collection during the schools visits of the international consultant (or will be collected independently of the visits where schools will not be visited by the international consultant).

• During the field visits (Field Phase: 16 April to 04 May 2009), the team of local researchers will join the international consultant. Local Researchers will be primarily responsible for conducting the FGDs and for assisting in the interviews and class observations (to be led by the international consultants).

This is further illustrated in the table below:


Procedure for Data Collection

Step Task Evaluation Tool

UNICEF (Immediately after having received evaluation tools)

0 Translate and pre-test evaluation tools (small sample only, only to check for inconsistencies in terms of language – to be checked with international consultant if needed)

All tools

(QST, INT, FGD)

Local Researchers (Before the arrival of the international consultant)

1a

Distribute all questionnaires to the 42+10 schools, to be completed by (i) School Directors and/or Pedagogues, (ii) all teachers, (iii) all students in Grade 2, (iv) all students in Grade 5, (v) all students in Grade 9.

1b

Administer all questionnaires before the arrival of the international consultant (maybe with the assistance of the local research team). Completed forms will be collected during the school visits where schools will be physically visited. For all other schools, a separate collection activity might become necessary.

QST-1 DIR

QST-2 TEA-ALL

QST-3 STU-GR2

QST-3 STU-GR5

QST-3 STU-GR9

Local Researchers and International consultant (Field Phase 16 April-04 May 2009)

2a

At the school, first visit the School Director and/or Pedagogue and explain the purpose of the evaluation. The School Director also needs to organise a focus group discussion (FGD) with a group of 8-12 teachers which s/he should not attend. If possible, s/he should invite parents/community members to attend a FGD as well.

2b Conduct in-depth interview with the School Director and/or Pedagogue.

INT-1 DIR-PED-MET

2c If possible, visit a regional representative of MoPE and conduct an interview (before, after or during school visit). INT-2 ADM

3 International Consultant to observe teaching in at least one Grade 2, 5 and 9 class.

Notes taken by international consultant

4a Conduct the focus group discussion with teachers nominated by the School Director. FGD-1 TEA

4b Conduct the focus group discussion with students from a mix of Grades (5-9). FGD-2 STU

4c Conduct the focus group discussion with parents and/or community members FGD-3 PAR


During the course of the field visits, the international consultant will process and analyse collected data, reflect upon the school visits and hold further consultations with UNICEF and/or the local consultants as deemed necessary.

APPENDIX 3a:

Evaluation Tools Manual

(Russian translation)

SUMMATIVE оценка программы «Школа дружелюбного отношения к ребёнку

(2006-2008)

Узбекистан

Пособие и инструменты оценивания

Йоахим Фридрих Пфаффе

24 марта 2009 года

PROMAN S.A. 68, rue Michel Hack – 3240-Bettembourg ℡ +352 / 25 46 84 –1 +352 / 25 46 81





0 Введение Это пособие по Управлению Инструментами Оценивания основано на (i) техническом задании для Суммарной оценки программы Школы дружелюбного отношения к ребёнку (2006-2008) в Узбекистане и техническом предложении для Обзора Сектора Образования и Оценки ШДОР по соглашению между ЮНИСЕФ и PROMAN. В особенности, пособие (v) Суммирует задачи оценки; (vi) Представляет действия концепции Школы дружелюбного отношения к

ребёнку (ШДОР) основанные на предоставленной документации со стороны ЮНИСЕФ;

(vii) В общих чертах представляет основной план процесса оценки; (viii) Обеспечивает соответствующими инструментами оценки вместе с

руководством по их применению. Это пособие также служит как сопровождающий тренинговый материал для обсуждения местными исследователями (для подготовки мониторщиков) перед посещением школ для проведения анкетирования и интервью на местах 1 ЦЕЛИ И ЗАДАЧИ СУММАРНОЙ ОЦЕНКИ Цель оценки: • Оценить потенциал принципов Школы Дружелюбного Отношения к

ребёнку (ШДОР) для дальнейшего вливания в национальную политику образования, стратегии и планов действий в Узбекистане.

Основная задача оценки, это: • Измерить уместность, эффективность, продуктивность, влияние и

устойчивость программы ШДОР.

Поэтому Оценка вращается вокруг пяти OECD/DAC критериев оценивания: (i) уместность (соответствие), (ii) продуктивность, (iii) эффективность, (iv) влияние и (v) устойчивость. Критерии более детально объяснены в следующей таблице:


Cоответствие

• Значимость программы в отношении к образовательным реформам, в отношении к нуждам партнёров, к национальной и международной политике и приоритетам;

• Согласованность программы с контекстуальными условиями учащихся в Узбекистане, особенно видными на фоне текущей развивающей политики и продвижения собственности на всех уровнях;

• Степень уместности программы ШДОР и её принципов для МНО, институтов подготовки и переподготовки учителей и школ, и степень интеграции программы в существующий социальный контекст;

• Соответствие целей программы ШДОР проблемам, на решение которых они направлены, а также физической и политической среде в рамках которых программа действует, Плану действий новой Страновой программы, которая должна быть завершена к Августу/Сентябрю 2009 года;

• Оценка качества подготовки и плана программы: последовательности и завершённости процесса планирования, внутренней последовательности (логики) и связности (согласованности) планирования программы.

Эффективность

• Экономическая утилизация существующих ресурсов в целях достижения намеченных результатов;

• Соответствие плана внедрения по отношению к стоимости и целям;

• Оценка того, как вклады и средства были обращены в результаты, с точки зрения качества, количества и времени, и оценка качества достигнутых результатов.

Целесообразность

• Степень достижения результатов по отношению к обусловленным целям;

• Анализ причин достижения или не достижения целей, включая предложения по повышению эффективности;

• Оценка сделанного вклада по результатам для достижения целей программы и как предположения повлияли на достижения программы.

• Оценка, в какой степени обучение, является ориентированной на ребёнка

• Оценка отношений школы и общественности.

Воздействие

• Анализ общественного, образовательного и социального влияния программы;

• Степень восприятия прямой пользы (выгоды) от программы бенефициарами (пользователями) и «агентами» по внедрению (реализации), также в условиях возможного развития потенциала на уровне Министерства;

• Оценка измеримости изменений относящихся к программе;

• Оценка эффекта программы на широкую среду;

• Оценка влияния программы ШДОР на восприятия партнёров касательно вопросов гендера и культурного и этнического различия.

Устойчивость программы

• Степень становления программы частью национальной образовательной системы в условиях школьной программы, обучения учителей, методики, финансовая состоятельность;

• Соответствие применённых методов и стратегий для долгосрочной интеграции в систему образования Узбекистана; степень возможности расширения программы и вливание её в основной компонент национальной образовательной системы;

• Оценка вероятной пользы от программы для продолжения её развития после окончания внешнего финансирования и в частности относительно фактора перехода программы партнёрам (владение), политической поддержки, экономический и финансовый фактор, социально культурные аспекты и организационный и управленческий потенциал.


В дополнение, оценка будет фокусироваться на вопросах (i) охвата (групп, которые были охвачены программой), (ii) координации (с другими партнёрами), (iii) последовательности/соответствия (политике) and (iv) защиты (в условиях соответствия ответа программы в защиту уязвимых групп) Особое внимание будет уделяться (v) Оцениванию статуса внедрения программы; (vi) Обеспечение детальной аналитической информации по планированию

будущего; (vii) Отражение относительно полученных уроков; (viii) Усиление существующей синергии между различными группами

партнёров для продвижения школ дружелюбных к детям. Также, общий фокус на крайних, уязвимых и трудно обучаемых группах будет подчёркивать социальный контекст, который в свою очередь определяет текущий статус образования в пределах преобладающего широкого социального контекста 2 OPERATIONALISATION OF ключевой концепции ШДОР Согласно Структуре Школы Дружелюбного отношения к Ребёнку, пять компонентов качества были сопоставлены четырём компонентам Школы дружелюбного отношения к ребёнку, для того чтобы оценить степень, в которой школы отвечают характеристикам (критериям) концепции ЮНИСЕФ по Школе дружелюбного отношения к ребёнку. Рассматривая начало планирования ШДОР в 1990 годах, подход внедрения стратегии ШДОР в разных странах отличался. На данный момент существует широкая база внедрения в более чем 50 странах, активно вовлечённых в это программу и база основе оценок программа собранных в 2004-2006 из самых «зрелых» (хорошо обдуманных) планирований. Главное, по философии ЮНИСЕФ, образование всегда должно всегда рассматриваться как право каждого ребёнка. Соответственно, школа дружелюбного отношения к ребёнку отражает качественную среду и рассматривает холистический (всесторонне) в интересах каждого ребёнка, что включает здоровье, питание и общее благополучие. Вместе с этим, школы дружелюбные к ребёнку интересуются контекстуальной ситуацией детей за стенами школы и потому взаимодействуют с семьями и общественностью.


Поддержку идей Школы дружелюбной к ребёнку можно увидеть в Плане Действий и Целях «Образования для Всех», Дакар а также в Целях Развития Тысячелетия (ЦРТ), «Достижение доступа всех детей к начальному образованию» (ЦРТ 2), “Продвижение Гендерного равенства и уполномочие женщин» (ЦРТ 3), и “Развитие глобального партнёрства и развития» (ЦРТ 8). Также, существует ясная связь с Конвенцией о правах ребёнка (КПР) – не только как выполнение «образовательных статей» статья 28 и статья 29, но и касательно статей 12-14, где говориться о правах детей на свободу самовыражения. Основываясь на Целях ОДВ Дакар (кроме образования взрослых), школы дружелюбного отношения к ребёнку приступили к стратегическому планированию Фокус Сферы 2 ЮНИСЕФ MTSP (Базовое образование и Гендерное равенство), которое формулирует как своё стратегическое намерение, что «родители, общественность и Правительство получают потенциал и поддержку необходимую для полного внедрения их обязательств для обеспечения прав всех детей на бесплатное, обязательного, качественного образования». Школы дружелюбные к ребёнку также поддерживают основные ценности и цели ЮНИСЕФ, такие как сливания (объединения) перспективы прав человека в образование, продвижение прав детей во всех ситуациях (особенно в контексте школы и школьного обучения), поддержка потенциала родителей, включая продвижения семьи, как фундаментальной группы общества. Концептуальная структура школ дружелюбных к ребёнку, определяет школу как «дружелюбную» в том случае, если школа соответствует следующим критериям: • Основаность на правах, • Инклюзивность и вовлечение всех детей , • Гендерная чувствительность, • Поддержка Участие , и • Основанность на качестве. Школы дружелюбные к детям, могут описываться как школы, в которых есть среда обучения направленная на развитие личности ребёнка. Среда, которая видит и понимает всего ребёнка в широком контексте, и таким образом, делая образование уместным, принимая во внимание реальную жизнь детей. Школы дружелюбные к детям отражают качественную среду, которая является как эффективной в обучении, так и защищающей детей, и также вовлекает в процесс семью и общественность. Вопросы качества, подходят критериям (вопросам) дружелюбности. Поэтому школы дружелюбные к ребёнку готовы использовать необходимость реализации качественного обучения в не угрожающей среде обучения. Такая среда ведёт к изучению деятельностей, которые могут радовать детей, которым тоже есть, что сказать в процессе своего собственного обучения. Дети рассматриваются как партнёры в контексте обучения, включая учителей, родителей и общественность которые активно сотрудничают в целях обеспечения и реализации их прав (детей). Эти


права включают в себя право на образование, здоровье, игру и досуг, и право быть защищённым от всякой дискриминации. Школы, дружелюбные к ребёнку, обеспечивают возможность свободного выражения детьми их взглядов и мнений, и поощряют участие детей в процессе принятиях решений, касающихся роста их потенциала. В общем, школы дружелюбные к ребёнку, содействуют качественному обучению и высоко оценивают участие детей во всякого рода деятельностях, которые касаются их школы и непосредственно их махали (общественности). Эта концептуальная структура иллюстрирована в нижеследующей матрице: Концептуальная структура Школ дружелюбного отношения к ребёнку

Критерии дружелюбия

Вопросы качества

Инклюзивность / гендерная

чувствительность

Защищающая (здоровая и безопасная)

Эффективная Вовлекающая общественность

Обучаемые

Гендерное равенство при зачислении (в школу) и достижениях

Защищённая от наркотиков, телесных наказаний

Активная, сотрудничающая и демократическая атмосфера.

Дети принимают участие в школьной и общественной жизни

Содержание

Гендерное соответствие уч. планам, отсутствие гендерных стереотипов

Образование, основанное на жизненных навыках

Структурное содержание в презентации дружелюбия

Фокусированная на семье и основанная на нуждах общества

Процесс обучения

Уважение к различиям и обеспечение качества обучения

Поддержка физического и психосоциального здоровья

Качественные материалы ресурсы

Поддержка местного партнёрства в образовании

Среда

Социализация девочек и мальчиков в среде свободной от насилия

Дети защищены от внешнего оскорбления и вреда

Обязательства учителей по соблюдению прав детей

Работа с другими для обеспечения прав детей

Результаты Уважение к правам идостоинствам других, равенство

Позитивный обучающий опыт

Результаты качественного обучения, основанного на потребностях детей

Гармоничные отношения между детьми, родителями, учителями

3 ПЛАН ПРОЦЕССА ОЦЕНИВАНИЯ, ИНСТРУМЕНТЫ И РУКОВОДСТВА ПО ПРИМЕНЕНИЮ

Оценивание будет проводиться, в той же последовательности, как была проведена оценка проекта Глобальное Образование и другие оценки ШДОР (в других странах), для того чтобы позволить международное сравнение и оценку развития Узбекистана с 2005/2006 годов. Инструменты оценки основаны на равновесии пунктов охватывающих основные черты ШДОР, особенностях страны, а также вопросы дружелюбия, которые были охвачены при оценке проекта Глобальное Образование.


Программа ШДОР внедряется в 5 областях, в 737 школах, региональными командами ШДОР организованными в каждом из 4 регионов (Ташкент и Ташкентская область, была объединена в одну команду). Основываясь на количестве этих школ, и для того чтобы максимизировать продуктивность вкладов (людей и время) и результатов (результаты оценки) в свете имеющегося в наличии времени и человеческих ресурсов для сбора данных, основной подход оценки - комбинирование взятие образцов по категориям и «случайный» отбор По крайней мере, 5% школ должны быть отобраны в каждой области, с немного высшим представлением города Ташкента и Республики Каракалпакстан (из-за особенных вызов в этих регионах, как было представлено в предыдущем отчёте). Все выбранные школы получат полный пакет анкет (охватывающих директоров школ, учителей и учащихся 2,5и 9 классов). В дополнение 40-50 % школ выбранных для заполнения анкет будут посещаться в течение полевых визитов, для того чтобы провести встречи с директорами школ, учителями, и для проведения обсуждения в фокус группах с учителями, учениками, родителями и/или членами махали. Где возможно, региональная школьная администрация тоже будет интервьюирована. Кроме пилотных школ, малое количество не пилотных школ тоже будут включены в вопросник, как контрольная группа.

N = пилотных школ ШДОР N = Контрольных школ

Регион Общее N = ШДОР

N школ, заполняющих анкеты

N школ, которые будут

посещаться для интервью, наблюдения и

ОФГ

N школ, заполняющих анкеты

N школ, которые будут посещаться для интервью,

наблюдения и ОФГ

Ташкент (город) 74 6 3 2 1 Ташкент (область) 151 8 3 2 Каракалпакстан 120 8 4 2 1 Хорезм 200 10 4 2 Фергана 192 10 4 2 1 В итоге 737 42 18 10 3

Образцы 42 пилотных школ ШДОР (плюс 10 контрольных школ), которые будут принимать участие в процессе оценки, должны быть отобраны ЮНИСЕФ, до приезда международных консультантов. Для отбора школ, мы рекомендуем использовать тот же набор параметров, который уже был успешно применён в процессе оценки проекта Глобальное образование в 2006 году: Место расположения (городской – в сельской местностиl); Количество в зависимости от принятых на учебу учащихся (большой – маленький); Тип школы (полный – неполный); Особые условия (группы с разными языками – специальные образовательные нужды). Заметка: параметры могут быть изменены. Если ЮНИСЕФ предпочтёт сделать альтернативный отбор, что бы создать другой акцент. В таком случае, альтернативные параметры могут быть легко изменены в нижеследующей матрице


В целях отбора школа, следующая матрица будет использована:

Большая

Маленькая

Разные языки обучени

я

Специальные

образовательные нужды

Городская

Сельскаяl

Полная

Неполная

В отборе параметров, для школ в которых будут визиты, каждая колонка и каждая линия должна быть помечены крестиком минимум один раз Пример 1:

Большая

Маленькая Разные языки обучени

я

Специальные образовательные нужды

Городская X Сельскаяl

X X Полная

X Неполная

X X По этому примеру, следующие шесть школ будут посещены:

1 большая, городская школа (которая также может быть полной или неполной); 1 маленькая сельская школа (которая также может быть полной или неполной); 1 сельская школа с разными языками обучения (которая также может быть большой или маленькой);

1 маленькая неполная школа (которая также может быть сельской или городской); 1 полная школа с разными языками обучения (которая также может быть сельской или городской); 1 неполная школа для специальных образовательных нужд (которая также может быть сельской или городской, маленькой или большой).

Матрица гарантирует, что посещая школы, по крайней мере восемь параметров могут быть охвачены в разных комбинациях.


Пример 2: Большая Маленьк

ая Разные языки

обучения

Специальные образовательны

е нужды Городская

X X Сельскаяl

X Полная

X X Неполная

X По этому примеру, следующие шесть школ будут посещены:

1 маленькая городская школа (которая также может быть полной или неполной); 1 городская школа, с разными языками обучения (которая также может быть полной или неполной, маленькой или большой);

1 большая сельская школа (которая также может быть полной или неполной); 1 большая полная школа (которая также может быть городской или сельской); 1 полная школа со специальными нуждами в обучении (которая также может быть городской или сельской, большой или маленькой);

1 маленькая неполная школа (которая также может быть городской или сельской). Могут быть посещены 8 или 10 школ (за пределами города Ташкента), дополнительные крестики (максимум 10) могут быть добавлены в матрицу до тех пор, пока каждая колонка или ряд не будут отмечены двумя крестиками (в случае с8 школами) или три крестика (в случае с 10 школами) соответственно. В примере, приведённом ниже, вышеуказанный сценарий (с примером 2) расширен добавлением ещё трёх школ, здесь 8 школ могут быть посещены. Пример 3:

Большая

Маленькая

Разные языки

обучения

Специальные

образовательные нужды

Городская X X Сельскаяl

X X Полная

X X Неполная

X X Заметка: не один ряд или колонна не содержит больше чем 2 крестика!

В вышеуказанном примере, следующие 8 школ будут посещены:


городская школа с разными языковыми группами (которая также может быть полной или неполной, маленькой или большой);

1 городская школа со специальными нуждами в обучении (которая также может быть полной или неполной, маленькой или большой– также здесь можно посоветовать выбирать другие чем приведены выше);

1 большая сельская школа (которая также может быть полной или неполной,); 1 маленькая сельская школа (которая должна быть другой чем выше приведённая) 1 большая полная школа (которая может быть городской или сельской); 1 полная школа со специальными нуждами в обучении (которая может быть городской или сельской, большой или маленькой);

1 маленькая неполная школа (которая может быть городской или сельской); 1 неполная школа с разными языковыми группами (школа с разными языковыми группами, но должна быть другой, чем выше приведённая).

Примеры показывают, что использование матрицы обеспечивает оценщику виденье различных, возможных вариантов, тем самым, утилизируя их временной потенциал лучшим образом. Школы, которые будут посещаться (для интервью и т.д) будут отбираться не из числа школ, которые заполняли анкеты. Для этого дальнейшего отбора может быть использована такая же процедура, или они могут быть просто выбраны из комбинации (списка) ( поскольку они будут представлять 40-50% образцов (пилотных школ)). Также в отборе школ необходимо принять во вниманиеt что школы должны быть представительны в условиях их показателей , то есть не слишком хорошие и не слишком плохие. В дополнение, было бы полезно (также в свете анализа сектора образования) если визиты в школы в городских местностях могли бы быть спланированы таким образом, что бы комбинировать их с визитами к представителям МНО и другими партнёрами. До приезда международного консультанта в Узбекистан, ЮНИСЕФ уже распространяет анкеты, которые приведены в этом пособии в 42 пилотные школы ШДОР и 10 контрольных школ. То есть всего в 52 школы в общем. Таким образом, анкеты заполняются Школьными Директорами, Учителями и Учащимися (классы 2,5 и 9), для того, чтобы анкеты были в наличии до начала визитов в регионы. Для тех школ, которые будут посещаться, заполненные формы будут собираться в течении визитов, консультативной командой и будут обработаны к концу полевых визитов. Если возможно, формы других школ также должны собираться также в процессе посещения регионов; в альтернативе, эти формы могут быть собраны независимо от школьных визитов, в идеале, до начала посещения школы консультантом. По началу миссии, однодневный workshop проводится, для обеспечения ознакомления с инструментами оценки и Пособием по Оценке. Это ознакомление проводится для команды местных исследователей, набираемых ЮНИСЕФ, которые будут оказывать поддержку в процессе сбора информации, для того чтобы сочетать


(комбинировать) вклад международного консультанта с привлечением местных экспертов. Типичные школьные визиты, будут включать в себя встречи с директорами школ и/или педагогами, наблюдение урока, встреча с учителями, учащимися, родителями (АРУ) и другими партнёрами, например с членами махали. Три типа инструментов оценивания (анкеты, обсуждение в Фокус группах и интервью) будут проводиться для четырёх разных целевых групп, как представлено в нижеследующей таблице:

Минимум результатов завершённых инструментов

Целевая группа Инструмент оценки

Школы ШДОР

Контрольные группы

из контрольных школ

Лист оценивания No.

Интервью со школьным директором, педагогом или методистом

18 3 ИНТ дир-пед-мет Школьный деректор (педагог) Анкета

(только для директоров) 42 10 АНК-1 дир

ОФГ с учителями 18 3 ОФГ-1 Учителя

Учителя

Анкета 42 x N(всех учителей)

10 x N(всех учителей) АНК-2 Учителя

Учащиеся (с разных классов) ОФГ с учениками 18 3 ОФГ-2 Учащиеся

Учащиеся 2 класса Анкеты (Класс 2, путём рисования)

42 x N(уч. кл. 2)

10 x N(уч. кл 2) АНК-3 УЧ-Кл2

Учащиеся 5 класса Анкета 42 x N(учен Кл. 5)

10 x N(Учен, Кл. 5)

Уч-Кл5

Учащиеся 9 класса Анкета 42 x

N(Ученики Кл. 9)

10 x N(Ученики

Кл. 9) Уч-Кл9

Родители, члены махали ОФГ с родителями 18 3 ОФГ-3 Родители

Администраторы (необязательно)

Интервью с администраторами ИНТ-2 АДМ


Процедура сравнения собранных данных, осуществляется в две:

• До приезда международного консультанта, ЮНИСЕФ распространяет все анкеты в 42+10 школ. UNICEF will distribute all questionnaires to the 42+10 schools. Необходимо проследить, чтобы анкеты были готовы для сбора (после заполнения) во время школьных визитов международного консультанта (или могут быть собранны независимо от этих визитов, в тех школах, которые не будут посещаться международным консультантом).

• Во время полевых визитов (Даты: 16 Апреля по 04 Мая 2009), команда местных исследователей присоединиться к международному консультанту. Местные исследователи берут на себя первоначальную ответственность, за проведение Обсуждений в Фокус Группах и оказывают помощь при проведении интервью и при наблюдении уроков (ведущим остаётся международный консультант).

Это показано в нижеследующей таблице:


Процедура сбора данных

Шаг Задание Инструмент оценки

ЮНИСЕФ (немедленно, после получения инструментов оценки)

0

Перевести и претестировать инструменты оценки (в маленьких образцах (группах), только для того, для того чтобы проверить на случай языкового противоречия – при необходимости может быть проверенно международным консультантом)

Все инструменты

(АНК, ИНТ, ОФГ)

МЕСТНЫЕ ИССЛЕДОВАТЕЛИ (До приезда международного консультанта)

1a

Распространить все анкеты в 42+10 школ, для того чтобы их заполнили (i) Директорами школ и или Педагогом, (ii) всеми учителями, (iii) всеми учениками 2 классов, (iv) всеми учениками 5 классов, (v) всеми учениками 9х классов.

1b

Управлять процессом анкетирования до приезда международного консультанта (может быть с помощью команды местных исследователей).

Заполненные анкеты собираются в ходе посещения школ там где школы будут посещаться (полевые визиты). Для всех остальных школ, будет необходимо отдельная деятельность для сбора данных

АНК-1 ДИР

АНК-2 Все УЧИТЕЛЯ

АНК-3 УЧЕН-КЛ2



МЕСТНЫЕ ИССЛЕДОВАТЕЛИ И МЕЖДУНАРОДНЫЙ КОНСУЛЬТАНТ (полевая фаза 16 Апрель-04 Май2009)

2a

В школе, первыми посещаются Директоры школ и/или Педагоги для объяснения цели проводимой оценки. Директору Школы также необходимо организовать Обсуждение в Фокус Группе (ОФГ), группу из 8-12 учителей, но сам директор на этом обсуждении не присутствует. Если возможно, директор приглашает родителей/ членов махали, для участие в ОФГ.

2b Проведение интервью с директорами школ и/или Педагогом.

ИНТ-1 ДИР-ПЕД-МЕТ

2c Если возможно, встреча с региональным представителем МНО для проведения интервью (до, после или во время школьных визитов). ИНТ-2 АДМ

3 Наблюдение урока, международным консультантом (минимум одного) в 2 ,5 и 9х классах

Заметки, которые делаются международным

консультантом

4a Проведение Обсуждений в Фокус Группах с учителями, выбранными школьным директором ОФГ-1 УЧ

4b Проведение Обсуждений в Фокус Группах с учениками из смешанных классов (5-9) ОФГ-2 УЧЕН


4c Проведение Обсуждений в Фокус Группах с родителями и/или представителями махали ОФГ-3 РОД

В течение курса полевых визитов, международный консультант будет обрабатывать и анализировать собранные данные, школьные визиты и консультироваться с ЮНИСЕФ и/или местным консультантом если будет необходимо.


APPENDIX 4:

Guidelines for structured interviews and Focus Group Discussions (FGDs)

(English original)

Guidelines for Structured Interviews / Focus Group Discussions The following sheets contain guidelines for structured interviews and focus group discussions respectively. They are primarily to be carried out with participants from CfS Pilot Schools. In order to compare the answers, a certain number of interviews and focus group discussions will be conducted with participants from control schools (non-CfS pilot schools). The interview sheets are designed in such a way that five similar core topics will be covered by all target groups interviewed, in order to easily compare the answers later. The five core topics covered are • Introduction of interviewee, background, etc.; • Expectations of CfS concept; • Most important challenges of child-centred learning; • CfS in practice, classroom experiences; • Cooperation with students, parents and communities Within every core topic, about five guiding questions are given. It will not be necessary to cover all guiding questions at every interview; their purpose is merely to guide the discussion. Issues not covered at one specific interview can be covered at another interview. Looking at the total of the interviews conducted, all guiding questions should have been covered. For control schools, no separate sheets have been designed in order to keep the responses as much comparable as possible. However, instead of making specific reference to Child-Friendly Schools, i.e. “CfS concept”, “CfS methodology”, this needs to be rephrased, i.e. by replacing “CfS” with “learner-centred methodology”, “a pedagogical approach which places the learner in a wider context”, etc. If the term “CfS” is understood, it could also be maintained (as long as there is a clear understanding what is being referred to).

Child Friendly Schools Evaluation, Uzbekistan Guidelines for structured interviews / focus group discussions FGD-1 TEA: Teachers INT-1 DIR-PED-MET: School Directors, Pedagogues and Methodologists Topic 1: Introduction

What is your background? What is your involvement in education now? How were you trained? How do the CfS Resource Centres relate to the Pre- and In-service Teacher Training Institutes?

Topic 2: Expectations of CfS concept

For you, what does “child-friendly school” and “child-centred learning” mean? How is the CfS approach different to the “standard” education policy? What does the CfS concept mean for Uzbekistan as a whole? What are the benefits of the CfS approach? Should the CfS approach continue to grow, what would you expect to see in three/five/ten years time? How can the CfS approach help students to develop into socially competent individuals?

Topic 3: Most important challenges of child-centred learning

In your opinion, what are the most important challenges that Child-friendly schools are facing? (then to be followed up from the challenges mentioned; if not mentioned, additional questions should be asked as listed

below)

Critics say that child-centred learning is too time-consuming. What is your opinion on that? Critics say that child-centred learning and new teaching methodologies might be too costly in the long run. What is your

opinion on that? Personally as a teacher, what is the most important challenge you are faced with professionally when it comes to the

implementation of child-centred learning and “child-friendliness” in Uzbekistan? Topic 4: CfS in practice – classroom experiences

Judging from your day-to-day teaching experience, how well were you prepared for teaching? What was of particular benefit, what would still be needed?

How exactly do you infuse CfS methodology into your daily teaching? Can you give an example? What new skills or methods do you use most? When do you use them and what for? How often do you interact with your colleagues? What changes do you observe in the students when comparing to earlier times when you did not apply CfS

methodology? In what ways (how) do you assess students’ performance and progress? When, how often? What are the advantages

of this way of assessment/testing? How do you resolve conflict in the classroom, and in what way does the CfS philosophy help you to achieve that?

Topic 5: Cooperation with students, parents and communities

Child-centredness should address the whole individual in the teaching process. In what way do you involve parents and communities in that process?

Assessment is always an important issue. How do you involve the students in the assessment process? Do they have an opportunity to assess themselves? How do they do that?

Judging from your discussions with parents, how do you think they feel about the CfS concept? Can you give us an example that shows how cooperation with either students, parents or communities is different from

what used to happen in more “traditional” settings? In order for us to understand better what the CfS philosophy means for the student, can you describe for us how you

facilitate better cooperation and mutual respect in the classroom?

Child Friendly Schools Evaluation, Uzbekistan Guidelines for structured interviews / focus group discussions FGD-2 STU: Students Topic 1: Introduction

Tell us about yourselves – where do you come from? What are your professional aspirations?


For you, what does “child-friendly school” and “child-centred learning” mean? In your opinion, how does the CfS concept help you to become a better student? Where would you like to be in three/five/ten years time? How can the CfS approach help you personally in Uzbekistan?


In your opinion, what is not working so well at the moment in school? (then to be followed up from the challenges mentioned; if not mentioned, additional questions should be asked as listed

below)

Some people say that child-centred learning wastes a lot of time in the classroom. What is your opinion on that? Critics say that child-centred learning is too expensive. What is your opinion on that? Thinking of yourself, what would you like to see improved in your class?

Topic 4: CfS in practice – classroom experiences

Just think about an average school day. How do you experience your teachers in the classroom? In what way are they different from other teachers you knew?

Thinking of your classmates, has the CfS approach made them different in any way? How? If you have a problem with someone in class, how do you go about it? Can you give an example? In your personal experience, how do teachers react to you if you don’t really understand the lesson? How do you know how well you are doing in school?


Are your parents or your parents’ friends interested in what is going on at school? If so, what do they do? In school, there are many tests and teachers assessing you. How do you participate in what teachers have to say about

you? When you talk to your parents at home, how do they feel about school? How do you feel about your teachers? How do you think your teachers feel about you and your classmates?

Child Friendly Schools Evaluation, Uzbekistan Guidelines for structured interviews / focus group discussions FGD-3 PAR: Parents, Makhallya (community) members Topic 1: Introduction

What is your background? Tell us a bit about your children – how many, how old, which classes? What would you like your children to be one day? What are your own “school memories”?


For you, what does “child-friendly school” and “child-centred learning” mean? How can the CfS concept help your child to become a better student? What does the CfS concept mean for Uzbekistan as a whole? What are the benefits of the CfS approach? Should the CfS approach continue to grow, where would you like to see your child in three/five/ten years time? How can the CfS approach help your child to develop into socially competent individuals?


In your opinion, what are the most important challenges that Child-friendly schools are facing? (then to be followed up from the challenges mentioned; if not mentioned, additional questions should be asked as listed

below)


opinion on that? Thinking of your children, what would you like to see improved in their class?

Topic 4: CfS in practice – experiences with your children

Just think about an average school day. What do you hear from your children about school? Is it different in any way from what you hear (heard) from other children?

Can you think of an example of a very special lesson that your children might have told you about? Thinking of your children, has the CfS approach made them different in any way? How? Has the CfS approach changed the behaviour of your children at home? Can you give an example? How do your children feel about going to school? How do they feel about their teachers? How do you know how well your child(ren) is (are) doing in school?


Are you or your friends interested in what is going on at school? If so, what do you do? In school, there are many tests and teachers assessing your children. How do you participate in what teachers have to

say about your children? How do they feel personally about school? Can you give us an example that shows how you as a parent contribute to the success of the CfS philosophy How do you feel about the teachers of your children? How do you think the teachers feel about your children and about

you as a parent?

Child Friendly Schools Evaluation, Uzbekistan Guidelines for structured interviews / focus group discussions INT-2 ADM: Administrators Topic 1: Introduction

What is your background? What is your involvement in education now? What is your role, what are your responsibilities?


What is the long-term vision for education in your oblast/rayon? What is the ambition of your oblast/rayon in terms of educational (in relation to socio-economic) development? Where

do you expect your oblast/rayon to be in 20 years time? How is the CfS approach different to the “standard” education policy? What does the CfS concept mean for Uzbekistan as a whole? What do you see as advantages and disadvantages of the CfS approach? Should the CfS approach continue to grow, what would you expect to see in three/five/ten years time? What kind of students/adults does your oblast/rayon need, what kind of qualifications do you expect them to have when

leaving school? Topic 3: Most important challenges of child-friendly education

In your opinion, what are the most important educational challenges your oblast/rayon is facing? In your opinion, what are the most important challenges regarding the implementation of Child-friendly schools? (then to be followed up from the challenges mentioned; if not mentioned, additional questions should be asked as listed

below)


opinion on that? Personally as an administrator, what is the most important challenge you are faced with professionally when it comes to

the implementation of child-friendly education in Uzbekistan? How would you assess the resources (human, financial, time) required to implement CfS versus resources available?

Topic 4: CfS in practice – experiences

In what way are you involved in the CfS project and implementation process? What kinds of external assistance have you or your organisation received over the last 5 years? How often do you (or your institute) interact with other educational partners on the CfS project? What are the benefits of

these interactions? How do you know about the performance of CfS? And what about the performance of the “traditional” education

system? Can you think of any changes in the set-up or functioning of your organisation since the introduction of CfS? What kind

of changes? Topic 5: Cooperation and partnerships

How is the quality of education assessed or assured in your oblast/rayon? What about the quality of CfS? Based in the information you have, how do you feel about the CfS concept?

Have responsibilities of your (and other) educational institutes changed since the CfS concept was introduced? Can you give us an example that shows how cooperation with other educational partners is different from what used to

happen in more “traditional” settings?

APPENDIX 4a:


(Uzbek translation)

Болага дўстона муносабатдаги мактаб дастурини баҳолаш, Узбекистон Фокус гуруҳларда интервью мухокама ўтказиш юзасидан кўрсатмалар ОФГ-1: Уқитувчилар Интервью -1: Мактаб Директорлари, директор ўринбосарлари ва методистлар Мавзу 1: Кириш қисми

�зингиз ҳақингизда гапириб беринг (маълумотингиз) Ҳозирги кунда таълим соҳасида ким бўлиб ишлайсиз? БДММ ресурс маркази ўқитучиларнинг малакасини ошириш ва қайта тайёрлаш институтига қандай алоқаси бор?

Мавзу 2: БДММ концепциясидан кутувлар

«Болага дўстона муносабатдаги мактаб» ва «бола шахсини ривожлантиришга йўналтирилган таълим» сиз учун қандай аҳамиятга эга?

БДММ ёндошуви таълимнинг «анъанавий» ёндошувидан нимаси билан фарқ қилади? �збекистон учун БДММ концецияси қандай аҳамиятга эга? БДММ дастуридан қандай фойда (наф) бор? БДММ дастури давом этиши, кенгайиши керак деб ўйлайсизми? Сиз уч, беш, ўн йилдан кейин нимани кўришга умид қилаяпсиз?

БДММ дастури ижтимоий лаёқатли шахсларнинг ривожланишида қандай ёрдам бериши мумкин? Тема 3: Бола шахсини ривожлантиришга йуналтирилган таълимнинг асосий муаммолари

Сизнингча, БДММ дастури кандай муаммоларга дуч келяпти? (шундан кейин айтиб утилган муаммолардан келиб чикиб, саволлар берилиши керак; агар хеч кандай муаммолар айтилмаса, куйидаги кушимча саволлар берилади)

Танкидчилар Бола шахсини ривожлантиришга йуналтирилган таълим куп вакт талаб этади, деб уйлайдилар. Сиз бу тугрисида кандай фикрдасиз?

Танкидчилар Бола шахсини ривожлантиришга йуналтирилган таълим методлари ва укитишнинг янги методлари хаддан зиёд кимматга(моддий жихатдан) тушади, деб уйлайдилар. Бу тугрисида сиз кандай фикрдасиз?

Айтингчи, укитувчи сифатида Бола шахсини ривожлантиришга йуналтирилган таълимни жорий этганда кандай муаммоларга дуч келдингиз?

Тема 4: Болага Дўстона Муносабатдаги амалиёти – синфда жорий этиш

Узингизнинг педагогик тажрибангиздан келиб чиққан холда, айтингчи, дарс беришга сиз кай даражада тайёр эдингиз?

БДММ методикасини кундалик амалиётингизга кандай килиб татбик кила олдингиз? Мисоллар келтира оласизми?

Кандай янги куникма ва методларни купрок куллаяпсиз? Уларни качон ва кандай максадларда куллаяпсиз? Сиз уз хамкасбларингиз билан тез тез узаро тажриба алмашиб турасизми? БДММ дастури жорий этишдан олдинги давр билан солиштирсак, хозирда сизнинг укувчиларингизда кандай узгаришларни кузатяпсиз?

Укувчиларнинг ривожланишлари ва курсаткичларини кандай килиб(бахолашнинг турлари) бахолайсиз? Сиз буни качон ва канчалик тез тез амалда куллайсиз? Бу бахолаш турининг афзаллиги нимада?

Синфда юзага келган келишмовчиликни сиз кандай хал этасиз ва бу борада БДММ фалсафаси кандай ёрдам беряпти?

Тема 5: Укувчилар, ота оналар ва жамоатчиликнинг хамкорлиги

Бола шахсини ривожлантиришга йуналтирилган таълим барчани таълим жараёнига жалб этишни назарда тутади. Сиз бу жараёнга ота оналар ва жамоатчиликни кандай жалб этяпсиз?

Бахолаш жараёни хар доим мухим масала хисобланган. Сиз бахолаш жараёнига укувчиларни кандай жалб этасиз? Уларда узларини бахолаш имкониятлари борми?Улар буни кандай тарзда бажарадилар?

Ота оналар билан сухбатларингиздан келиб чикиб, уларнинг БДММ концепциясига муносабати кандай деб уйлайсиз?

БДММ дастури доирасидаги укувчилар, ота оналар ва жамоатчиликнинг хамкорлиги анъанавий шароитлардаги хамкорликдан нима билан фарк килишига мисоллар келтиринг?

БДММ дастурининг укувчилар учун ахамиятини яхширок тушуниш учун синфда сиз хамкорлик ва узаро хурматни ривожлантириш учун кандай имкониятлар яратиб беряпсиз? Буни изохлаб беринг.

Болага дустона муносабатдаги мактаб дастурини бахолаш Узбекистон Фокус гурухларда интервью мухокама утказиш учун курсатмалар ОФГ-2: Укувчилар Тема 1: Кириш

Узингиз тугрингизда айтиб беринг – Сиз каерликсиз? Келажакда кандай касбни эгаллашга харакат киляпсиз?

Тема 2 БДММ концепциясидан кутувлар

Болага дўстона муносабатдаги мактаб» ва «бола шахсини ривожлантиришга йўналтирилган таълим» сиз учун қандай аҳамиятга эга?

Сизнингча, БДММ дастури сизга укувчи сифатида кандай ёрдам беряпти? Уч, беш, ун йилдан кейин каерда булишни хохлаган булардингиз? БДММ дастури шахсан сизга нимада ёрдам бериши мумкин?

Тема 3: Бола шахсини ривожлантиришга йуналтирилган таълимнинг асосий муаммолари

Сизнингча, хозирги кунда мактабда нималар сиз хохлаганчалик яхши эмас? (шундан кейин айтиб утилган муаммолардан келиб чикиб, саволлар берилиши керак; агар хеч кандай муаммолар айтилмаса, куйидаги кушимча саволлар берилади)



Синфингизда кандай узгаришларни куришни хохлар эдингиз? Тема 4:БДММ амалиётда

Одатдаги бир кунингизни куз олдингизга келтиринг. Сизнинг укитувчиларингиз сиз билган бошка укитувчилардан нимаси билан фарк килади?

Уз синфдошларингиз тугрисида уйлаб куринг: БДММ дастури уларда бирор нарсани узгартирдими? Бу узгаришлар нимада куринади?

Агар синфингизда кандайдир муаммолар вужудга келса, сиз кандай йул тутасиз? Бирорта мисол келтира оласизми?

Агар дарс сиз учун тушунарсиз булса, укитувчингиз кандай йул тутади? Мактабда сиз канчалик яхши ёки ёмон укитётганлигингизни каердан билиб оласиз?

Тема 5: Укувчилар, ота оналар ва жамоатчилик билан хамкорлик

Сизнинг ва уртокларингизнинг ота оналари мактабда юз бераётган нарсалар билан кизикадиларми? Ха булса, улар нима киладилар?

Мактабда турлича тестлар жуда куп ва укитувчилар сизни бахолайдилар. Бахолаш жараёнида сизнинг иштирокингиз?

Уйда ота онангиз билан сухбатлашганингизда улар мактабингизга кандай муносабат билдирадилар? Уз укитувчиларингиз тугрисида кандай фикрдасиз(сиз уларга кандай муносабатдасиз)? Укитувчиларингиз сизга ва синфдошларингизга кандай муносабатдалар?

Болага дустона муносабатдаги мактаб дастурини бахолаш, Узбекистон Фокус гурухларда интервью мухокама утказиш юзасидан курсатмалар ОФГ-3: Ота оналар, махала вакиллари(жамоатчилик) Тема 1: Кириш

Уз тугрингизда айтиб беринг(маълумотингиз) Болаларингиз хакида бироз гапириб беринг – улар нечта, ёшлари нечада, кайси синфларда укийдилар? Келажакда уз болаларингизни кандай куришни хохлаган булардингиз? Узингиз мактаб хотираларингиздан гапириб беринг

Тема 2 БДММ концепциясидан кутувлар

Сиз учун Болага Дустона Муносабатдаги Мактаб нимани англатади? БДММ дастури сизнинг болаларингизга укувчи сифатида канчалик ёрдам бериши мумкин? БДММ дастури Узбекистон учун кандай ахамиятга эга? БДММ дастуридан кандай фойда(наф) бор? БДММ дастури давом этиши, кенгайиши керак деб ўйлайсизми? Сиз уч, беш, ўн йилдан кейин нимани кўришга умид қилаяпсиз?

БДММ дастури ижтимоий лаёқатли шахсларнинг ривожланишида қандай ёрдам бериши мумкин? Тема 3: Бола шахсини ривожлантиришга йуналтирилган таълимнинг асосий муаммолари

Сизнингча, БДММ дастури кандай муаммоларга дуч келяпти? (шундан кейин айтиб утилган муаммолардан келиб чикиб, саволлар берилиши керак; агар хеч кандай муаммолар айтилмаса, куйидаги кушимча саволлар берилади)



Болангиз ўқийдиган синфда нимани яхшироқ бўлишини хохлар эдингиз? Тема 4: БДММ амалиётда

Болангиздан мактаб ҳақида нималарни эшитасиз? Уларнинг айтганлари бошқа болалар ўз мактаби хақида айтганларидан фарқ қиладими?

Болангиз мактабдан қайтиб, синфда ўтказилган бирорта ўзгача дарс ўтказилганлиги тўғрисида сизга гапирганми? Бунга мисол келтира оласизми?

БДДМ дастури туфайли фарзандингизда қандай ўзгаришлар бўлди? БДММ дастури фарзанингизнинг уйдаги ҳулқида қандайдир ўзгаришлар бўлишига ёрдам бердими? Мисоллар келтиринг

Мактабга бориш болалрингизга ёқадими? Нима учун? Улар ўз ўқитувчиларига қандай муносабатда? Сиз одатда болангизни мактабдаги ютуқлари, ўқиши хақида қандай қилиб биласиз?

Тема 5: Укувчилар, ота оналар ва жамоатчилик билан ҳамкорлик

Сиз ёки сизнинг дўстларингиз мактабда бўлаётган ишларга қизиқасизми? Ха бўлса, сиз қандай йўл тутасиз? Мактабда баҳолашнинг ҳар хил турлари мавжуд ва ўқитувчилар фарзандигизни баҳолайдилар. Болангизнинг баҳоланишида сиз қандай иштирок этасиз?

Улар мактабга қандай муносабатда? Ота-онасифатида БДММ фалсафасини ютуқларига хисса қўшганингиз хақида мисол келтира оласизми? Болаларингиз ўқитувчилари тўғрисида қандай фикрда сиз? Ўқитувчилар сизга ва сизнинг болангизга қандай муносабатда деб ўйласиз?

Болага дўстона муносабатдаги мактаб дастурини баҳолаш, �збекистон Фокус гуруҳларда интервью мухокама ўтказиш юзасидан кўрсатмалар Интервью-2: Маъмурият (ХТВ,ВХТБ,ШХТБ) Мавзу 1: Кириш қисми

�зингиз ҳақингизда гапириб беринг (маълумотингиз) Ҳозирги кунда таълим соҳасида ким бўлиб ишлайсиз? Сизнинг ролингиз ва вазифаларингиз нималардан иборат?

Мавзу 2: БДММ концепциясидан кутувлар

�з ҳудудингизда таълимнинг келажагини қандай тасаввур қиласиз? Сизнинг худудингизда таълимни (ижтимоий-иқтисодий) ривожлантиришга таълуқли интилиши қандай? Ўз худудингизни 20 йилдан сўнг қандай бўлишини кутяпсиз? Каковы стремления вашей области/района относительно (социально–экономического) развития образования? Каким вы ожидаете видеть свою область/район через 20 лет?

БДММ ёндошуви таълимнинг «анъанавий» ёндошувидан нимаси билан фарқ қилади? �збекистон учун БДММ концецияси қандай аҳамиятга эга? БДММ ёндошувининг афзаликлари ва заиф томонларини нимада кўрасиз? БДММ дастури давом этиши, кенгайиши керак деб ўйлайсизми? Сиз уч, беш, ўн йилдан кейин нимани кўришга умид қилаяпсиз?

Сизнинг худуддингизга қандай ўқувчилар керак. Сиз улардан мактабни тугатганларидан сўнг қандай малака ва кўникмаларга эга бўлишларини кутаяпсиз?

Мавзу 3: Бола шахсини ривожлантиришга йуналтирилган таълимнинг асосий муаммолари

Сизни фикрингизча ҳудудингизда таълим соҳасига тааллуқли қандай муаммолар мавжуд? Сизни фикрингизча ҳудудингизда БДММ дастурини татбиқ этишдаги асосий муаммолар нимада? (шундан кейин айтиб утилган муаммолардан келиб чикиб, саволлар берилиши керак; агар хеч кандай муаммолар айтилмаса, куйидаги кушимча саволлар берилади)



БДММ дастурини �збекистонда тарғиб қилишда шахсан Сиз раҳбар сифатида қандай асосий қийинчиликларга дуч келдингиз?

Сизда бор бўлган имкониятлар (инсон, маблағ, вақтнинг етарлилиги) БДММ ғоясини тарғиб қилишга етарли деб ўйлайсизми?

Тема 4: Болага Дўстона Муносабатдаги амалиёти – синфда жорий

БДММ дастури ва уни тарғиб қилишда қай даражада иштирок этасиз ? Сиз ёки сизнинг ташкилотингиз охирги 5 йилда ташқи кўмак ёки ёрдам олганмисиз? БДММ дастури доирасида Сиз (ёки сизнинг институт) таълим соҳасидаги бошқа ҳамкорлар билан қай даражада

(қанчалик тез-тез) ҳамкорлик қиласиз? Ушбу ҳамкорликнинг фойдаси нимада? БДММ дастурининг тадбиқ этилиши жараёни ва натижалари ҳақида қандай биласиз? Таълимнинг анъанавий тизими жараёни ва натижалари ҳақида қандай биласиз?

БДММ дастури билан танишганингиздан сўнг ўз ташкилотингизда ўзгаришлар киритиш ҳақида ўйлаб кўрганмисиз? Ҳа бўлса, қандай ўзгаришлар?

Мавзу 5: Хамкорлик

Сизнинг худудингизда таълим сифати қандай баҳоланган? БДММ дастури сифати қандай баҳоланган? Сизда бор маълумотга асосланиб БДММ концепциясига муносабатингиз қандай?

БДММ дастури тақдим этилгандан сўнг сизни (ва бошқа) таълим ташкилотларининг мажбуриятлари ўзгардими? БДММ дастури доирасидаги укувчилар, ота оналар ва жамоатчиликнинг хамкорлиги анъанавий шароитлардаги хамкорликдан нима билан фарк килишига мисоллар келтиринг?

APPENDIX 4b:


(Russian translation)

Руководство по проведению интервью / Обсуждений в Фокус Группах Здесь приведено Руководство по проведению структурного интервью и обсуждений в Фокус Группах. Первоначально они будут проводиться с участниками, вовлечёнными в программу из пилотных школ ШДОР. Для того, что бы сравнить полученные ответы, определённое количество интервью и обсуждений в Фокус группах будет проведено с участниками из контрольных школ (которые не являются пилотными в программе ШДОР). Листы (вопросы) для проведения интервью спланированы таким образом, что бы пять основных тем охватили все целевые группы, которые будут участвовать в интервьюировании. Это сделано для того, что бы было легко сравнивать ответы при обработке Пять основных тем • Введение в интервью, общая информация.; • Ожидания от концепции ШДОР; • Самые важные вызовы/проблемы обучения направленного на развитие

личности ребёнка; • ШДОР в практике, опыт внедрения в классах; • Сотрудничество с учащимися, родителями и общественностью Внутри каждой основной темы даны пять ведущих вопросов. У вас не будет необходимости охватывать все ведущие вопросы при проведении каждого интервью; цель этих вопросов просто вести обсуждение. Вопросы/темы, которые не были охвачены в одном интервью, могут быть охвачены в другом интервью. Рассматривая в общем, все проведённые интервью, то все ведущие вопросы должны быть охвачены. Для контрольных школ не было составлено, каких либо отдельных листов-интервью, для того, что бы было максимально просто сравнивать ответы. Однако, вместо того чтобы, делать особый акцент на Школу дружелюбного отношения к ребёнку: «методику ШДОР», «Концепцию ШДОР», будет необходимо перефразировать и вместо «ШДОР» говорить «методика, центрированная на обучаемом», или «педагогический подход, который рассматривает обучаемого в широком контексте» и т.д. Если «ШДОР» является для них понятным, это выражение можно так же использовать (до тех пор пока идёт ясное понимание о чём речь

Оценка программы Школа дружелюбного отношения к ребёнку, Узбекистан Инструкции по проведению интервью / обсуждения в фокус группах ОФГ-1: Учителя Интервью -1 : Директора школ, Педагогии и методисты Тема 1: Введение

Расскажите о себе (образование) Кем Вы работаете в системе образования на данный момент? Как вы были этому обучены? Какое отношение имеет Ресурсный Центр ШДОР к институтам подготовки и переподготовки учителей?

Тема 2: Ожидания от концепции ШДОР

Что для Вас означает «Школа дружелюбного отношения к ребёнку» и «обучение, ориентированное на развитие личности ребёнка»?

Чем подход ШДОР отличается от «традиционных» образовательных подходов? Что означает концепция ШДОР для Узбекистана в целом? Какова польза (выгода) от программы ШДОР? Думаете ли Вы, что программа ШДОР должна продолжаться и расти (расширяться), что бы вы ожидали увидеть через три/пять/десять лет?

Как программа ШДОР может помочь учащимся в их развитии как социально компетентных личностей? Тема 3: Основные проблемы обучения нацеленного на ребёнке.

Как Вы думаете, в чём основные вызовы (проблемы) с которыми сталкивается ШДОР? (затем необходимо продолжать задавать вопросы исходя из называемых проблем (вызовов); если никакие проблемы не были упомянуты, задаются дополнительные вопросы приведённые ниже)

Критики считают что «Обучение, центрированное на ребёнке» занимает очень много времени. Что вы думаете по этому поводу?

Критики говорят, методы обучения направленного на развитие личности ребёнка и новые методы обучения в конечном счёте могут обходиться слишком дорого/накладно (в материальном плане). Каково ваше мнение на этот счёт?

Скажите пожалуйста, с какими проблемами (профессиональными вызовами) вы лично сталкивались как учитель, когда внедряли (практиковали) обучение направленное на развитие личности ребёнка и «дружелюбие к детям» в Узбекистане (в вашей школе)?

Тема 4: ШДОР в практике – опыт внедрения в классе

Исходя из Вашего повседневного преподавательского опыта, как вы думаете, насколько хорошо вы были подготовлены для преподавания?

Как именно вы смогли внедрить методику ШДОР в Вашу повседневную практику (преподавание)? Вы можете привести примеры?

Какие именно новые навыки и методы Вы используете больше всего? Когда Вы их используете и с какой целью?

Как часто Вы взаимодействуете со своими коллегами? Какие изменения вы наблюдаете в своих учащихся, если сравнивать с тем временем, когда вы ещё не внедряли в свою практику методику ШДОР?

Каким образом вы оцениваете (виды оценивания) развитие и показатели учащихся? Когда и как часто вы это делаете? В чём Вы видите преимущества данного вида оценивания?

Каким образом Вы разрешаете конфликты, возникающие в классе, и как философия ШДОР помогает вам в этом?

Тема 5: Сотрудничество с учениками, родителями и общественностью

Обучение, направленное на развитие личности ребёнка должно обращаться к каждой индивидуальности в процессе обучения. Каким образом вы вовлекаете родителей и общественность в этот процесс?

Процесс оценивания всегда является важным вопросом. Как вы привлекаете учащихся в процесс оценивания? Есть ли у них возможность оценивать себя? Каким образом они это делают?

Исходя из ваших бесед с родителями, как они относятся к концепции ШДОР? Можете ли вы привести примеры чем именно отличается сотрудничество с учащимися, родителями и общественностью от того как это обычно происходило в традиционных условиях (до внедрения ШДОР)?

Для того чтобы нам лучше понять, что означает философия ШДОР для учащихся, не могли бы вы описать, как вы содействуете сотрудничеству и взаимному уважению в классе?

Оценка программы Школа дружелюбного отношения к ребёнку, Узбекистан Инструкции по проведению интервью / обсуждения в фокус группах ОФГ-2: Учащиеся Тема 1: Введение

Расскажите нам о себе – Откуда Вы? Какую профессию вы стремитесь занять в будущем?

Тема 2 Ожидания от концепции ШДОР

Что для Вас означает «Школа дружелюбного отношения к ребёнку» и «обучение центрированное на ребёнке»? Как по вашему мнению, концепция ШДОР помогает вам быть лучше, как ученику? Где бы вы хотели быть через три/пять/десять лет? Как программа ШДОР может помочь Вам лично в Узбекистане?

Тема 3: Основные вызовы обучения центрированного на ребёнке.

Что, по вашему мнению, в данное время в школе идёт не так хорошо,как хотелось бы? (затем необходимо продолжать задавать вопросы исходя из называемых проблем (вызовов) если никакие проблемы не были упомянуты, задаются дополнительные вопросы приведённые ниже)

Некоторые говорят, что обучение, направленное на развитие личности ребёнка занимает слишком много времени в классе. Что Вы думаете по этому поводу?

Критики говорят, что обучение, направленное на развитие личности ребёнка очень дорогое. Что Вы думаете по этому поводу?

Думая о себе, какие изменения Вы хотели бы видеть в вашем классе? Тема 4: ШДОР в практике – опыт внедрения в классе

Просто подумайте об обыкновенном школьном дне. Чем ваши учителя отличаются от других учителей, которых вы знаете?

Задумайтесь о Ваших одноклассниках, изменила ли их в чем-то программа ШДОР? В чём проявляются эти изменения?

Если у Вас возникают, какие либо проблемы в классе, как вы поступаете? Можете привести какой-нибудь пример?

По вашему опыту, как учитель реагирует, если урок был для вас не понятен? Откуда вы узнаёте (знаете) на сколько хорошо Вы занимаетесь в школе (ваши успехи на занятиях)?


Интересуются ли Ваши родители или друзья ваших родителей тем, что происходит в школе? Если да, то что они делают?

В школе много различных тестов и учителя оценивают Вас. Как вы участвуете в том, что учителя должны говорить о вас?

Когда вы дома разговариваете с родителями, как они относятся к вашей школе? Что вы думаете о своих учителях (как вы к ним относитесь)? Как вы думаете, как ваши учителя относятся к Вам и вашим одноклассникам?

Оценка программы Школа дружелюбного отношения к ребёнку, Узбекистан Инструкции по проведению интервью / обсуждения в фокус группах ОФГ-3: Родители, члены Махали (общественность) Тема 1: Введение

Расскажите о себе (образование) Расскажите нам немного о своих детях – сколько их, какого возраста, в каких классах учатся? Какими бы вы хотели видеть своих детей в будущем? Расскажите о своих «школьных воспоминаниях»”?


Что для Вас означает «Школа дружелюбного отношения к ребёнку» и «обучение центрированное на ребёнке»? Как программа ШДОР может помочь вашим детям быть лучше, как ученикам? Что означает концепция ШДОР для Узбекистана в целом? Какова польза (выгода) от подхода ШДОР? Думаете ли Вы, что программа ШДОР должна продолжаться и расти (расширяться), чтобы вы ожидали увидеть через три/пять/десять лет?

Как программа ШДОР может помочь вашим детям в их развитии как социально компетентных личностей? Тема 3: Основные вызовы обучения центрированного на ребёнке.

Как Вы думаете, в чём основные вызовы (проблемы) с которыми сталкивается ШДОР? (затем необходимо продолжать задавать вопросы исходя из называемых проблем (вызовов); если никакие проблемы не были упомянуты, задаются дополнительные вопросы приведённые ниже)



Думая о ваших детях, что бы вы хотели видеть изменённым (улучшенным) в их классах? Тема 4:: ШДОР в практике – опыт внедрения программы с вашими детьми

Просто подумайте об обыкновенном школьном дне. Что вы слышите о школе от своих детей? Это чем- нибудь отличается от того, что вы обычно слышите о школе от других детей?

Вы можете подумать о каком либо примере очень особенного урока, о котором ваш ребёнок вам рассказал? Думая о ваших детях, можете ли вы сказать, что подход ШДОР каким либо образом изменил их? В чём именно? Изменил ли подход ШДОР поведение ваших детей дома? Можете ли вы привести какой либо пример? Как ваши дети относятся к тому, что бы идти в школу? Как они относятся к своим учителям? Как вы обычно узнаёте о том, как учится ваш ребёнок/дети в школе?


Интересуетесь ли вы или ваши друзья тем, что происходит в школе? Если да то, что вы делаете? В школе существуют разные виды тестирования и учителя оценивают ваших детей. Как вы участвуете в том, что учителя должны говорить о ваших детях?

Как они лично относятся к школе? Можете ли вы привести какие либо примеры того которые показывают ваш вклад как родителя в успех философии ШДОР?

Что вы думаете об учителях ваших детей? Как вы думаете, учителя относятся к вашим детям и к вам как к родителям?

Оценка программы Школа дружелюбного отношения к ребёнку, Узбекистан Инструкции по проведению интервью / обсуждения в фокус группах Интервью-2: Администрация (МНО,ОблУНО,РАЙиГОРОНО) Тема 1: Введение

Расскажите о себе (образование)? Кем Вы работаете в системе образования на данный момент? В чём заключаются ваши обязанности, ваша роль?


Каково ваше долгосрочное виденье образования в вашей области/районе? Каковы стремления (амбиции)вашей области/района относительно (социально –экономического) развития образования? Каким вы ожидаете видеть свою область/район через 20 лет?

Чем подход ШДОР отличается от «стандартной» образовательной политики? Что означает концепция ШДОР для Узбекистана в целом? В чём вы видите преимущества и слабые стороны подхода ШДОР? Думаете ли Вы, что программа ШДОР должна продолжаться и расти (расширяться), чтобы вы ожидали увидеть через три/пять/десять лет?

Какие учащиеся/взрослые нужны вашей области/району, какую квалификацию вы ожидаете от них, когда они закончат школу?

Тема 3: Основные вызовы обучения дружелюбного к детям

Как Вы думаете, в чём основные вызовы (проблемы) с которыми сталкивается ваша область/район? Как Вы думаете, в чём основные вызовы (проблемы) с которыми сталкивается внедрение ШДОР? (затем необходимо продолжать задавать вопросы исходя из называемых проблем (вызовов); если никакие проблемы не были упомянуты, задаются дополнительные вопросы приведённые ниже)



С какими основными проблемами лично вы, как член администрации, столкнулись в процессе внедрения обучения дружелюбного к детям в Узбекистане?

Как вы оцениваете ресурсы (человеческие, финансовые, временные) требуемые для внедрения ШДОР против ресурсов имеющихся в наличии?

Тема 4: ШДОР в практике – опыт внедрения в классе

Каким образом вы вовлечены в программу ШДОР и в процесс её внедрения? Какую внешнюю помощь/поддержку, получили вы или ваша организация за последние 5 лет? Как часто Вы (или ваш институт) взаимодействует с другими партнёрами по образованию в рамках программы ШДОР? В чём заключается польза этого взаимодействия?

Как вы узнаёте о результатах/процессе внедрения ШДОР? И как на счёт результатов «традиционной» системы образования?

Можете ли вы думать о каких либо изменениях в учреждении или функционирования вашей организации с тех пор как познакомились с программой ШДОР? О каких изменениях?

Тема 5: Сотрудничество и партнёрство

Как качество образования в вашей области/районе было оценено? А как на счёт качества программы ШДОР? Основываясь на информации, которую вы имеете, как вы относитесь к концепции ШДОР?

Изменились ли обязанности вашей (и других) образовательных институтов с тех пор как была представлена программа ШДОР?

Можете ли вы привести примеры, которые показывают как сотрудничество с другими партнёрами по образованию отличается от того как это обычно происходило в более «традиционных» условиях?

APPENDIX 5:

Questionnaires (English original)

Child-Friendly Schools Project, Questionnaire 1 (QST-1 DIR): Experiences of School Directors

Your Oblast: Your Rayon: Please tick this box if you are MALE:

Please tick this box if you are FEMALE:

To be completed by School Directors

No. of years in the project:

No. of years you have been teaching:

No. of trainings you have received:

No. of training days:

Instruction: The purpose of this exercise is to collect information on the Child Friendly Schools Project, and how it might have influenced you and the teachers in your school. The information provided by you will help us improving the Project. It will also help improving education in your country.

We therefore ask you to sincerely and carefully provide the relevant and appropriate information as much as possible. There is no “right” or “wrong” answer. The information given will be treated strictly confidential, and will not be used against anybody. Please help us by answering all the questions by ticking the appropriate box, and by supplying the correct information as necessary.

In the following, please indicate how strongly you agree or disagree with the given statements: No Statement strongly

agree agree disagree strongly

disagree 1 I am familiar with the aims and objectives of the Child Friendly Schools Project 2 Apart from subject teaching, it is very important to teach practical life skills 3 I wish teachers would have more time to engage in deeper discussions with the students 4 I regularly interact with my colleagues in order to teach better 5 I know the pupils of my school well and also know what their particular problems are 6 Parents should not interfere with what is going on in my classroom 7 Pupils in our school usually share the teacher’s opinions and views 8 Girls learn better than boys

9 I personally know families who do not let their children attend school because they have no footwear, no clothes, and no money to buy textbooks

10 Girls participate more in class when compared with boys 11 The training that I received through the project did not change the way I approach education 12 The child-friendly methodology does not really fit into the existing instructional plan and programme 13 I wish there would be more advanced training on Child Friendly Schools since I would like to learn more 14 The reasons for non-attendance are the same for boys and girls 15 It happens that older students push around or bully the younger ones 16 It is important to talk a lot about health care and how important it is to stay healthy

17 Because of the training our teachers received, they now do much less of the talking, and the pupils contribute more

18 Good education is the most important factor to realise a strong and positive future of my country 19 For raising funds and/or for repairing school facilities we rely on the work of our Parent Teacher Association 20 I have no time to observe teachers in the classroom 21 Teachers trained in child-friendly methods also train their colleagues

No Statement strongly agree

agree disagree strongly disagree

22 Female pupils and male pupils can equally share their problems with the teacher 23 It is important for me to have a lot of contact with the parents/communities of my pupils

24 I am worried what will happen when pupils taught through the child-friendly schools approach are progressing to higher grades which are not supported by a similar methodology

25 The environment around our school (outside school) is not a safe place for my students 26 Teachers need to have all the power in the classroom 27 When there is a problem in the classroom, teachers and pupils find a solution together 28 It is more difficult for a girl to perform well at school 29 It is important that teachers talk to the pupils about the rights that they have, both in school and in society 30 Parents are generally very interested in what is happening in class 31 Outside school, boys should be with boys, and girls should be with girls 32 Our teachers visit parents’ homes if a child does not attend school 33 Boys are more often non-attendant than girls 34 When assessing pupils, it is important to know how they assess themselves 35 Only rich people can send their children to school 36 Students have no say in what is happening in our school 37 Active and child-centred learning methodology is more costly than the traditional way of teaching

38 Children with special needs (i.e. hearing impairment, visual impairment) cannot be taught together with children without special needs

39 The student council and/or Parents Council plays an important role in our school 40 Children prefer to share worries and fears with me rather then with the teachers directly 41 It is important to organise meetings with parents 42 Parents often approach me because they are very interested in what the Child Friendly Schools are all about 43 During class visits, I observed that there is much more interaction “on task” between the boys and girls 44 I could not tell an outsider what the idea of the Child Friendly Schools Project is all about 45 I am very interested in the opinions of pupils, even if they differ from my own 46 Girls and boys at my school respect and help each other 47 It is not always possible to apply child-centred methodology in the classroom 48 It is important to check learning achievements (control works, tests) of all pupils together at regular intervals 49 It is more difficult for a girl than for a boy to find a job after getting Education 50 The Child Friendly Schools Project is not really adequate for the situation my country is in

Thank you for your cooperation!

Child-Friendly Schools Project, Questionnaire 2 (QST-2 TEA): Experiences of Teachers

Your Oblast: Your Rayon: Please cross this box if you are MALE

Please cross this box if you are FEMALE

Grades you teach:

To be completed by ALL teachers of a school

No. of years in the project:

No. of years you have been teaching:

No. of trainings you have received:

No. of training days:

Instruction: The purpose of this exercise is to collect information on the Child Friendly Schools Project, and how it might have influenced you and the teachers in your school. The information provided by you will help us improving the Project. It will also help improving education in your country.




disagree 1 I am familiar with the aims and objectives of the Child Friendly Schools Project 2 Apart from subject teaching, it is very important to teach practical life skills 3 I wish I would have more time to engage in deeper discussions with the students 4 I regularly interact with my colleagues in order to teach better 5 I know my pupils well and also know what their particular problems are 6 Parents should not interfere with what is going on in my classroom 7 My pupils usually share my opinions and views 8 Girls learn better than boys

9 I personally know families who do not let their children attend school because they have no footwear, no clothes, and no money to buy textbooks

10 Girls participate more in class when compared with boys 11 The training that I received through the project did not change the way I approach education 12 The child-friendly methodology does not really fit into the existing instructional plan and programme 13 I wish there would be more advanced training on Child Friendly Schools since I would like to learn more 14 The reasons for non-attendance are the same for boys and girls 15 It happens that older students push around or bully the younger ones 16 It is important to talk a lot about health care and how important it is to stay healthy 17 Because of the training that I received, I now do much less of the talking, and the pupils contribute more 18 Good education is the most important factor to realise a strong and positive future of my country 19 For raising funds and/or for repairing school facilities we rely on the work of our Parent Teacher Association 20 My teaching is not observed by the School Director or by other teachers 21 Those trained in child-friendly methods also train their colleagues 22 Female pupils and male pupils can equally share their problems with me

No Statement strongly


disagree 23 It is important for me to have a lot of contact with the parents/communities of my pupils

24 I am worried what will happen when pupils taught through the child-friendly schools approach are progressing to higher grades which are not supported by a similar methodology

25 The environment around our school (outside school) is not a safe place for my students 26 I need to have all the power in the classroom 27 When there is a problem in the classroom, me and my students find a solution together 28 It is more difficult for a girl to perform well at school 29 It is important that I talk to the pupils about the rights that they have, both in school and in society 30 Parents are generally very interested in what is happening in class 31 Outside school, boys should be with boys, and girls should be with girls 32 I visit parents’ homes if a child does not attend school 33 Boys are more often non-attendant than girls 34 When assessing pupils, it is important to know how they assess themselves 35 Only rich people can send their children to school 36 Students have no say in what is happening in our school 37 Active and child-centred learning methodology is more costly than the traditional way of teaching


39 The student council and/or Parents Council plays an important role in our school 40 Children prefer to share worries and fears with me rather then with the School Director 41 It is important to organise meetings with parents 42 Parents often approach me because they are very interested in what the Child Friendly Schools are all about 43 In my class, there is much interaction “on task” between the boys and girls 44 I could not tell an outsider what the idea of the Child Friendly Schools Project is all about 45 I am very interested in the opinions of pupils, even if they differ from my own 46 Girls and boys at my school respect and help each other 47 It is not always possible to apply child-centred methodology in the classroom 48 It is important to check learning achievements (control works, tests) of all pupils together at regular intervals 49 It is more difficult for a girl than for a boy to find a job after getting Education 50 The Child Friendly Schools Project is not really adequate for the situation my country is in


Child-Friendly Schools Project, Questionnaire 3 (QST-3 STU-GR2): Experiences of Students (Grade 2)

Write the name of your Oblast here:

Write the name of your Rayon here:

To be completed by Students in GRADE 2 only

How old are you?

Please tick this box if youare a GIRL:

Please tick this box if youare a BOY:

We are interested to learn from you about your life in school!

We therefore ask you to draw us four pictures below. Will you help us? Thank you very much!!

1. Please make a drawing of your classroom. Show us also where you sit, where your friends sit and where the teacher is.

2. What do you need to be happy at school? Show us in a picture.

3. Please draw a picture of the teacher teaching. Show us where you are.

4. Please show us how you play at school.

Thank you!!


Write the name of your Oblast here: Write the name of your Rayon here:


How old are you? Please tick this box if you are MALE:


Instruction: The purpose of this exercise is to collect information on the Child Friendly Schools Project, and how it might have changed the way you are being taught by your teachers. The information provided by you will help us improving the Project. It will also help improving education in your country.




disagree 1 The Child Friendly Schools Project is well known in my school

2 Apart from learning mathematics or languages, it is important to learn practical things related to daily life

3 I wish we had more time in class to talk things over

4 I think my teachers know me well and also know where I need help

5 My parents should not really interfere with what is going on in school

6 I usually have the same opinions and views that my teacher has

7 Girls learn better than boys

8 I know about children who are not sent to school because their parents have no money to buy them footwear,clothes, or textbooks

9 Girls participate more in my class when compared with boys

10 I am happy with the way my teachers teach me

11 For our class, we have all defined our own classroom rules

12 I wish my teachers would receive more training to help us learning

13 I feel that I can contribute well in the classroom

14 The reasons for non-attendance are the same for boys and girls

15 I would like older students not to push us around or bully us

16 We talk a lot about health care and how important it is to stay healthy

17 I am looking forward to being in Grade 9 in four years time



18 For a good future of my country, receiving good education is the most important thing

19 I can share my problems with my teacher

20 My teacher has a lot of contact with my parents

21 I think that when I go on to higher classes the teaching and learning will get tougher since teachers will teach differently

22 I do not really feel safe outside my school

23 The teacher is very interested in my opinions, even if they differ from her/his own

24 I prefer it when the teacher just talks to us instead of asking us to work in groups

25 It is more difficult for a girl to do well at school

26 Teachers need to have all the power in the classroom

27 When there is a problem in the classroom, we all try to find a solution together

28 In class, we talk about the rights that I have, both in school and in society

29 The teacher visits my parents if I do not attend school

30 Boys are more often absent from school than girls

31 When my teacher is giving us marks, she/he is always interested to know what marks we would give ourselves

32 Outside school, boys should be with boys, and girls should be with girls


34 If I have problems, I speak to my teacher

35 In the lesson, we often work in groups

36 We as students have no say in what is happening in our school

37 Girls and boys at my school respect and help each other

38 My parents are generally very interested in what is happening in my class

39 Teachers check our learning achievements (control works, tests) at regular intervals

40 It is more difficult for a girl than for a boy to find a job after getting Education



Write the name of your Oblast here: Write the name of your Rayon here:


How old are you? Please tick this box if you are MALE:


Instruction: The purpose of this exercise is to collect information on the Child Friendly Schools Project, and how it might have changed the way you are being taught by your teachers. The information provided by you will help us improving the Project. It will also help improving education in your country.




disagree 1 The Child Friendly Schools Project is well known in my school

2 Apart from learning mathematics or languages, it is important to learn practical things related to daily life

3 I wish we had more time in class to talk things over

4 I think my teachers know me well and also know where I need help

5 My parents should not really interfere with what is going on in school

6 I usually have the same opinions and views that my teacher has

7 Girls learn better than boys

8 I know about children who are not sent to school because their parents have no money to buy them footwear,clothes, or textbooks

9 Girls participate more in my class when compared with boys

10 I am happy with the way my teachers teach me

11 For our class, we have all defined our own classroom rules

12 I wish my teachers would receive more training to help us learning

13 I feel that I can contribute well in the classroom

14 The reasons for non-attendance are the same for boys and girls

15 I would like older students not to push us around or bully us

16 We talk a lot about health care and how important it is to stay healthy

17 I am looking forward to continue my education after Grade 9



18 For a good future of my country, receiving good education is the most important thing

19 I can share my problems with my teacher

20 My teacher has a lot of contact with my parents

21 I think that when I go on to lyceum or college the teaching and learning will get tougher since teachers will teach differently

22 I do not really feel safe outside my school

23 The teacher is very interested in my opinions, even if they differ from her/his own

24 I prefer it when the teacher just talks to us instead of asking us to work in groups

25 It is more difficult for a girl to do well at school

26 Teachers need to have all the power in the classroom

27 When there is a problem in the classroom, we all try to find a solution together

28 In class, we talk about the rights that I have, both in school and in society

29 The teacher visits my parents if I do not attend school

30 Boys are more often absent from school than girls

31 When my teacher is giving us marks, she/he is always interested to know what marks we would give ourselves

32 Outside school, boys should be with boys, and girls should be with girls


34 If I have problems, I speak to my teacher

35 In the lesson, we often work in groups

36 We as students have no say in what is happening in our school

37 Girls and boys at my school respect and help each other

38 My parents are generally very interested in what is happening in my class

39 Teachers check our learning achievements (control works, tests) at regular intervals

40 It is more difficult for a girl than for a boy to find a job after getting Education


APPENDIX 5a:

Questionnaires (Uzbek translation)

Болага дўстона муносабатдаги мактаб дастури, Сўровнома- 1 (Сўровнома-1 Директорлар): мактаб директорлари тажрибасидан

Сизнинг вилоятингиз:

Туман: Эркак Аёл

Мактаб директории томонидан тўлдирилади

Неча йил дастурда сиз: Неча йил ўқитквчилик қиласиз:

Сиз қатнашган тренинглар сони:

Неча кунлик тренинг:

Инструкции: Ушбу сўровноманинг мақсади БДММ дастури доирасида маълумот йиғиш, шунингдек, дастур сизга ва сизнинг мактабингиздаги бошқа ўқитувчиларга қандай таъсир этганлигини билиш.Сиз тақдим қилган маълумотлар дастурни яхшилашга ёрдам беради.Шунингдек, бу маълумотлар мамлакатингиздаги таълимни яхшилашга ёрдам беради.

Биз Сиздан берилган саволларга ошкора ва ўйлаб жавоб беришингизни сўраймиз. Бу ерда “тўгри” ёки “нотўгри” жавоблар йўқ. Сиз тақдим этган маълумотлар сир тутилади ва бирон кишига қарши ишлатилмайди. Келтирилган саволларга ўз жавобларингизни белги билан кўрсатиш ва керакли жойларда ишончли маълумотларни бериш орқали бизга ёрдам беришингизни сўраймиз.

Қуйидаги берилган мулоҳазаларга қанчалик қўшилишингиз ёки қўшилмаслигингизни белгилашингизни сўраймиз:: o Мулоҳаза Тўлалигича

қўшиламан Қўшиламан Қўшилмайман Мутлақо

қўшилмайман 1 Мен Болага дўстона муносабатдаги мактаб дастурининг мақсад ва вазифалари билан танишман 2 Фанларни укитиш билан бирга болаларда хаётий куникмаларни ривожлантириш жуда мухим

3 Мен болалар билан дарсларда муҳокама ташкил этиш учун ўқитувчи кўпроқ вақтга эга бўлишини ҳоҳлар эдим

4 Мен ўқитувчилик фаолиятимни яхшилаш учун ўз ҳамкасбларим билан ўзаро тажриба алмашаман 5 Мен ўз ўқувчиларимни ва уларда қандай муаммолар вужудга келишини яхши биламан 6 Мактабимда бўлаётган нарсаларга ота-оналар аралашмасликлари керак

7 Одатда ўқитувчини қарашлари ва фикрлари ўқувчиларнинг қарашлари ва фикрлашлари билан мос келади

8 Уғил болаларга қараганда қизлар яхшироқ ўқийдилар

9 Мен керакли кийим бош ва дарсликлар сотиб олиш учун пуллари йўклиги туфайли болалрини мактабгаюбора олмаётган оилаларни шахсан биламан

10 Уғил болаларга нисбатан қиз болалар дарсда кўпроқ қатнашадилар 11 Дастур доирасидаги мен катнашган семинар-тренинглар менинг таълимга ёндашувимни ўзгартирмади 12 Дустона муносабатдаги мактаб методикаси мавжуд ўқув режаси ва дастурига мос келмайди

13 Болага дустона муносабатдаги мактаб дастури доирасидаги юқори савиядаги тренинглар бўлишини хоҳлаган булар эдим,чунки кўпроқ билимга эга бўлишни истайман

14 Қизларнинг ҳам,ўғил болаларнинг ҳам мактабга келмасликларининг сабаблари бир хил

15 Юқори синф ўқувчилари томонидан қуйи синф ўқувчиларини камситиш ва қўрқитиш холатлари гоҳида учраб туради

16 Саломатлик тугрисида кайгуриш ва соғлом бўлишнинг муҳимлиги тўғрисида кўпроқ гапириш керак

17 Уқитувчилар семинарда иштирок этганлиглари туфайли энди дарсларда камроқ гапиряптилар, шу билан ўқувчиларга ўз фикрларини билдиришга (кўпроқ иштирок этишга) имкон берядилар.

18 Яхши таълим мамлакатимизнинг кучли ва истиқболли келажакка эга бўлиши учун энг муҳим омил ҳисобланади

19 Мактабни таъмирлашда ва жамғармасини тўлдириб боришда Васийлик кенгашига (Ота-оналар кенгашига) тайянамиз

20 Уқитувчиларни ўқитиш жараёнини кузатишга менинг вақтим йўқ

o Мулоҳаза Тўлалигича қўшиламан

Қўшиламан Қўшилмайман Мутлақо қўшилмайман

21 Семинарда ўқиган ўқитувчилар мактабнинг бошқа ўқитувчиларига дўстона муносабат методларини ўргатадилар

22 Қиз болалар ва ўғил болалар ўз муаммолари тўғрисида мен билан бирдек ўртоқлашишлари мумкин 23 Уқувчиларимнинг ота-оналари ва жамоатчилик билан кўпроқ мулоқотда бўлиш мен учун муҳим

24 Болаларга дўстона муносабатдаги методлар асосида ўқитилган ўқувчилар юқори синфга ўтганларида бу методлар қўлланмаслиги туфайли нима юз бериши мени ташвишга солади

25 Мактабнинг атроф муҳити (мактабдан ташқари) менинг ўқувчиларим учун бехатар эмас 26 Уқитувчилар учун синфда тўла ҳукмронлик қилиш зарур 27 Синфда бирорта муаммо вужудга келса, ўқитувчи ва ўқувчилар биргаликда ечим топадилар 28 Қизлар учун мактабда яхши ўқиш анча қийинроқ

29 Болаларнинг мактабда ва жамиятда мавжуд хуқуқлари тўғрисида улар билан гаплашиш мумкинлиги жуда муҳим

30 Одатда ота-оналар синфда нима бўлаётганлигини билишга жуда қизиқадилар 31 Мактабдан ташқари вақтда ўгил болалар ўғил болалар билан қизлар эса қизлар билан бўлишлари керак 32 Агар бола мактабга келмаса ўқитувчиларимиз ота-оналарнинг олдига борадилар 33 Қизларга қараганда ўғил болалар кўпроқ дарс қолдирадилар 34 Уқувчиларни баҳолаш пайтида уларнинг ўзларини ўзлари қандай баҳолаётганликларини билиш муҳим 35 Фақат бой одамларгина ўз болаларини мактабга юборишлари мумкин 36 Мактабимиздаги воқеа-ходисалар юзасидан ўқувчилар ўз фикрларини билдира олмайдилар

37 Анъанавий ўқитишга қараганда фаол ва бола шахсини ривожлантиришга йўналтирилган таълим асосида ўқитиш қимматга тушади

38 Имконияти чекланган (масалан: эшитиш ва кўриши заиф ва б) болалар бошқа болалар билан биргаликда ўқий олмайдилар

39 Васийлик кенгаши( Ота-оналар Кенгаши) ва /ёки ўқувчилар кенгаши бизнинг мактабда муҳим рол ўйнайди

40 Болалар мактаб ўқитувчилардан кўра мен билан ўз ташвиш ва қўрқувлари билан ўртоқлашишни афзал кўрадилар

41 Ота-оналар билан учрашувлар (мажлислар) ташкил қилиб туриш муҳим

42 Ота оналар Болага дўстона муносабатдаги мактаб дастурига қизиққанликлари туфайли менга тез-тез мурожаат этадилар

43 Уқитувчиларнинг дарсларини кузатганда топшириқларни бажарганда ўғил болалар ва қиз болалар ҳамкорлигини кўриш мумкин

44 Мен Болага дўстона муносабатдаги мактаб дастурининг ғояси нимада эканлигини четдан келган одамга тушунтира олмайман

45 Менга ўқувчиларимнинг фикрини билиш жуда қизиқ, ҳаттоки уларнинг фикри менинг фикримдан фарқ қилса ҳам

46 Бизнинг мактабимизда қизлар ва ўғил болалар бир- бирларини хурмат қиладилар ва ёрдам берадилар

47 Дарсларда ҳар доим ҳам бола шахсини ривожлантиришга йуналтирилган таълим методларини қўллаш имконияти мавжуд эмас

48 Уқувчилар билимини мунтазам текшириб туриш (назорат иши ва тестлар) жуда муҳим 49 Таълим олгандан сўнг, ўғил болаларга қараганда қиз болаларнинг иш топишлари қийинроқ 50 Болага дўстона муносабатдаги мактаб дастури мамлакатимиздаги вазиятга унчалик мос келмайди

Хамкорлигингиз учун раҳмат!

Болага дўстона муносабатдаги мактаб дастури, Cўровнома - 2 (Сўровнома-2 Уқитувчилар): Уқитувчилар тажрибасидан

Сизнинг вилоятингиз:

Туман: Эркак Аёл Нечанчи синфларда дарс берасиз:

Мактаб ўқитувчилари томонидан тўлдирилади

Неча йил дастурда сиз: Неча йил ўқитквчилик қиласиз:

Сиз қатнашган тренинглар сони:

Неча кунлик тренинг:

Инструкции: Ушбу сўровноманинг мақсади БДММ дастури тўгрисида маълумот йигиш, шунингдек сизга ва мактабингиздаги бошқа ўқитувчиларга дастурнинг таъсирини аниқлаш. Сиз берган маълумотла, дастурни яхшилашга ёрдам беради. Бундан ташқари, умуман олганда бу сизнинг мамлакатингизда таълимни янада яхшилашга ёрдам беради

Биз Сиздан берилган саволларга ошкора ва ўйлаб жавоб беришингизни сўраймиз. Бу ерда “тўгри” ёки “нотўгри” жавоблар йўқ. Сиз тақдим этган маълумотлар сир тутилади ва бирон кишига қарши ишлатилмайди. Келтирилган саволларга ўз жавобларингизни белги билан кўрсатиш ва керакли жойларда ишончли маълумотларни бериш орқали бизга ёрдам беришингизни сўраймиз..

Қўйидаги берилган мулоҳазаларга қанчалик қўшилишингиз ёки қўшилмаслигингизни белгилашингизни сўраймиз:: No Мулоҳаза Тўлалигича

қўшиламан Қўшиламан Қўшилмайман Мутлақо

қўшилмайман 1 Болага дўстона муносабатдаги мактаб дастури мақсад ва вазифалари билан яхши танишман 2 Фанларни ўқитиш билан бирга, болаларда ҳаётий кўникмаларни ривожлантириш жуда муҳим 3 Мен болалар билан муҳокама ташкил этиш учун кўпроқ вақтга эга бўлишни ҳоҳлар эдим 4 Мен ўқитувчилик фаолиятимни яхшилаш учун ўз ҳамкасбларим билан ўзаро тажриба алмашаман 5 Мен ўз ўқувчиларимни ва уларда қанда муаммолар вужудга келишини яхши биламан 6 Синфимда бўлаётган нарсаларга ота-оналар аралашмасликлари керак

7 Одатда менинг ўйлашларим ва фикрларим ўқувчиларимнинг ўйлашлари ва фикрлашлари билан мос келади

8 Уғил болалга қараганда қизлар яхшироқ ўқийдилар

9 Мен керакли кийим бош ва дарсликлар сотиб олиш учун пуллари йўғлиги туфайли болалрини мактабгаюбора олмаётган оилаларни шахсан биламан

10 Угил болаларга нисбатан киз болалар дарсда купрок катнашадилар 11 Дастур доирасидаги мен катнашган семинар-тренинглар менинг таълимга ёндашувимни узгартирмади 12 Дустона муносабатдаги мактаб методикаси мавжуд укув режаси ва дастурига мос келмайди

13 Болага дустона муносабатдаги мактаб дастури доирасидаги юқори савиядаги тренинглар бўлишини хоҳлаган булар эдим,чунки кўпроқ билимга эга бўлишни хоҳлайман.

14 Қизларнинг ҳам,ўғил болаларнинг ҳам дарс қолдириш сабаблари бир хил

15 Юқори синф ўқувчилари томонидан қуйи синф ўқувчиларини камситиш ва қўрқитиш холатлари гоҳида учраб туради

16 Саломатлик тугрисида кайгуриш ва соғлом бўлишнинг муҳимлиги тўғрисида кўпроқ гапириш керак

17 Семинарда иштирок этганлигим туфайли мен энди дарсларда камроқ гапиряпман, шу билан ўқувчиларимга ўз фикрларини билдиришга имкон беряпман.

18 Яхши таълим мамлакатимизнинг кучли ва истиқболли келажакка эга бўлиши учун энг муҳим омил ҳисобланади

19 Мактабни таъмирлашга ва жамғармасини тўлдириб боришга Васийлик кенгашига тайянамиз ( Ота-оналар кенгашига)

20 Менинг ўқитувчилик фаолиятим директор ва бошқа ўқитувчиларнинг томонидан кузатилмайди

No Мулоҳаза Тўлалигича қўшиламан

Қўшиламан Қўшилмайман Мутлақо қўшилмайман

21 Семинарда қатнашган ўқитувчилар мактабнинг бошқа ўқитувчиларига дўстона муносабат методларини ўргатадилар

22 Қиз болалар ҳам ўғил болалар ҳам ўз муаммолари тўғрисида мен билан бир ҳилда ўртоқлашишлари мумкин

23 Уқувчиларимнинг ота-оналари ва жамоатчилик билан кўпроқ мулоқотда бўлиш мен учун муҳим

24 Болаларга дўстнона муносабатдаги методлар асосида ўқитилган ўқувчилар юқори синфга ўтганлларида бу методлар қўлланмаслиги туфайли нима юз бериши мени ташвишга солади

25 Мактабнинг атроф муҳити (мактабдан ташқари) менинг ўқувчиларим учун беҳатар эмас 26 Мен учун синфда тўла ҳукмронлик қилиш зарур 27 Синфда бирорта муаммо вужудга келса, мен ва ўқувчиларим биргаликда ечим топамиз 28 Қизлар учун мактабда яхши ўқиш анча қийинроқ

29 Болаларнинг мактабда ва жамиятда мавжуд хуқуқлари тўғрисида улар билан гаплашиш мумкинлиги жуда муҳим

30 Одатда ота-оналар синфда нима бўлаётганлигини билишга жуда қизиқадилар 31 Мактабдан ташқари вақтда ўгил болалар ўғил болалар билан қизлар эса қизлар билан бўлишлари керак 32 Агар бола мактабга келмаса, мен ота-оналарининг олдига бораман 33 Қизларга қараганда ўғил болалар кўпроқ дарс қолдирадилар 34 Уқувчиларни баҳолаш пайтда уларнинг ўзларини қандай баҳолаётганликларини билиш муҳим 35 Фақат бой одамларгина ўз болаларини мактабга юбориши мумкин 36 Мактабимиздаги воқеа-ходисалар юзасидан ўқувчилар ўз фикрларини билдира олмайдилар

37 Анъанавий ўқитишга қараганда фаол ва бола шахсини ривожлантиришга йўналтирилган таълим асосида ўқитиш қимматга тушади

38 Имконияти чекланган (масалан: эшитиш ва кўриши заиф) болалар бошқа болалар билан биргаликда ўқий олмайдилар

39 Васийлик кенгаши( Ота-оналар Кенгаши) ва /ёки ўқувчилар кенгаши бизнинг мактабда муҳим рол ўйнайди

40 Болалар мактаб директоридан кўра мен билан ўз ташвиш ва қўрқувлари билан ўртоқлашишни афзал кўрадилар

41 Ота-оналар билан учрашувлар (мажлислар) ташкил қилиб туриш муҳим

42 Болага дўстона муносабатдаги мактаб дастури нима тўғрисида эканлиги билан қизиққанликлари туфайли, ота-оналар менга тез-тез мурожаат этадилар

43 Менинг синфимда «топшириқлар юзасидан» ўғил болалар ва қиз болалар ҳамкорликда кўп ишлайдилар

44 Мен Болага дўстона муносабатдаги мактаб дастурининг ғояси нимада эканлигини четдан келган одамга тушунтира олмайман

45 Менга ўқувчиларимнинг фикрини билиш жуда қизиқ, ваҳоланки уларнинг фикри менинг фикримдан фарқ қилса ҳам

46 Бизнинг мактабимизда қизлар ва ўғил болалар бир- бирларини хурмат қиладилар ва ёрдам берадилар

47 Дарсларда ҳар доим ҳам бола шахсини ривожлантиришга йуналтирилган таълим методларини қўллаш имконияти мавжуд эмас

48 Уқувчилар билимини мунтазам текшириб туриш (назорат иши ва тестлар) жуда муҳим 49 Таълим олгандан сўнг, ўғил болаларга қараганда қиз болаларнинг иш топишлари қийинроқ 50 Болага дўстона муносабатдаги мактаб дастури мамлакатимиздаги вазиятга унчалик мос келмайди

Bolaga do`stona munosabatdagi maktab dasturi So`rovnoma -3 (so`rovnoma -3, o`quvchilar – sinf -2) O`quvchilar tajribasidan (Класс 2)

Viloyatingiz nomini yozing: Tumaningiz nomini yozing:

2 sinf o`quvchilar tomonidan to`ldiriladi

Nеcha yoshdasiz? O`g`il bola Qiz bola

Sizning maktabingizdagi va uydagi hayotingiz haqida bilish biz uchun qiziqarli !

Shuning uchun biz sizdan quyida bеrilgan joyda 4ta rasm chizishingizni so`raymiz. Siz bizga yordam bеrasizmi? Katta rahmat!!!

1. Iltimos, sizning sinfingiz hozir qanday ko`rinishga ega ekanligini chizib ko`rsating. Siz qayеrda o`tirishingizni, do`stlaringiz qayеrda o`tirishini, o`qituvchi qayеrdaligini chizing

2. Siz maktabni yaxshi ko`rishingiz uchun nimalar kеrak? Bizga rasmda chizib ko`rsating.

3. Sizning o`qituvchingiz qanday qilib dars bеrishini chizing. Siz qaеrdaligingizni ko`rsating.

4. Iltimos, siz maktabda qanday o`ynashingizni ko`rsating. Rahmat!!

Bolaga do`stona munosabatdagi maktab dasturi: So`rovnoma - 3 (So`rovnoma-3 o`quvchilar –Sinf 5) O`quvchilar tajribasidan (Класс 5)

Viloyatingiz nomini yozing: Tumaningiz nomini yozing

5 sinf o`quvchilar tomonidan to`ldiriladi

Nеcha yoshdasiz? O`gìl bola Qiz bola

Ko`rsatmalar: Ushbu so`rovnomaning maqsadi BDMM dasturi doirasida o`tkaziladigan mashgùlotlar to`g`risida ma'lumot yigìsh, shuningdеk sizning o`qituvchilaringizga dasturning ta'sirini aniqlash. Siz bеrgan ma'lumotlar dasturni yaxshilashga yordam bеradi. Bundan tashqari, umuman olganda bu sizning mamlakatingizda ta`'limni yanada yaxshilashga yordam bеradi

Biz Sizdan bеrilgan savollarga oshkora va o`ylab javob bеrishingizni so`raymiz. Bu yеrda “to`g`ri” yoki “noto`g`ri” javoblar yo`q. Siz taqdim etgan ma'lumotlar sir tutiladi va biron kishiga qarshi ishlatilmaydi. Kеltirilgan savollarga o`z javoblaringizni bеlgi bilan ko`rsatish va kеrakli joylarda ishonchli ma'lumotlarni bеrish orqali bizga yordam bеrishingizni so`raymiz.

Quyidagi bеrilgan mulohazalarga qanchalik qo`shilishingiz yoki qo`shilmasligingizni bеlgilashingizni so`raymiz: No Mulohaza To`laligicha

qo`shilaman Qo`shilaman

Qo`shilmayma

n Mutlaqo

qo’shilmayman

1 Bolaga do`stona munosabatdagi maktab dasturi mеning maktabimda barchaga tanish

2 matеmatika va tillarni o`rganish bilan birga, kundalik hayot uchun muhim bo`lgan amaliy narsalarni o`rganish ham muhim

3 Darslarda turli mavzularni muhokama qilish uchun ko`proq vaqt bo`lishini xohlar edim

4 Nazarimda, mеning o`qituvchilarim mеni yaxshi biladilar va mеnga qachon yordam kеrakligini ham biladilar

5 Mеnining ota- onam maktabda bo`layotgan voqеa va hodisalarga aralashmasliklari kеrak

6 Odatda mеning fikrlarim va qarashlarim o`qituvchimning fikrlari va qarashlariga mos kеladi

7 O`gìl bolalarga qaraganda qizlar yaxshi o`qiydilar

8 Ota- onasining kiyim- bosh yoki darsliklar sotib olishi uchun puli yo`qligi tufayli maktabga bormayotgan ayrim bolalrni bilaman

9 O`gìl bolalarga qaraganda qizlar darsda faolroq qatnashadilar

10 Mеnga o`qituvchilarimning qanday o`qitishlari yoqadi

11 Sinfdagi mashgùlotlar uchun o`zimiz ishlab chiqqan «Bizning qoidalar» bor

12 O`qishimizda yordam bеrishlari uchun o`qituvchilarimizning ko`proq bilim olishlarini (o`qishlarini) xohlardim

13 Nazarimda, mеn sinf hayotidagi ishlarga yaxshi xissa qo`shishim mumkin

14 Qizlarning ham o`gìl bolalrning ham dars qoldirish sabablari bir xil

15 Yuqori sinf o`quvchilari bizni kamsitmasliklari va qò`rqitmasliklarini xohlar edim

16 Biz sinfda salomatlik va sog`liq haqida qaygùrish muhimligi haqida tеz-tеz gapiramiz

No Mulohaza To`laligicha qo`shilaman

Qo`shilaman

Qo`shilmayman

Mutlaqo qo’shilmayman

17 Mеn 4 yildan kеyin 9- sinfda bo`lishni sabrsizlik bilan kutaman

18 Mamlakatimning ravnaqi uchun yaxshi ta'lim olish eng muhim narsa

19 Mеn muammolarim to`g`risida o`qituvchim bilan o`rtoqlashishim mumkin

20 O`qituvchilarim mеning ota -onam bilan ko`p muloqotda bo`ladilar

21 Nazarimda yuqori sinflarda o`qiyotganimda o`qituvchilar bizni boshqacha o`qitadilar

22 Maktabdan tashqari mеn o`zimni xavfsiz his qilmayman

23 Fikrlarim o`qituvchilarimning fikridan farq qilsa qam, ularni mеning fikrlarim qiziqtiradi.

24 Guruhda ishlashga topshiriq bеrish o`rninga, o`qituvchi shunchaki biz bilan gaplashishi mеnga ko`proq yoqadi

25 Maktabda yaxshi o`qish qizlar uchun qiyinroq

26 Sinfda o`qituvchi to`la hukmronlik qilishi zarur

27 Sinfda muammo kеlib chiqsa, uni hal etish uchun birgalikda harakat qilamiz

28 Sinfda biz maktabda va jamiyatda mavjud bo`lgan huquqlarimiz to`g`risida suhbatlashamiz

29 Agar mеn maktabga kеlmasam, o`qituvchilarim ota- onamning oldilariga kеladiradilar

30 Qiz bolalarga qaraganda o`gìl bolalar ko`proq dars qoldiradilar

31 O`qituvchi bizga baho qo`yganida har doim biz o`zimizga qanday baho qo`yishimiz mumkinligi bilan qiziqadi:

32 Maktabdan tashqari vaqtda o`gìl bolalar o`gìl bolalar bilan, qizlar esa qizlar bilan bo`lishlari kеrak

33 Imkoniyati chеklangan (masalan: eshitish va ko`rishi zaif va boshqa) bolalar boshqa bolalar bilan birgalikda o`qiy olmaydilar

34 Agar mеnda qandaydir muammolar vujudga kеlsa, mеn bu to`g`risida o`qituvchimga aytaman

35 Biz darslarda tеz-tеz guruhlarda ishlaymiz

36 O`quvchi sifatida maktabda bo`layotgan voqеa-hodisalar to`g`risida o`z fikrimizni bildirmaymiz

37 Bizning maktabimizda qizlar va o`gìl bolalar bir- birlarini hurmat qiladilar va yordam bеradilar

38 Sinfdagi voqеa – hodisalarni bilish ota-onam uchun juda qiziq

39 O`qituvchilar bizni muntazam ravishda bilimlarimizni tekshirib baholab(test, nazorat ishlari) turadilar

40 Ta`lim olgandan so`ng o`gìl bolalarga qaraganda qiz bolalarning ish topishlari qiyinroq

Hamkorligingiz uchun rahmat!

Bolaga do`stona munosabatdagi maktab dasturi: So`rovnoma - 3 (So`rovnoma-3 O`quvchilar –Sinf 9) O`quvchilar tajribasidan (Sinf 9)

Viloyatingiz nomini yozing: Tumaningiz nomini yozing

9- sinf o`quvchtilar tomonidan to`ldiriladi

Nеcha yoshdasiz? O`gil bola Qiz bola

Ko`rsatmalar: Ushbu so`rovnomaning maqsadi - BDMM dasturi doirasida o`tkaziladigan mashgùlotlar to`g`risida ma'lumot yigìsh, shuningdеk, sizning o`qituvchilaringizga dasturning ta'sirini aniqlash. Siz bеrgan ma'lumotlar dasturni yaxshilashga yordam bеradi. Bundan tashqari, bu ma'lumotlar sizning mamlakatingizda ta'limni yanada yaxshilashga yordam bеradi

Biz Sizdan bеrilgan savollarga oshkora va o`ylab javob bеrishingizni so`raymiz. Bu yеrda “to`gri” yoki “noto`gri” javoblar yo`q. Siz taqdim etgan ma'lumotlar sir tutiladi va biron kishiga qarshi ishlatilmaydi. Kеltirilgan savollarga o`z javoblaringizni bеlgi bilan ko`rsatish va kеrakli joylarda ishonchli ma'lumotlarni bеrish orqali bizga yordam bеrishingizni so`raymiz.

Quyidagi bеrilgan mulohazalarga qanchalik qo`shilishingiz yoki qo`shilmasligingizni bеlgilashingizni so`raymiz::


qo`shilaman qo`shilmayman


1 Bolaga do`stona munosabatdagi makktab dasturi mеning maktabimda barchaga tanish

2 Matеmatika va tillarni o`rganish bilan birga kundalik hayot uchun muhim bo`lgan amaliy narsalarni o`rganish ham kеrak

3 Darslarda turli mavzularni muhokama qilish uchun ko`proq vaqt bo`lishini xohlar edim

4 Nazarimda, mеning o`qituvchilarim mеni yaxshi biladilar va mеnga qachon yordam kеrakligini ham biladilar

5 Mеning ota - onam maktabda bo`layotgan voqеa va hodisalarga aralashmasliklari kеrak

6 Odatda mеning fikrlarim va qarashlarim o`qituvchimning fikrlari va qarashlariga mos kеladi

7 O`gìl bolalarga qaraganda qizlar yaxshiroq o`qiydilar

8 Ota- onasining kiyim bosh yoki darsliklar sotib olishi uchun puli yo`qligi tufayli maktabga bormayotgan ayrim bolalarni bilaman

9 O`gìl bolalarga qaraganda qizlar darsda faolroq qatnashadilar

10 Mеnga o`qituvchilarimning qanday o`qitishlari yoqadi

11 Sinfdagi mashgùlotlar uchun o`zimiz ishlab chiqqan «Bizning qoidalar» bor

12 O`qishimizda yordam bеrishlari uchun o`qituvchilarimizning ko`proq bilim olishlarini (o`qishlarini) xohlar edim

13 Nazarimda, mеn sinf hayotidagi ishlarga yaxshi hissa qo`shishim mumkin

14 Qizlarning ham o`gìl bolalarning ham dars qoldirishining sababi bir xil

15 Bizlardan jismonan kuchli bolalar bizni kamsitmasliklari va qo`rqitmasliklarini xohlar edim

16 Biz sinfda salomatlik va sog`liq haqida qaygùrish muhìmligi to`g`risida tеz-tеz gapiramiz


qo`shilaman qo`shilmayman


17 Mеn 9 - sinfdan kеyin o`qishni davom ettirishni sabrsizlik bilan kutayapman

18 Mamlakatimning ravnaqi uchun yaxshi ta'lim olish eng muhim narsa

19 Mеn muammolarim to`qrisida o`qituvchim bilan o`rtoqlashishim mumkin

20 O`qituvchilarim mеning ota -onam bilan ko`p muloqotda bo`ladilar

21 Nazarimda litsеy yoki kollеdjlarda (kеlajakda) o`qiyotganimda o`qituvchilar bizni boshqacha o`qitadilar

22 Maktabdan tashqarida mеn o`zimni xafsiz xis qilmayman

23 Fikrlarim o`qituvchilarimning fikridan farq qilsa ham, ularni mеning fikrlarim qiziqtiradi

24 Guruhda ishlashga topshiriq bеrish o`rniga, o`qituvchi shunchaki biz bilan gaplashishi mеnga ko`proq yoqadi

25 Maktabda yaxshi o`qish qizlar uchun qiyinroq 26 Sinfda o`qituvchi to`la hukmronlik qilishi zarur

27 Sinfda muammo kеlib chiqsa, uni hal etish uchun birgalikda harakat qilamiz

28 Sinfda biz maktabdagi va jamiyatdagi huquqlarimiz to`qrisida suhbatlashamiz

29 Agar mеn maktabga kеlmasam, o`qituvchilarim ota- onamning oldilariga kеladiradilar

30 Qiz bolalarga qaraganda o`gìl bolalar ko`proq dars qoldiradilar

31 O`qituvchi bizga baho qo`yganida, biz o`zimizni o`zimiz qanday baholashimiz bilan qiziqadi

32 Maktabdan tashqari vaqtda o`gìl bolalar o`gìl bolalar bilan, qizlar esa qizlar bilan bo`lishlari kеrak

33 Imkoniyati chеklangan (masalan: eshitish va ko`rishi zaif va boshqa ) bolalar boshqa bolalar bilan birgalikda o`qiy olmaydilar

34 Agar mеnda qandaydir muammolar vujudga kеlsa, mеn bu to`qrisida o`qituvchimga aytaman

35 Biz darslarda tеz-tеz guruhlarda ishlaymiz

36 Biz, o`quvchi sifatida maktabda bo`layotgan voqеa-hodisalar to`g`risida o`z fikrimizni bildirmaymiz

37 Bizning maktabimizda qizlar va o`gìl bolalar bir- birlarini hurmat qiladilar va yordam bеradilar

38 Sinfdagi voqеa – hodisalarni bilish ota-onam uchun juda qiziq

39 O`qituvchilar bizni muntazam ravishda bilimlarimizni ( testlar, yozma ishlar) tekshirib, baholab turadilar

40 Maktabni bitirgach, o`gìl bolalarga qaraganda qiz bolalarning ish topishlari qiyinroq Hamkorligingiz uchun rahmat!

APPENDIX 5b:

Questionnaires (Russian version)

Программа Школы дружелюбного отношения к детям, Анкета- 1 (Анк-1 Дир): Из опыта директоров школ

Ваша область: Ваш район: Пожалуйста, поставьте крестик на этой ячейке если вы мужчина

Пожалуйста, поставьте крестик на этой ячейке если вы женщина

Заполняется директорами школ

Количество лет в программе:

Сколько лет вы преподаётеg:

Количество тренингов,на которых вы участвовали:

Сколько дневный тренинг:

Инструкции: Цель данной анкеты – собрать информацию о программе ШДОР, и каким образом они повлияли на вас и на других учителей в вашей школе. Информация, предоставленная вами, поможет нам улучшить программу. Кроме того, это позволит улучшить образование в вашей стране в целом

Поэтому мы просим Вас искренне и вдумчиво ответить на вопросы, предоставив информацию по существу. Здесь нет «правильных» или «неправильных» ответов. Предоставленная Вами информация считается строго конфиденциальной и не будет использована против кого-либо. Просим Вас помочь нам, пометив галочкой свои ответы на вопросы, и предоставив, где необходимо, достоверную информацию.

Далее отметьте, пожалуйста, насколько вы согласны или не согласны с нижеследующими утверждениями: No Утверждения Абсолютно

согласен Согла- сен

Не согласен

Абсолютно не согласен

1 Я знаком с целями и задачами программы Школы дружелюбного отношения к ребёнку

2 Кроме преподавания предметов, очень важно развивать в детях жизненные навыки

3 Мне бы хотелось что бы у учителей было больше времени, для того, что бы организовывать обсуждение с учащимися

4 Я регулярно взаимодействую (обмениваюсь опытом) с моими коллегами, для того, что бы улучшить свою преподавательскую деятельность

5 Я хорошо знаю учащихся моей школы и знаю, какие у них бывают проблемы

6 Родители не должны вмешиваться в то, что происходит у меня в школе

7 Ученики в нашей школе обычно разделяют мнения и взгляды учителя

8 Девочки учатся лучше, чем мальчики

9 Я лично знаю семьи, в которых не могут позволить своим детям пойти в школу, потому что у них нет обуви, подходящей одежды и денег что бы покупать учебники

10 Девочки больше участвуют на уроке по сравнению с мальчиками

11 Тренинги на которых я участвовала/участвовал в рамках программы не изменили моего подхода к образованию

12 Методика школы дружелюбного отношения не подходит (не соответствует) существующим учебным планам и программе

13 Мне бы хотелось, что бы было больше продвинутых тренингов по программе Школа дружелюбного отношения к ребёнку, так как я хочу получить больше знаний

14 Причины не посещаемости (школы) одинаковые как у девочек, так и у мальчиков

15 Иногда случается, что старшеклассники оказывают давление или запугивают учеников младших классов

16 Очень важно много говорить о здоровье и о важности заботиться о воём здоровье

17 Благодаря тренингам на которых участвовали наши учителя, на уроках они говорят намного меньше, давая возможность высказываться (участвовать) ученикам

18 Хорошее образование это самый важный фактор для реализации сильного и позитивного будущего моей страны

19 Для пополнения фондов и/или помощи по ремонту в школе, мы полагаемся на работу Попечительских Советов (Советов Родителей)

20 У меня нет времени наблюдать процесс работы учителей на уроках

No Утверждения Абсолютно согласен

Согла- сен



21 Учителя, которые обучены на семинарах методам дружелюбия, также обучают своих коллег

22 Ученицы и ученики (девочки и мальчики) одинаково могут делятся с учителями своими проблемами

23 Для меня важно иметь много контакта с общественностью/родителями моих учеников

24 Я беспокоюсь о том, что может случиться, когда ученики, обученные по методам дружелюбного отношения к детям, переходят в старшие классы, где эта методика не применяется

25 Среда вокруг нашей школы (за пределами школы) не безопасное место для моих учащихся

26 Учителям необходимо иметь полную власть в классе

27 Когда возникает, какая либо проблема в классе, учитель и ученики находят решение совместно

28 Для девочек намного сложнее хорошо учиться в школе

29 Важно, что учителя могут говорить с учениками об их правах, которые у них есть как в школе, так и в обществе

30 В основном родители очень интересуются тем, что происходит в классе

31 За пределами школы, мальчики должны быть с мальчиками, а девочки с девочками

32 Наши учителя посещают родителей, если ребёнок не посещает школу

33 Мальчики чаще не посещают уроки, чем девочки

34 Когда оцениваешь учеников, важно знать, как они оценивают сами себя

35 Только богатые люди могут отправлять своих детей в школу

36 Учащиеся не могут высказываться по поводу того, что происходит в нашей школе

37 Активная и ориентированная на развитие личности ребёнка методика обходятся дороже, чем традиционное обучение

38 Дети со специальными нуждами (напр. с осложнениями слуха и зрения и др.) не могут обучаться вместе с другими детьми

39 Совет учеников и/или Попечительские Советы (Советы Родителей) играют важную роль в нашей школе

40 Дети предпочитают делиться своими беспокойствами и страхами со мной, а не с учителями

41 Это важно организовывать встречи с родителями (собрания)

42 Родители часто обращаются ко мне, потому что они очень заинтересованы, о чём программа Школы дружелюбного отношения к детям

43 Наблюдая уроки учителей, я вижу в классе много взаимодействия «над заданиями» между мальчиками и девочками

44 Я не могу объяснить постороннему человеку (не из школы) в чём идея программы Школы дружелюбного отношения к детям

45 Мне очень интересно знать мнение моих учеников, даже если их мнения отличны от моего

46 Девочки и мальчики в нашей школе уважают и помогают друг другу

47 Не всегда есть возможность применения методов ориентированных на развитие личности ребёнка на уроках

48 Важно регулярно проверять уровень знаний учащихся (тесты, контрольные работы)

49 После получения образования, намного сложнее найти работу для девочек, чем для мальчиков

50 Программа Школы дружелюбного отношения к ребёнку не совсем соответствует ситуации нашей страны Благодарим за сотрудничество!

Программа Школы дружелюбного отношения к детям, Анкета - 2 (Анк-2 Учит): Из опыта учителей

Ваша область: Ваш район: Пожалуйста, поставьте крестик в этой ячейке если вы мужчина

Пожалуйста, поставьте крестик в этой ячейке если выженщина

В каких классах вы преподаёте:

Заполняется Всеми учителями школы

Количество лет в программе:

Сколько лет вы преподаётеg:

Количество тренингов на которых вы участвовали:

Сколько дневный тренинг:

Инструкции: Целью данной анкеты является сбор информации о программе ШДОР, и о том каким образом она повлияла на вас и на других учителей в вашей школе. Информация, предоставленная вами, поможет нам улучшить программу. Кроме того, это позволит улучшить образование в вашей стране в целом

Поэтому мы просим Вас искренне и вдумчиво ответить на вопросы, предоставив информацию по существу. Здесь нет «правильных» или «неправильных» ответов. Предоставленная Вами информация считается строго конфиденциальной и не будет использована против кого-либо. Просим Вас помочь нам, пометив галочкой свои ответы на вопросы, и предоставив, где необходимо, достоверную информацию.

Далее отметьте, пожалуйста, насколько вы согласны или не согласны с нижеследующими утверждениями: No Утверждение Абсолютно

согласен Согла- сен



1 Я знаком с целями и задачами программы Школы дружелюбного отношения к ребёнку

2 Кроме преподавания предметов, очень важно развивать в детях жизненные навыки

3 Мне бы хотелось иметь больше времени, для того, что бы организовывать обсуждение с учащимися

4 Я регулярно взаимодействую (обмениваюсь опытом) с моими коллегами, для того, что бы улучшить свою преподавательскую деятельность

5 Я хорошо знаю моих учащихся и знаю, какие у них бывают проблемы

6 Родители не должны вмешиваться в то, что происходит у меня в классе

7 Мои ученики обычно разделяют мои мнения и взглядs (точка зрения)


9 Я лично знаю семьи, в которых не могут позволить своим детям пойти в школу, потому что у них нет обуви, подходящей одежды и денег что бы покупать учебники

10 Девочки больше участвуют на уроке по сравнению с мальчиками

11 Тренинги, на которых я участвовала/участвовал в рамках программы, не изменили моего подхода к образованию

12 Методика школы дружелюбного отношения не подходит (не соответствует) существующим учебным планам и программе

13 Мне бы хотелось, что бы было больше продвинутых тренингов по программе Школа дружелюбного отношения к ребёнку, так как я хочу получить больше знаний

14 Причины не посещаемости (школы) одинаковые как у девочек, так и у мальчиков

15 Иногда случается, что старшеклассники оказывают давление или запугивают учеников младших классов

16 Очень важно много говорить о здоровье и о важности заботиться о воём здоровье

17 Благодаря тренингам на которых я участвовала/участвовал, я теперь на уроках говорю намного меньше, давая возможность высказываться ученикам

18 Хорошее образование это самый важный фактор для реализации сильного и позитивного будущего моей страны

19 Для пополнения фондов и/или помощи по ремонту в школе, мы полагаемся на работу Попечительских Советов (Советов Родителей)

No Утверждение Абсолютно согласен

Согла- сен



20 Моя преподавательская деятельность не наблюдается со стороны директора или других учителей

21 Учителя, которые обучены на семинарах, методам дружелюбия также обучают своих коллег

22 Ученицы и ученики (девочки и мальчики) одинаково могут делится со мной своими проблемами

23 Для меня важно часто контактировать с родителями моих учеников и общественностью

24 Я беспокоюсь о том, что может случиться, когда ученики, обученные по методам дружелюбного отношения к детям, переходят в старшие классы, где эта методика не применяется

25 Среда вокруг нашей школы (за пределами школы) не безопасное место для моих учащихся

26 Мне необходима полная власть в классе

27 Когда возникает, какая либо проблема в классе, я и мои ученики находим решение совместно

28 Для девочек намного сложнее хорошо учиться в школе

29 Важно, что я могу говорить с учениками об их правах, которые у них есть как в школе, так и в обществе

30 В основном родители очень интересуются тем, что происходит в классе

31 За пределами школы, мальчики должны быть с мальчиками, а девочки с девочками

32 Я посещаю родителей, если ребёнок не посещает школу

33 Мальчики чаще не посещают уроки, чем девочки

34 Когда оцениваешь учеников, важно знать как они оценивают сами себя

35 Только богатые люди могут отправлять своих детей в школу

36 Учащиеся не могут высказываться по поводу того, что происходит в нашей школе

37 Активная и ориентированная на развитие личности ребёнка методика обходится дороже, чем традиционное обучение

38 Дети со специальными нуждами (напр. с осложнениями слуха и зрения и др) не могут обучаться вместе с другими детьми

39 Совет учеников и/или Попечительские Советы (Советы Родителей) играют важную роль в нашей школе

40 Дети предпочитают делиться со мной своими беспокойствами и страхами, чем с директором школы

41 Важно организовывать встречи с родителями (собрания)

42 Родители часто обращаются ко мне, потому что они очень интересуются содержанием программы Школы дружелюбного отношения к детям

43 В моём классе много взаимодействия между мальчиками и девочками при выполнении заданий

44 Я не могу объяснить постороннему человеку (не из школы) в чём идея программы Школы дружелюбного отношения к детям

45 Мне очень интересно знать мнение моих учеников, даже если их мнения отличатся от моего


47 Не всегда есть возможность применения методов ориентированных на развитие личности ребёнка, на уроках

48 Важно регулярно проверять уровень знаний учащихся(тесты, контрольные работы)


50 Программа Школы дружелюбного отношения к ребёнку не совсем соответствует ситуации нашей страны Благодарим за сотрудничество!

Программа Школы дружелюбного отношения к детям, Анкета 3 (Анкета-3 Учащиеся –Класс 2): Из опыта учащихся (Класс 2)

Напишите здесь название своей области:

Напишите здесь название своего района:

Для заполнения учащимися 2 х классов только

Сколько вам лет? Отметьте здесь галочкой, если вы мальчик

Отметьте здесь галочкой, если вы девочка

Нам интересно узнать о твоей жизни в школе! !

Поэтому мы просим тебя нарисовать далее 4 рисунка. Ты поможешь нам? Спасибо большое!!

1. Пожалуйста, нарисуй, как сейчас выглядит твой класс. Покажи, где сидишь ты, где сидят твои друзья, и где находится учитель.

2. Что нужно для того, чтобы тебе в школе нравилось? Покажи нам на рисунке.

3. Нарисуй, как преподает твой учитель. Покажи, где находишься ты.

4. Пожалуйста, покажи нам, как ты играешь в школе..

Спасибо!!

Программа Школы дружелюбного отношения к детям: Анкета - 3 (Анк-3 Учащиеся -Кл5) Из опыта учащихся (Класс 5)



Для заполнения учащимися 5 классов только

Сколько вам лет? Отметьте здесь галочкой, если вы муж. пола

Отметьте здесь галочкой, если вы жен. пола

Инструкции: Цель данной анкеты – собрать информацию по обучению на занятиях по программе ШДОР, а также определить, каким образом программа изменила подходы к обучению вас вашими учителями. Предоставленная вами информация поможет нам улучшить программу. Кроме того, это позволит улучшить образование в вашей стране в целом

Поэтому мы просим вас искренне и вдумчиво ответить на вопросы, предоставив информацию по существу. Здесь нет «правильных» или «неправильных» ответов. Предоставленная вами информация считается строго конфиденциальной и не будет использована против кого-либо. Просим вас помочь нам, пометив галочкой свои ответы на вопросы, и предоставив, где необходимо, достоверную информацию.


согласен Согла-сен



1 Программа Школы дружелюбного отношения к ребёнку хорошо известна в моей школе

2 Кроме изучения математики и языков, важно изучать практические вещи, относящиеся к повседневной жизни

3 Мне бы хотелось, что бы у нас было больше времени на уроках для обсуждения

4 Мне кажется, мои учителя хорошо меня знают и знают когда мне нужна помощь

5 Мои родители не должны вмешиваться в то, что происходит в школе

6 Обычно мои мнения и взгляды совпадают с мнением и взглядами моего учителя


8 Я знаю о некоторых детях, которых не отправляют в школу, потому что у их родителей нетденег, что бы купить обувь, одежду или учебники

9 Девочки активнее участвуют на уроках по сравнению с мальчиками

10 Мне нравится как мои учителя меня обучают

11 У нас есть разработанные нами «Наши правила» для наших занятий в классе

12 Мне бы хотелось, что бы мои учителя больше обучались на тренингах, что бы помочь в нашей учёбе

13 Мне кажется, что я могу делать хороший вклад в нашу классную жизнь

14 Причины не посещения уроков одинаковы, как у девочек так и у мальчиков

15 Мне бы хотелось, что бы старшеклассники ни притесняли и не запугивали нас

16 Мы очень часто говорим (в классе) о здоровье и о важности заботиться о своём здоровье


Согла-сен



17 Я с нетерпением жду когда буду в 9 классе через четыре года

18 Для хорошего будущего моей страны, самой важной вещью является получение хорошего образования

19 Я могу делиться своими проблемами с моим учителем

20 Мои учителя много общаются с моими родителями

21 Мне кажется, что когда я буду учиться в старших классах учителя нас будут обучать по другому

22 Я не чувствую себя в безопасности за пределами моей школы

23 Учителей интересует моё мнение, даже если оно отличается от их мнения

24 Мне больше нравиться когда учитель просто говорит с нами , вместо того чтобы предлагать нам работать в группах

25 Для девочек труднее хорошо учиться в школе

26 Учителям необходимо иметь всю власть в классе

27 При возникновении проблемы в классе, мы пытаемся найти решение все вместе

28 В классе мы разговариваем о правах которые у нас есть в школе и в обществе

29 Учителя приходят к моим родителям, если я не прихожу в школу

30 Мальчики не ходят в школу чаще, чем девочки

31 Когда учитель ставит нам оценку, он/она всегда интересуется, как бы мы оценили себя сами

32 Вне школы, мальчики должны быть с мальчиками, а девочки с девочками

33 Дети со специальными нуждами (например с осложнениями слуха и зрения) не могут обучаться вместе с другими детьми

34 Если у меня возникают какие-либо проблемы, я говорю об этом своему учителю

35 На уроках мы часто работаем в группах

36 Мы как учащиеся, мы не высказываемся по поводу того, что происходит в нашей школе


38 Моим родителям очень интересно знать, что происходит в школе

39 Учителя регулярно проверяют уровень наших знаний (тесты, контрольные работы)


Программа Школы дружелюбного отношения к ребёнку: Анкета - 3 (Анк-3 Учащиеся –Кл9) Из опыта учащихся (Класс 9)



Для заполнения учениками 9х классов только

Сколько вам лет? Отметьте здесь галочкой, если вы муж. пола

Отметьте здесь галочкой, если вы жен. пола

Инструкции: Цель данной анкеты – собрать информацию по обучению на занятиях по программе ШДОР, а также определить, каким образом программа изменила подходы к обучению вас вашими учителями. Предоставленная вами информация поможет нам улучшить программу. Кроме того, это позволит улучшить образование в вашей стране в целом

Поэтому мы просим вас искренне и вдумчиво ответить на вопросы, предоставив информацию по существу. Здесь нет «правильных» или «неправильных» ответов. Предоставленная вами информация считается строго конфиденциальной и не будет использована против кого-либо. Просим вас помочь нам, пометив галочкой свои ответы на вопросы, и предоставив, где необходимо, достоверную информацию


согласен Согласен Не

согласен Абсолютно не согласен

1 Программа Школы дружелюбного отношения к ребёнку хорошо известна в моей школе

2 Кроме изучения математики и языков, важно изучать практические вещи, относящиеся к повседневной жизни

3 Мне бы хотелось, что бы у нас было больше времени на уроках для обсуждения

4 Мне кажется, мои учителя хорошо меня знают и знают когда мне нужна помощь

5 Мои родители не должны вмешиваться в то, что происходит в школе

6 Обычно мои мнения и взгляды совпадают с мнением и взглядами моего учителя


8 Я знаю о некоторых детях, которых не отправляют в школу, потому что у их родителей нет денег, что бы купить обувь, одежду или учебники

9 Девочки активнее участвуют на уроках по сравнению с мальчиками

10 Мне нравится как мои учителя меня обучают

11 У нас есть разработанные нами «Наши правила» для наших занятий в классе

12 Мне бы хотелось, что бы мои учителя больше обучались, что бы помочь в нашей учёбе

13 Мне кажется, что я могу делать хороший вклад в нашу классную жизнь

14 Причины непосещения уроков одинаковы, как у девочек, так и у мальчиков

15 Мне бы хотелось, что бы ученики, которые сильнее нас физически не притесняли и не запугивали нас

16 Мы очень часто говорим (в классе) о здоровье и о важности заботиться о своём здоровье


Согласен Не согласен


17 Я с нетерпением жду продолжения своего обучения после 9 класса

18 Для хорошего будущего моей страны, самой важной вещью является получение хорошего образования

19 Я могу делиться своими проблемами с моим учителем

20 Мои учителя много общаются с моими родителями

21 Мне кажется, что когда я буду учиться в лицее или колледже, учителя нас будут обучать по другому

22 Я не чувствую себя в безопасности за пределами моей школы

23 Учителей интересует моё мнение, даже если оно отличается от их мнения

24 Мне больше нравиться когда учитель просто говорит с нами, вместо того чтобы предлагать нам работать в группах

25 Девочкам труднее хорошо учиться в школе

26 Учителя должны иметь всю власть в классе

27 При возникновении проблемы в классе, мы пытаемся найти решение все вместе

28 В классе мы разговариваем о правах, которые у нас есть в школе и в обществе

29 Учителя приходят к моим родителям, если я не прихожу в школу

30 Мальчики не ходят в школу чаще, чем девочки

31 Когда учитель ставит нам оценку, он/она всегда интересуется, как бы мы оценили себя сами

32 Вне школы, мальчики должны быть с мальчиками, а девочки с девочками

33 Дети со специальными нуждами (например с осложнениями слуха и зрения и др) не могут обучаться вместе с другими детьми

34 Если у меня возникают какие-либо проблемы, я говорю об этом своему учителю

35 На уроках мы часто работаем в группах

36 Мы не высказываемся по поводу того, что происходит в нашей школе


38 Моим родителям очень интересно знать, что происходит в моём классе

39 Учителя регулярно проверяют уровень наших знаний (тесты, контрольные работы)


Благодарим за сотрудничество!

APPENDIX 6:

Summaries of responses to Questionnaires

QST-1 DIR:Comparison of Consent Value Averages across Questionnaire Items,

CfS Sample Groups and Control Sample

0,00

0,50

1,00

1,50

2,00

2,50

3,00

3,50

4,001

2 34

56

78

9

10

11

12

13

14

15

16

17

18

1920

2122

232425

262728

2930

3132

33

34

35

36

37

38

39

40

41

42

43

4445

4647

4849 50

CfS SchoolsAverageTashkent City

Tashkent Region

Ferghana

Karakalpakstan

Khorezm

Control SchoolsAverage

QST-1 DIR:Comparison of Mean Deviation across Questionnaire Items,


-0,1000

0,0000

0,1000

0,2000

0,3000

0,4000

0,5000

0,6000

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49

Item #

Mea

n D

evia

tion

CfS Schools vs Control Schools CfS Schools

QST-2 TEA:Comparison of Consent Value Averages across Questionnaire Items,


0,00

0,50

1,00

1,50

2,00

2,50

3,00

3,50

4,001

2 34

56

7

8

9

10

11

12

13

14

15

16

17

18

19

2021

2223

242526

272829

3031

32

33

34

35

36

37

38

39

40

41

42

43

44

4546

4748

49 50


Tashkent Region

Ferghana

Karakalpakstan

Khorezm


QST-1 DIR and QST-2 TEA: Comparison of Consent Value Averages across Questionnaire Items, CfS Sample Groups and Control Sample, Responses of Directors vs. Responses of Teachers

0,00

0,50

1,00

1,50

2,00

2,50

3,00

3,50

4,001

2 34

56

7

8

9

10

11

12

13

14

15

16

17

18

19

2021

2223

242526

272829

3031

32

33

34

35

36

37

38

39

40

41

42

43

44

4546

4748

49 50

Directors, CfS SchoolsDirectors, Control SchoolsTeachers, CfS SchoolsTeachers, Control Schools

QST-2 TEA:Comparison of Mean Deviation across Questionnaire Items,

Sample Groups and Whole Sample

0,0000

0,1000

0,2000

0,3000

0,4000

0,5000

0,6000

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49

CfS Schools vs Control Schools CfS Schools

QST-3 STU-GR5, Male Respondents:Comparison of Consent Value Averages across Questionnaire Items,


0,00

0,50

1,00

1,50

2,00

2,50

3,00

3,501

2 34

56

7

8

9

10

11

12

13

14

15

1617

181920

212223

2425

26

27

28

29

30

31

32

33

34

35

3637

3839 40


Tashkent Region

Ferghana

Karakalpakstan

Khorezm


QST-3 STU-GR5, Female Respondents:Comparison of Consent Value Averages across Questionnaire Items,


0,00

0,50

1,00

1,50

2,00

2,50

3,00

3,501

2 34

56

7

8

9

10

11

12

13

14

15

1617

181920

212223

2425

26

27

28

29

30

31

32

33

34

35

3637

3839 40


Tashkent Region

Ferghana

Karakalpakstan

Khorezm


QST-3 STU-GR5: Comparison of Mean Deviation across Questionnaire Items,CfS Sample Groups and Control Sample

0,0000

0,1000

0,2000

0,3000

0,4000

0,5000

0,6000

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

CfS Schools, male respondents CfS vs Control Schools, male respondents

CfS Schools, female respondents CfS vs Control Schools, female respondents

QST-2 STU-GR9, Male Repsondnets:Compariosn of Consent Value Averages across Questionnaire Items,


0,00

0,50

1,00

1,50

2,00

2,50

3,00

3,501

2 34

56

7

8

9

10

11

12

13

14

15

1617

181920

212223

2425

26

27

28

29

30

31

32

33

34

35

3637

3839 40


Tashkent Region

Ferghana

Karakalpakstan

Khorezm


QST-3 STU-GR9, Female Respondents:Comparison on Consent Value Averages across Questionaire Items,

CfS Sample Groups and Overall Sample

0,00

0,50

1,00

1,50

2,00

2,50

3,00

3,501

2 34

56

7

8

9

10

11

12

13

14

15

1617

181920

212223

2425

26

27

28

29

30

31

32

33

34

35

3637

3839 40


Tashkent Region

Ferghana

Karakalpakstan

Khorezm


QST-3 STU-Gr9: Comparison of Mean Deviation across Questionnaire Items,CfS Sample Groups and Control Sample

0,0000

0,1000

0,2000

0,3000

0,4000

0,5000

0,6000

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

CfS Schools, male respondents CfS vs Control Schools, male respondents

CfS Schools, female respondents CfS vs Control Schools, female respondents

QST-3 STU-GR5 / QST-3 STU-GR9:Comparison of Consent Value Averages between Grades 5/9 and Male/Female Respondents

0,00

0,50

1,00

1,50

2,00

2,50

3,00

3,501

2 34

56

7

8

9

10

11

12

13

14

15

1617

181920

212223

2425

26

27

28

29

30

31

32

33

34

35

3637

3839 40

CfS Schools, Grade 5, male respondentsControl Schools, Grade 5, male respondentsCfS Schools, Grade 5, female respondentsControl Schools, Grade 5, female respondentsCfS Schools, Grade 9, male respondentsControl Schools, Grade 9, male respondentsCfS Schools, Grade 9, female respondentsControl Schools, Grade 9, female respondents

APPENDIX 7:

Summaries of Interviews and Focus Group Discussions

Summaries of responses to questionnaires

The following summaries were compiled by

Eleonora Sadirova

Remarks: (1) The summary sheets are based on the guidelines for interviews and focus group discussions.

Their main purpose was to record the key ideas and statements, not to provide a complete transcript.

(2) The sequencing of sheets is based on the sequence of regions visited, i.e.

(a) Tashkent City, (b) Tashkent Region, (c) Ferghana, (d) Republic of Karakalpakstan, (e) Khorezm.

(3) Within every region, the sheets follow the following sequence:

(a) Interview with the Director, (b) FGD with students, (c) FGD with teachers, (d) FGD with parents (makhalla members).

(4) The original summary sheets contain details regarding the schools, these were removed from

the sheets here in order to ensure anonymity.

Structured interviews / focus group discussions Tashkent city, pilot school

Director Deputy Administrator Teachers Students Parents/makhalla members

Topic 1: Introduction Director has graduated from the Tashkent State Pedagogical Institute, history faculty in 1979. She has been working as a director from 1999. Topic 2: Expectations of CFS concept This programme helps us to accomplish our “National Programme on Personal training”, which includes implementation of interactive methods of teaching at lessons and forming students as all-round developed personality. It helps student realized not only their rights but also their responsibility at school, family and in society. Topic 3: Most important challenges of child-centred learning Some of their young teachers feel some difficulties in implementation of child-centred learning because they have not participated on seminars on CFS and have not appropriate skills and knowledge to do it. Director do not think that child-centred learning is too time-consuming or expensive because there is no need to buy additional resources in order to be friendly and open to student. In addition, teachers should spend time to be prepared to the lessons anyway. Topic 4: CFS in practice Director pointed out that she starts changes from herself. And first have changed her attitude to her own children. She pays more attention and spends more time with her children. She became more patient in communication with her colleagues, and she observed some positive changes in her teachers. Topic 5: Cooperation with students, parents, and communities Teachers and parents are working in cooperation. They invite parents on their pedagogical council in order parents know what was happening at school, any news implementing at school or problems related to teaching and learning process. There is a day of open doors for parents every Saturday at school. School wants to choose a uniform for the students and parents will take an active part in this activity because which of presented uniform will be chosen will depend on parents and students.



Topic 1: Introduction School director has graduated from the State University of World Languages. She has been working as a teacher from 1978, as a director from 2004 Topic 2: Expectations of CFS concept This programme helps teachers, student, and parents to become more open, friendly, and responsible. CFS approach should continue to grow and in 5 or 10 years, she wants to see all schools of Republic as Child Friendly Schools indeed. It would help on improving learning achievements of students, their relationship, and interest to school life, and it will be beneficial for our country as a whole. Topic 3: Most important challenges of child-centred learning There are all conditions in school to support implementation of the programme, to teach other teachers by cascade method, to interact and share experience. That is why director does not see any challenges of child centred learning. The most important thing is a willingness of teachers to work, to except changes, to learn more. Moreover, it is very important that director should support teachers. Topic 4: CFS in practice After participating in seminar training on CFS, teachers are trying to implement child centred approach and methods at the lessons. It is easier to do in primary education. A bit complicated with higher grades but they seem to be very interested and like to take responsibilities on conducting interesting out of classes activities. Director pointed out a very active involvement of Leadership council (students) in school life. Topic 5: Cooperation with students, parents, and communities There is a trusteeship committee at school. Parents never have to pay for anything, only those who can support the school as a sponsor can help sometimes with equipment (printer, prizes for students on some activities). Teachers in cooperation with students and parents and makhalla members are conducting out of classes activities including sport competitions with participation of parents. Parents come to school to visit lessons very often.

Structured interviews / focus group discussions Tashkent city, (control) school


Topic 1: Introduction School director has graduated from Tashkent State University. She has been working as a director from 1996 Topic 2: Expectations of CFS concept She has heard about CFS programme from director of other school, and wanted her school to be included in programme. Because it would be very useful for her teachers, to became more tolerance, to learn new approaches and knowledge. Topic 3: Most important challenges of child-centred learning The most important and actual thing for the director is a technical equipment of school and classrooms. Director talked a lot about their recourses centre, about importance of computer literacy of teachers and nothing about active methods of teaching Topic 4: CFS in practice At the lessons teachers do not implement child centred learning and methods. For them is more important differentiation of students in accordance with level of their knowledge. Topic 5: Cooperation with students, parents, and communities Parents, makhalla and trusteeship committee help in working with difficult students.



Topic 1: Introduction Director has been working as a teacher from 1982, as a deputy from 2004 and as a director of school from March 2009 Topic 2: Expectations of CFS concept CFS programme is very important from psychological point of view, it helps students to feel more confident, to develop life skills. It is very important for our country also, because students develop into socially competent individuals, became well prepared to life, learning to be more open, to share their opinion. Topic 3: Most important challenges of child-centred learning There are some difficulties of implementation of child-centred learning on math, physics. They faced a resistance from the side of teachers with long experience in teaching (old teachers) on the first steps of implementation. Topic 4: CFS in practice It is very efficient to implement child centred learning in upbringing activities, class hours. Seminars on CFS were very useful for teachers; especially activities that help develop in students responsibility and tolerance toward other students and teachers. Students are working with enthusiasm and interest at the lessons. Programme helps to develop potential of students. Topic 5: Cooperation with students, parents, and communities There are some unfortunate families, difficult children at school. For solving problems with such kind of families and children, school involves not only parents but also assistance of local authorities. Teachers are also trying to help such students, controlling their attendance. All students are involved in out of classes courses. There is a trusteeship committee at school, and parents meetings are conducting regularly. There is a day of open doors for parents every Saturday. There is a box for suggestions and recommendations for students, parents, community members, and teachers at school.


Director Deputy Administrator Teachers Students (pilot school)

Parents/makhalla members

Topic 1: Introduction 14 students were involved in focus group discussion (10 girls, 4 boys). 6 students from grade 9; 2 students from grade 8; 3 students from grade 7 and 3 students grade 6. They shared information about themselves, students from grade 9 talked about their professional aspiration. Topic 2: Expectations of CFS concept 2 students participated on seminar for students and expressed their positive opinion about seminar and their participation on it. They also mentioned that they shared information they got from seminar with other students and classmates. Students’ opinion about their teachers is positive. They like to be involved in school life and to work in cooperation with classmates at the lessons. Topic 3: Most important challenges of child-centred learning Lack of additional literature they need in school library. Topic 4: CFS in practice Lessons even on math, chemistry, physics are teaching in an interesting way. They fell free to talk about their problems with teachers. All students are involved in process during the lessons. Usually teachers explain if something is not clear for students at the lesson. Topic 5: Cooperation with students, parents, and communities Parents are very interested in progresses and performance of students. They come to visit their lessons and to talk to the teachers very often. They are involved in all school activities. Parents regularly come to the meetings .




Topic 1: Introduction 12 students were involved in focus group discussion (6 girls, 6 boys). They shared information about themselves, talked about CFS programme Topic 2: Expectations of CFS concept Students talked about their good relationship with teachers. Teachers became friendlier, and they can share their opinion and problems with the teachers. Lessons on subjects: botanic, mother tongue, literature, rights, English language and history are very interesting, because teachers conducting various activities and group work on those lessons. In case of facing any problems or conflicts within the class, they usually try to find the solution together (teachers and students) Topic 3: Most important challenges of child-centred learning Students want their school would have more equipment, have more time for the break, more interesting courses (out of classes) and activities, wish to have a sport yard Students want all the teachers being trained I order to have an interesting lessons on each subject. Topic 4: CFS in practice Students pointed out that their attitude to teachers changed. Atmosphere in the classrooms is very good. Teachers giving them an opportunity to work in cooperation on different interesting tasks Topic 5: Cooperation with students, parents, and communities Parents are very interested in progresses and performance of students. They come to visit their lessons and to talk to the teachers very often. They are involved in all school activities. Students are always involved in organisation of out of classes’ activities. At the lessons the have an opportunity to asses themselves or asses their classmates.




Topic 1: Introduction 12 students were involved in focus group discussion. They shared information about themselves, all of them talked about their professional aspiration. Topic 2: Expectations of CFS concept Students talked about their good relationship with teachers and classmates Topic 3: Most important challenges of child-centred learning Students want their school would have more equipment, have more interesting lessons and out of classes activities. Topic 4: CFS in practice Students expressed their positive attitude to their classroom teacher and to other teachers of the school. Teachers usually help them if they do not understand the lesson Topic 5: Cooperation with students, parents, and communities Students told that tests help them to know about the level of their knowledge. Parents come to school very often to take part in meetings and to talk to teachers about their children.

Structured interviews / focus group discussions Tashkent city, control school

Director Deputy Administrator Teachers Students (control school)


Topic 1: Introduction Students talked about their professional aspiration, favourite subjects, and education after school Topic 2: Expectations of CFS concept Students know about UNICEF but they have never heard about CFS programme. (Facilitator gave brief explanation of the main idea of CFS programme) Child friendly atmosphere at school by their opinion is one of the most important factors to improve relationship between teachers and students. Friendly attitude to students would help them to be more interested in learning process. Topic 3: Most important challenges of child-centred learning They want computer for each student; the teachers should be more experienced, trained, and to conduct different interesting activities (including sport activities) for them at school. Topic 4: CFS in practice Students know about their rights and responsibilities at school and society. In case of any problems and conflicts in classroom or in school, they usually address to their parents or teachers. Topic 5: Cooperation with students, parents, and communities Parents come to school very often to take part in meetings and to talk to teachers about their children. Students do not know about trusteeship committee at their school.


Director Deputy Administrator Teachers from pilot school

Students Parents/makhalla members

Topic 1: Introduction 8 teachers were involved in focus group discussion. They shared information about themselves (age, educational background, and teaching experience). Topic 2: Expectations of CFS concept They have been implementing CFS programme almost 3 years. Teachers pointed out that child friendly approach have changed relationship between teachers and students. Lessons became more interesting for students. They are more involved in process of teaching and learning. Teachers are awaiting for new seminars trainings on CFS Topic 3: Most important challenges of child-centred learning Quantity of students in class (more than 35), it makes difficult to involve each student. Teachers need additional resources (flipchart papers, markers) and school cannot help to buy these resources Topic 4: CFS in practice Taking into consideration our mentality, it should be a certain “distance” between teachers and students. Students should show their respect to the teachers anyway. Topic 5: Cooperation with students, parents, and communities There is a good system of working with parents and makhalla in school. Parents are visiting school and communicate with teachers very often. Parents and makhalla members involved in all school activities




Topic 1: Introduction 10 teachers were involved in focus group discussion. 1 of them – teacher of history, 2 – teachers of English, 3- primary education, 1 – Uzbek language, 1- mother tongue, 1- chemistry, 1-math. All of them have a high education degree. 5 teachers participated on seminar on CFS Topic 2: Expectations of CFS concept Child friendly approach is different from traditional approach to teaching. It makes communication with students more interesting. It helps to change relationships between students, teachers and students. Group work develops communication and cooperation skills. This approach helps to develop in students all necessary skills to be prepared to real life out of school, to solve problems and to find appropriate ways from difficult situations, forming human values Topic 3: Most important challenges of child-centred learning As a most important problems and challenges were mentioned: Quantity of students in class (more than 35), “overload” of existing curricula, luck of time, noise at the lessons, lack of knowledge and skills on implementing of interactive methods, lack of methodological manuals and literature. Topic 4: CFS in practice Teachers implement child centred methods as a fragment at the lessons (part of the lesson). Now teachers have a new role of facilitators, assistants. It is very convenient to implement child centred methods on class hours. God system of mutual visiting of lessons (sharing experience) Topic 5: Cooperation with students, parents, and communities New forms and ways of conducting meetings with parents. Individual work with families. Involvement of parents in out of classes activities, visiting theatres and organisation of celebrations


Director Deputy Administrator Teachers from control school


Topic 1: Introduction 11 teachers were involved in focus group discussion (8 female and 3 male). They shared information about themselves (age, educational background, and teaching experience). 3 of them were trained by cascade method (by teachers participated in seminar training on CFS) Topic 2: Expectations of CFS concept In general teachers express their positive attitude to programme and its’ purposes and philosophy because they have observed a positive changes in students behaviour and attitude to school, to teachers and their classmates. They think that CFS programme is important and there is a need to expand it to other schools because it will help teachers to change their approach to teaching, to learn more new and interesting methods of working with students in order to develop in them independent thinking, responsibility and to raise interest to school subjects. They are waiting for new interesting trainings on CFS in future Topic 3: Most important challenges of child-centred learning Lack of methodological manuals and literature. Difficulties of implementation of interactive methods of teaching in math lessons Topic 4: CFS in practice Teachers pointed out that they work in cooperation and interact with their colleges in school. Implementation of child friendly approach and child centred methods has a positive result. Students feel free to express their opinion and contribute more at the lessons. They are interested in working in cooperation with their classmates Topic 5: Cooperation with students, parents, and communities Parents are aware of CFS programme and its’ main idea. They are taking an active part in all school activities.




Topic 1: Introduction 7 teachers were involved in focus group discussion. From them 5 teacher –primary education, 1 – mother tongue, 1- labour. They shared information about themselves (age, educational background, and teaching experience). Topic 2: Expectations of CFS concept One of the teachers has heard about CFS programme in City Institute of teachers retaining. In general teachers have not idea of child centred methods. Topic 3: Most important challenges of child-centred learning Quantity of students in class; lack of time and knowledge; overload with routine work (school documentation) Topic 4: CFS in practice School have an experience of collecting weak students in one class and “strong” students in other class taking into consideration the level of their knowledge. Teachers are interested to learn more about CFS programme and new methods of teaching in order to improve relationship with students Topic 5: Cooperation with students, parents, and communities School conducts out of classes activities with participation of parents. Not all parents come to meeting particularly parents of students of high grades. Teachers pointed out that there is a need to improve cooperation with parents and makhalla at their school.



Topic 1: Introduction 12 parents were involved in focus group discussion (8 female, 4 males). They shared information about themselves. Topic 2: Expectations of CFS concept Parents aware about the CFS programme and expressed their positive attitude to implementation of child centred methods on the lessons. They learned about it from discussions with their children, from their interesting home tasks, from visiting lessons and talking to teachers at the meetings. Parents think that programme should continue to grow because it helps students to achieve better results (learning achievements) and to be more interested at the lessons. Topic 3: Most important challenges of child-centred learning Schoolyard is too small to play there. The need for trusteeship committee to be more involved in school life. Topic 4: CFS in practice Parents noticed positive changes in children behaviour. Children became more responsible and more interested in their future education and profession they want to choose. Topic 5: Cooperation with students, parents, and communities Parents, students, and teachers are working in cooperation on solving school problems and conducting out of classes activities. Makhalla members are also involved in some activities conducting at school



Topic 1: Introduction 12 parents were involved in focus group discussion (all female). They shared information about themselves and their children. Topic 2: Expectations of CFS concept Parents think that programme should continue to grow because it helps students to achieve better results (learning achievements) and to be more interested at the lessons. Topic 3: Most important challenges of child-centred learning Parents want school to be more equipped with computers. Lack of good literature in school library, unsatisfactory psychological service in school. Topic 4: CFS in practice Parents noticed positive changes in children behaviour. Topic 5: Cooperation with students, parents, and communities Parents, students, and teachers are working in cooperation. The need to conduct more activities that are actual and informational, for example training on drugs and HIV prevention for teachers and students



Topic 1: Introduction 11 parents were involved in focus group discussion (7 female and 4 male), and 2 of them makhalla members. They shared information about themselves and their children. Topic 2: Expectations of CFS concept Parents and makhalla members are aware of the implementation of the programme in their school and think that programme should continue to grow because it helps students and teachers to improve their relationship, to involve students in learning process and as a result to improve their learning achievements. Topic 3: Most important challenges of child-centred learning Parents and makhalla members do not see any challenges and problems and do not think child-centred learning is too time-consuming. They want to be more lessons that are interesting at school. Topic 4: CFS in practice Parents noticed positive changes in children behaviour. They also expressed their positive attitude to teachers and school administration. Topic 5: Cooperation with students, parents, and communities Parents, students, and teachers are working in cooperation. Students are taking an active part in school governance, organising different out of lessons activities. At the lessons, teachers are implementing self-assessment and assessment by classmates during the group work

Structured interviews / focus group discussions Tashkent city, control school


Topic 1: Introduction 8 parents were involved in focus group discussion (6 female and 2 male), and 2 of them makhalla members. They shared information about themselves and their children. Topic 2: Expectations of CFS concept Parents and makhalla members are not aware of child friendly approach and methods. Relationship between teachers and students is not always good. Students are not always friendly to each other. Topic 3: Most important challenges of child-centred learning Unsatisfactory work of out of classes courses at school. Topic 4: CFS in practice Students usually share their opinion about school with the parents. However, mostly they tell them about their friend and classmates, and parents not always aware about teaching approach or any other news at school. Topic 5: Cooperation with students, parents, and communities Usually parents come to school only on meetings.

Structured interviews / focus group discussions Tashkent region, pilot school


Topic 1: Introduction Director has been working as a teacher of math after graduating from Tashkent State University and almost 7 years she has been working as a director of school Topic 2: Expectations of CFS concept The basis of the programme is humanism, friendly relations between students, teachers and students, parents. Due to realisation of CFS programme, we are improving quality of knowledge of students, developing life skills. Programme should continue to grow because it is useful not only for children but also for teachers, it makes them more creative. Topic 3: Most important challenges of child-centred learning Young teachers have not been trained to implement child-centred learning and interactive methods of teaching at their Institutes. We need more resources (flipchart papers, markers) at the lessons to apply those methods Topic 4: CFS in practice Most of teachers apply child-centred methods at the lessons. School has very good extracurricular work for students. Teachers usually help in solving problem or conflicts if there any at school or families. Topic 5: Cooperation with students, parents, and communities Parents regularly come to meetings. They also are taking an active part in school activities. Parents have an opportunity to observe classes in “open doors” days. Parents helped to restore school toilets



Topic 1: Introduction Deputy has graduated from the University of World Languages. In 2007 attended seminar on CFS. Topic 2: Expectations of CFS concept CFS programme is very useful for children; it helps us to improve relations with students, particularly among boys and girls, and children from different social groups. In comparison with the traditional approach to teaching, child-friendly approach gives an opportunity to students for more interaction at the lessons, experiencing “situation of success” Topic 3: Most important challenges of child-centred learning Sometimes it is difficult to change teachers. Teachers have no methodological manuals, especially in Russian language. Topic 4: CFS in practice Teachers are trying to apply new methods and activities they have learnt from seminar training on CFS. Teachers also are applying new methods on conducting parents meetings. Deputy noted they want to exchange experience and to cooperate with other schools and regions on CFS implementation. Topic 5: Cooperation with students, parents, and communities Parents are very active in solving school problems in cooperation with teachers and school administration. School involves community in solving problems with “difficult children”



Topic 1: Introduction Deputy has graduated from the Pedagogical Institute, faculty of English language. She has been working as a teacher almost 23 years, and 5 years she is working as a deputy Topic 2: Expectations of CFS concept CFS programme helps in development of personality in children, develops capacity and life skills, involves parents to participate in school life, and makes teachers more creative and literate. And also helps in creation of friendly atmosphere at school, and in teachers collective Topic 3: Most important challenges of child-centred learning Challenges: Lack of methodological manuals at school, and quantity of students in classrooms. Most of teachers are not prepared to work in new way. Pedagogical institutes and teachers retraining institutes should pay more attention in developing in teachers skills to apply interactive methods of teaching at the lessons. Topic 4: CFS in practice Teachers are trying to apply new methods and activities they have learnt from seminar training on CFS. Students feel free to share their problems with teachers, students always trying to help each other. School have conducted self-assessment (of school) and developed their working plan. Topic 5: Cooperation with students, parents, and communities Parents are very active in all school activities, regularly come to meetings and observing lessons.




Topic 1: Introduction 12 students were involved in focus group discussion (6 girls). They shared information about themselves, talked about their professional aspiration and most of them want to be a doctor in future to help people Topic 2: Expectations of CFS concept Students pointed out that they are very interested and involved in school life. School administration and the teachers are usually taking into account their opinion at school. Most of students now are coming to school with pleasure and willingness to study because of the friendly atmosphere at school and interesting activities at the lessons. Topic 3: Most important challenges of child-centred learning Students noted that in case of conflicts or problems at school or during the classes, they are trying to find a solution all together (students and teacher). Students liked seminars conducted on CFS programme (CRC) and to participate more at such kind of seminar trainings. They also want to have more books and literature at their library. Topic 4: CFS in practice All students are involved in process during the lessons. Teachers are not rude to students and explain if something is not clear for them at the lessons. At the lessons students have an interesting assignments and working in cooperation. They have all need technical equipment at school. Topic 5: Cooperation with students, parents, and communities Parents regularly come to participate at parents meetings, to visit their lessons, and to talk to the teachers very often. They are involved in all school activities. Except tests and control work, students aware of self-assessment and assessments from the side of their classmates.




Topic 1: Introduction 14 students were involved in focus group discussion (6 girls). They shared information about themselves, talked about their professional aspiration. Topic 2: Expectations of CFS concept Students are aware of ideas and concept of CFS programme. They noted that child friendly approach gave them skills to express their opinion on different topics and to be more involved in process of learning. Lessons are more interesting and it makes the topics easy for their understanding. Most of the students want to continue their education and to graduate the Universities in future. They think that good interpersonal skills they developed at the lessons will help them in future. Topic 3: Most important challenges of child-centred learning Students want more interesting, practical activities. They think that lack of resources could not be an obstacle in conducting interesting activities at the lessons. They also want all students to be in good friendly relation with each other. Topic 4: CFS in practice Students are sure that their teachers are different from teachers in other schools, because their teachers are more close to students. All students are involved in process during the lessons. If there are any problems, they can share with their teachers. Lessons are usually very interesting for students. They are in good relationship with teachers Topic 5: Cooperation with students, parents, and communities Parents regularly come to participate at parents meetings, to visit their lessons, and to talk to the teachers very often. They are involved in all school activities. Except tests and control work, students aware of self-assessment and assessments from the side of their classmates.




Topic 1: Introduction 12 students were involved in focus group discussion (7 girls, 5 boys). They shared information about themselves, talked about their professional aspiration. Topic 2: Expectations of CFS concept School administration and the teachers are taking into account their opinion when conducting out of classes’ activities and at the lessons. Topic 3: Most important challenges of child-centred learning Students want to have more equipment in classrooms, the need more literature to be available at the school library. They also want extracurricular classes on sport, schoolyard to be greener, and planted with fruit trees. Topic 4: CFS in practice All students are involved in process during the lessons. Overall, the environment at the school is very friendly and in case of any conflicts or problems at school or during the classes, teachers and students are trying to find a solution together Topic 5: Cooperation with students, parents, and communities Parents are very interested with what happening at school; they regularly come to participate at parents meetings, to visit their lessons, and to talk to the teachers. They are involved in all school activities. Students have an opportunity to asses themselves during the lessons. Parents have a positive opinion about their school and teachers.



Topic 1: Introduction 13 teachers were involved in focus group discussion. They shared information about themselves (age, educational background, and teaching experience). 70 % of all schoolteachers were trained on CFS philosophy Topic 2: Expectations of CFS concept Due to programme, they have a new level of communication with students and other teachers. Programme helps not only improve learning achievements of students but also develop in them skills of working in team, mutual help, support, and tolerance. Topic 3: Most important challenges of child-centred learning Quantity of students in class (more than 35), quantity of groups in class takes long time for presentations. Nearly there are no possibilities to interact and share experience with the colleagues, which are teaching the same subject to discuss obstacles in implementation. Topic 4: CFS in practice Usually at the lessons, teachers apply group work, activities on developing communication skills. At the lessons, students have an opportunity to asses themselves and their classmates. Topic 5: Cooperation with students, parents, and communities There is a trusteeship committee functioning at school. Parents are involved in all out of classes activities and they also visit lessons.



Topic 1: Introduction 10 teachers were involved in focus group discussion (1 of them teacher of Russian language, 1 teacher of informatics, 1 – geography, 7 teachers – primary education). They shared information about themselves (age, educational background, and teaching experience). Teachers noted that CFS programme helps them to rise their qualification Topic 2: Expectations of CFS concept Teachers expressed their positive attitude to the programme and to the idea of its expansion because it helps students develop communication skills, tolerance an critical thinking. Teachers mentioned independent working of students as a main difference between traditional approach of teaching and child friendly approach. Topic 3: Most important challenges of child-centred learning In general, teachers have no difficulties on implementation child-centred learning, but sometimes they have not much time at the lesson to do it. Topic 4: CFS in practice Very interesting activities make lesson very lively. In particularly it is very convenient to apply on extra curriculum classes (courses) because it helps to achieve very good results. Students have an opportunity to asses themselves and their classmates Topic 5: Cooperation with students, parents, and communities Parents are aware of ideas of the programme. They want to be more involved in seminar training on CFS (as participants)



Topic 1: Introduction 9 teachers were involved in focus group discussion (all female). All of them were trained on CFS programme, 1 - primary education teacher (attended on 3 days seminar), 2 teacher of history (attended on 5 days seminar), 2 teachers – mother tongue and literature (attended on 3 days seminar), and 2 teachers of Russian language were trained in cascade method Topic 2: Expectations of CFS concept Before implementation of child –centred learning students felt shy to express their opinion. Now they fell more confident, they are more active at the lessons; during the work, they usually try to help each other. Teachers noted that this programme useful not only for students but also for development of school and society. Topic 3: Most important challenges of child-centred learning Lack of time and resources were mentioned as the main challenges. Topic 4: CFS in practice Teachers find it very convenient and useful to apply at revising lessons (group work). They also noted they have various activities to apply at the lessons depend on the topic. Usually teachers visiting lessons of their colleagues Topic 5: Cooperation with students, parents, and communities Parents are involved in all school activities. Teaches apply interactive methods in conducting meetings with parents. Due to this parents became more involved and interested in meetings and school life.



Topic 1: Introduction 12 parents were involved in focus group discussion (1 male). They shared information about themselves and their children. Topic 2: Expectations of CFS concept Parents aware about the CFS programme and expressed their positive attitude to implementation of child friendly approach at school. Parents think that programme should continue to grow because it helps students to develop life skills and to improve their relationship with teachers and other students. Topic 3: Most important challenges of child-centred learning Quantity of students in class and lighting is not good in some classrooms. Parents do not think that child-centred learning is expensive and time consuming. Topic 4: CFS in practice Parents noted that children usually share their opinion about school and they are very interested to go to school, lessons are very interesting and they like to work in groups at the lessons. Parents of youngest children (primary education) also noted that their children like their school and teachers. Parents observed that their children feel more confidence to express their opinion and they have good communication skills. Topic 5: Cooperation with students, parents, and communities Parents come to school very often; they usually prepare homework together with their children. Parents also like that during the lessons students have an opportunity to asses themselves and their classmates. They also express their positive attitude to school administration and teachers.



Topic 1: Introduction 11 parents were involved in focus group discussion (1 - male). They shared information about themselves and their children. Topic 2: Expectations of CFS concept Parents noted that due to programme, relations among students became friendly; students have improved their learning achievements. Parents think that programme should continue to grow and in 5 -10 years they want to see all schools of our Republic practicing child-centred learning and to be fully equipped with computers and other technology Topic 3: Most important challenges of child-centred learning School territory has no fences. Teachers of English language change from time to time (come and go very often) Topic 4: CFS in practice Parents observed positive changing in behaviour their children, attitude to teachers, to other classmates, to school. They became more interested in school subjects and school life. Parents know about learning achievements of their children from school diary, from meetings, conversations with child and teachers. Topic 5: Cooperation with students, parents, and communities Parents regularly come to meeting and take an active part in all school activities (out of classes) Parents also like that during the lessons students have an opportunity to asses themselves and their classmates.



Topic 1: Introduction 8 parents were involved in focus group discussion. They shared information about themselves, their children and future aims. Topic 2: Expectations of CFS concept Parents think that programme should continue to grow because it help to improve relations between teachers, students and parents Topic 3: Most important challenges of child-centred learning Parents do not see any challenges and obstacles in applying child-centred learning. They suggested to conduct more seminar training on CFS in order to involve more teachers in that process Topic 4: CFS in practice Parents noted that their children do not talk to them too much about what is happening at school and at the lessons. But still they observed positive changing in behaviour of their children at home and at school. Topic 5: Cooperation with students, parents, and communities Parents regularly come to meetings. They also express their positive attitude to the teachers and methods they apply at the lessons.

Structured interviews / focus group discussions Ferghana region, pilot school


Topic 1: Introduction Deputy has high education degree. She has heard about CFS resource centre but had no chance to visit it. She noted that it would be very useful for them to learn more about CFS programme and new methods and activities. Topic 2: Expectations of CFS concept Deputy thinks that CFS gives a good chance to get quality education. The main difference between traditional approach to teaching and child-friendly approach is relations between students and teachers. CFS programme should continue to grow because it helps to develop in students’ life skills and to involve parents and community to school life. Topic 3: Most important challenges of child-centred learning Even teachers realise ideas and concept of CFS sometimes is difficult for them to change. Interactive methods of teaching are not applying every day, because teachers have to get used to that and to develop appropriate skills. She noted that teachers need resources to apply child-centred learning. Teachers still have some difficulties when come to assessment students for group work Topic 4: CFS in practice During lesson observation, she noticed that students became more confident, open and they have good presentation skills. Teachers should interact more, share experience and observe lessons of each other with further discussion of achievements and problems. They still need assistance of regional team for advice. Topic 5: Cooperation with students, parents, and communities Parents are very active in solving school problems in cooperation with teachers and school administration. Teachers applying interactive methods on conducting parents meetings, and they have very good results of this work. Parents are more interested and involved at such kind of meetings. She heard from parents that children usually discuss with their parents about school and activities they have at the lessons. School needs more collection of developed lessons because it helps teachers to know more new methods and activities they could apply at the lessons.



Topic 1: Introduction Deputy has high education degree. She has heard about CFS resources centre but had no chance to visit it. She noted that it would be very useful for them to learn more about CFS programme and new methods and activities. She has been working as a deputy from 2008 Topic 2: Expectations of CFS concept CFS helps students to be more open and communicative. During visiting lessons of the teachers applying child-centred learning she observes “working noise”, children have an opportunity to organise discussions and working on different task where they have to come up with one solution from the whole group. CFS methods are different from traditional methods of teaching, it improves relationship between students, and they became more tolerant. The main profit of CFS is that children have a chance for self- analyses, to learn more about themselves, to know their weak and strong points. Topic 3: Most important challenges of child-centred learning Even teachers realise ideas and concept of CFS sometimes is difficult for them to change. Interactive methods of teaching are not applying every day, because teachers have to get used to that and to develop appropriate skills. She noted that teachers need resources to apply child-centred learning. Teachers still have some difficulties when come to assessment students for group work Topic 4: CFS in practice During observing lessons, she noticed that students became more confident, open and they have good presentation, communication, problem solving and decision making skills. She does not think that teachers need expensive recourses and a lot of time to implement child-centred learning. Topic 5: Cooperation with students, parents, and communities Parents are very active and they are working in cooperation with teachers and school administration. They are taking part in all school activities. For example, they have sport activities “Mama, Dad and me – sport family”. It would be good to organise more seminars with involvements of parents because sometimes parents think that school is more responsible for upbringing children then family



Topic 1: Introduction Deputy has high education degree. She has heard about CFS resources centre but had no chance to visit it. She noted that it would be very useful for them to learn more about CFS programme and new methods and activities. Topic 2: Expectations of CFS concept CFS helps students to be more independent. During visiting lessons of the teachers applying child-centred learning she observes that students working with enthusiasm and find a solution that never comes to the mind of teachers. CFS methods are different from traditional methods of teaching; it improves relationship between students, students, and teachers. The main profit of CFS is developing life skills in children. She thinks that CFS should continue to grow because schools need more new and effective methods of working with children Topic 3: Most important challenges of child-centred learning Even teachers realise ideas and concept of CFS sometimes is difficult for them to change. Interactive methods of teaching are not applied every day, because teachers have to get used to that and to develop appropriate skills. She noted that teachers need resources to apply child-centred learning. Teachers still have some difficulties when come to assessment students for group work Topic 4: CFS in practice During observing lessons, she noticed that students became more confident, open and they have good presentation, communication, problem solving and decision making skills. She does not think that teachers need expensive recourses and a lot of time to implement child-centred learning. Topic 5: Cooperation with students, parents, and communities Parents are very active and they are working in cooperation with teachers and school administration. They involved in all school activities. It would be good to organise more seminars on CFS with involvements of parents it helps to strengthen relations between school and parents. School needs more collection of developed lessons because it helps teachers to know more new methods and activities they could apply at the lessons.



Topic 1: Introduction Deputy has high education degree. She has been working as a deputy from 2004. she heard a lot about CFS and thinks that their school working in accordance with CFS philosophy. Deputy want to learn more about CFS concept and new methods and activities on upbringing. Topic 2: Expectations of CFS concept Due to programme and seminars, teachers are learning to listen to the children, to conduct interesting, effective and useful lessons. It is also help to involve parents and community to school life. Students know about their rights and responsibilities, they respect and help each other. Topic 3: Most important challenges of child-centred learning Teachers still need methodological help and working on developing skill for applying child-friendly learning She thinks that sometimes teachers need recourses but it could not be an obstacle in applying child-friendly learning. Topic 4: CFS in practice During observing lessons, she noticed that students became more confident, open and they have good presentation, communication, problem solving and decision making skills. Topic 5: Cooperation with students, parents, and communities Parents are very active and they are working in cooperation with teachers and school administration. They involved in all school activities. Every Wednesday parents may come to observe lessons. Parents think that school is safe place for their children.



Topic 1: Introduction Deputy has high education degree. She has been working as a deputy from January 2009. She has never heard about CFS programme. Topic 2: Expectations of CFS concept Deputy noted that all teachers in school are very friendly and open to students. However, they do not apply interactive methods of teaching at their lessons because of the noise at such lessons. Topic 3: Most important challenges of child-centred learning Teachers aware of interactive methods of teaching but still have difficulties t apply them in practice. Topic 4: CFS in practice Deputy noted that it would be good and useful for their teachers to exchange experience with teachers from pilot schools. Topic 5: Cooperation with students, parents, and communities Parents are very active and they are working in cooperation with teachers and school administration. They involved in all school activities.




Topic 1: Introduction Students shared information about themselves, talked about their professional aspiration. All of them want to get high education and to be in future lawyer, interpreter, doctor, police employee, and teacher. Topic 2: Expectations of CFS concept Students are aware of CFS programme and child-centred learning, CRC. Students like to work in groups, interact with other students, to help each other. Only on control work, they have no opportunity to help each other. Students express their positive attitude to teachers because most of them are usually friendly and kind. Students like their school and feel safe there. Topic 3: Most important challenges of child-centred learning Students wish they could continue education in their school (in grade 10) Topic 4: CFS in practice Students like to work on different interesting tasks. Interesting activities at the lessons make them more close to each other; they have an opportunity to learn more about their classmates. And lessons pass very fast (time). Most of the teachers know students very well because most of them are working at that school for a long time. Children usually fell free to address to their teacher if there any problems. If there any conflict or problems with behaviour of some students, they all try to find a solution from such kind of situations (teacher and students). Students know about their progresses and learning achievements from teachers, school journals. Parents also informed about learning achievements of their children from teachers, school journals, school diary. Topic 5: Cooperation with students, parents, and communities Parents regularly come to participate at parents meetings, talk to teachers to know about what happening at school. Students like that they have Students Council at the school (students’ self-governance)




Topic 1: Introduction Students shared information about themselves, talked about their professional aspiration. All of them want to get high education and to be in future lawyer, economist, doctor, police employee, teacher, farmer, and diplomat. Topic 2: Expectations of CFS concept Students are aware of CFS programme and child-centred learning, CRC. Students like to work in groups, interact with other students, to help each other. Topic 3: Most important challenges of child-centred learning Sometimes after group work teacher is paying more attention to one group only – to winners. At school they have more boys then girls, and they think it would be better to have equal number of boys and girls in class. Children noted that they do not have psychologist at school. They also think “KAMOLOT” youth organisation has to improve their activities at the school. Some teachers still talking themselves most part of the lesson and student do not like it Topic 4: CFS in practice Students like to work on different interesting tasks. Interesting activities at the lessons make them more close to each other; they have an opportunity to learn more about their classmates. And lessons pass very fast (time). Children usually fell free to address to their teacher if there any problems. If there any conflict or problems with behaviour of some students, they all try to find a solution from such kind of situations at class meetings (teacher and students). Sometimes they can address to the director, students noted that they have a very good director Students know about their progress and learning achievements from teachers, school journals. Parents also informed about learning achievements of their children from teachers, school journals, and school diary. Topic 5: Cooperation with students, parents, and communities Parents regularly come to participate at parents meetings, talk to teachers to know about what happening at school.




Topic 1: Introduction Students shared information about themselves, talked about their professional aspiration. All of them want to get high education and to be in future a doctor, teacher, and economist. Topic 2: Expectations of CFS concept Students noted that “CFS lessons” give them an opportunity to work in cooperation and teachers give them assignments on which they have to interact and help each other. They noticed that teachers became more friendly and open. Topic 3: Most important challenges of child-centred learning Students want to have computers in each classroom so they can use them during the lesson. Computer class always closed, and opens only for informatics lessons. Topic 4: CFS in practice Most of the teachers know students very well and children usually fell free to address to their teacher if there any problems. If there any conflict or problems with behaviour of some students, they all try to find a solution from such kind of situations (teacher and students). Usually teachers explain the topic if something is not clear for students. Students know about their progresses and learning achievements from teachers, school journals. Topic 5: Cooperation with students, parents, and communities Parents regularly come to participate at parents meetings, talk to teachers to know about what happening at school. Parents usually ask children about their school life and lessons. Students want to see parents at school more often




Topic 1: Introduction Students shared information about themselves, talked about their professional aspiration. All of them want to get high education and to be in future a doctor, bank employee, teacher, and economist. Topic 2: Expectations of CFS concept Students noted that “CFS lessons” give them an opportunity to work in cooperation. They noticed that boys became friendlier towards girls. Topic 3: Most important challenges of child-centred learning Students want to see younger teachers so it would be easier to communicate with them. Students do not like when teacher talking herself the most part of the lesson. They do not like when teachers the most part of the lesson working with “strong” students. Topic 4: CFS in practice Most of the teachers know students very well and children usually fell free to address to their teacher if there any problems. If there any conflict or problems with behaviour of some students, they all try to find a solution from such kind of situations (teacher and students). Sometimes teachers do not want to explain the topic if something is not clear for students. Students know about their progresses and learning achievements from teachers, school journals. Topic 5: Cooperation with students, parents, and communities Parents regularly come to participate at parents meetings, talk to teachers to know about what happening at school. Parents usually ask children about their school life and lessons. Students want to see parents at school more often

Structured interviews / focus group discussions Ferghana region, control school

Director Deputy Administrator Teachers Students (control school)


Topic 1: Introduction Students shared information about themselves, talked about their professional aspiration. All of them want to get high education and to be in future a doctor, lawyer, police, teacher, and economist. Topic 2: Expectations of CFS concept Students have never heard about CFS programme and child-centred leaning. They pointed that some teachers are friendly to them. Student said that it would be very interesting to try to work in groups more often. Student do not like that teachers complain to their parents if there some insignificant problems in behaviour. Some teacher have a very good knowledge but have no skills to listen to the students. Topic 3: Most important challenges of child-centred learning Students want to have Students Council at school so they have an opportunity to be more involved in school life. Topic 4: CFS in practice Sometimes at the open lessons, they have interesting activities. Most of the teachers know students very well and children usually fell free to address to their teacher if there any problems. If there any conflict or problems with behaviour of some students, teachers ask parents of that students to come to school. Some teachers explain the topic if something is not clear for students. Students know about their progresses and learning achievements school journals. Topic 5: Cooperation with students, parents, and communities Parents regularly come to participate at parents meetings because all of them live near the school (from one makhalla) Parents usually ask children about their school life and lessons. Students want to see parents at school more often



Topic 1: Introduction 11 teachers were involved in focus group discussion. 4 of them attended seminar trainings on CFS Topic 2: Expectations of CFS concept Teachers expect that due to programme parents, students in all schools of our Republic will change their attitude to learning process, and teachers will improve their approach to education and teaching Topic 3: Most important challenges of child-centred learning Quantity of students in class (more then 35) Topic 4: CFS in practice At the lessons, teachers apply elements of interactive methods of teaching. Students became more interested and active at the lessons. Topic 5: Cooperation with students, parents, and communities There is a close cooperation between teachers, parents, and makhalla. Parents regularly come to meetings, observing lessons. On Parents meetings teachers and parents usually discuss issues of school self-governance.



Topic 1: Introduction 8 teachers were involved in focus group discussion. All of them have been trained on seminar trainings on CFS in 2008 Topic 2: Expectations of CFS concept Teachers expect that due to programme the interest of administration towards interests and problems of teachers will increase. The main difference between tradition approach to education and child-friendly approach is mutual respect and cooperation. Topic 3: Most important challenges of child-centred learning There were some difficulties at the beginning of the work with students on applying child-centred learning, because children do not get used to work in groups and to accept different visions and opinion of each other. It is important when talking to children about their right to remind them about their responsibilities. Topic 4: CFS in practice Because of the shortage of time, teachers cannot conduct seminar trainings for their colleagues, but they share all materials and knowledge they received during CFS trainings through open lessons. Topic 5: Cooperation with students, parents, and communities There is a close cooperation between teachers, parents, and makhalla. Parents regularly come to meetings, observing lessons. Parents also help to solve some problems at school.



Topic 1: Introduction 9 teachers were involved in focus group discussion. All of the teachers have High education degree. Teachers noted that CFS Resources centre work in close cooperation with Teachers retraining institute Topic 2: Expectations of CFS concept Lessons with implementation of child-centred methods are different from traditional lessons due to the various activities, interaction, and mutual respect. This programme corresponds to our traditions and customs and it should continue to grow. Topic 3: Most important challenges of child-centred learning Shortage of time and teachers need more methods and activities. Topic 4: CFS in practice “Before the programme implementation I was sure that my lessons are good and interesting, but now I see that I was mistaken. And now I learned a lot and changed my approach to teaching and to education as a whole” Topic 5: Cooperation with students, parents, and communities There is a close cooperation between teachers, parents, and makhalla. Parents and makhalla members are taking an active part in school life and solving some problems.



Topic 1: Introduction 7 teachers were involved in focus group discussion. Working experience of the teachers from 3 to 22 years. Topic 2: Expectations of CFS concept CFS programme has a great meaning for the teachers because it changes their vision of school and education. This programme should continue to grow and to implemented to all schools of our Republic Topic 3: Most important challenges of child-centred learning The main challenge is the quantity of students in class (35-45) Topic 4: CFS in practice Teachers, which were trained on seminar-trainings on CFS, conducted seminars at school for other teachers. All teachers are aware of CFS concept and applying child-centred learning at their lessons. Topic 5: Cooperation with students, parents, and communities At the lessons, students actively participate in discussions and assessment. Parents are also very interested in school life, they know about the programme from their children, teachers and observed lessons.



Topic 1: Introduction 15 teachers were involved in focus group discussion. All of the teachers have heard about that programme but do not know what it is all about. Teachers showed their interested and willingness to know more about child friendly approach. Topic 2: Expectations of CFS concept Teachers hope that their school will be also included in number of pilot school in future. Topic 3: Most important challenges of child-centred learning They do not apply child-centred learning and do not know what kind of challenges they could face. Topic 4: CFS in practice Child-centred learning or interactive methods of teaching are not practicing Topic 5: Cooperation with students, parents, and communities There is a close cooperation between teachers, parents, and makhalla.



Topic 1: Introduction 8 parents were involved in focus group discussion. They shared information about themselves and their children. Topic 2: Expectations of CFS concept Parents aware about the CFS programme and expressed their positive attitude to implementation of child friendly approach at school. Parents think that programme should continue to grow because it helps students to develop life skills and to improve their relationship with teachers and other students. Topic 3: Most important challenges of child-centred learning More literature for students and teachers to be available at school library. Topic 4: CFS in practice Parents noted that children usually share their opinion about school. Parents observed that their children feel more confidence to express their opinion and they have good communication skills. Topic 5: Cooperation with students, parents, and communities Parents come to school very often; they also express their positive attitude to school administration and teachers.



Topic 1: Introduction 17 parents were involved in focus group discussion (all female). They shared information about themselves and their children. Topic 2: Expectations of CFS concept This programme supports relation of school with parents. Parents think that programme should continue to grow because it is very useful for students in terms of improving their learning achievements. Topic 3: Most important challenges of child-centred learning Parents do not see any important problems on child-centred learning implementation, and do not think that this approach is expensive and time consuming. Topic 4: CFS in practice Parents noticed that students are very interested in school life and school subjects. Parents consider school as safe place for their children Topic 5: Cooperation with students, parents, and communities Parents come to school very often; they also express their positive attitude to school administration and teachers. parents come to observe lessons, and also trying to help in case of any problems at school



Topic 1: Introduction Parents shared information about themselves and their children. All parents noted that in future they want to see their children knowledgeable, respectable persons in society Topic 2: Expectations of CFS concept Parents expect that due to programme children will get quality education, friendly and safe environment and that is why this programme should continue to grow. Topic 3: Most important challenges of child-centred learning Parents want all teachers of that school to be trained on CFS ideas to learn more methods and gain more knowledge. Topic 4: CFS in practice Parents noticed that students are very interested in school life and school subjects. Students like their school and teachers also, they have good relations with their classmates and other children at school. Topic 5: Cooperation with students, parents, and communities Parents come to school very often; they also express their positive attitude to school administration and teachers. Parents also feel free to address to teachers if they need any advice related to their children



Topic 1: Introduction 7 parents and 5 makhalla members were involved in focus group discussion. They shared information about themselves and their children. Topic 2: Expectations of CFS concept Parents aware about the CFS programme and expressed their positive attitude to implementation of child friendly approach at school. Parents think that programme should continue to grow because it helps students to develop life skills and to improve their relationship with teachers and other students. Topic 3: Most important challenges of child-centred learning Shortage of resources and time because teachers cannot apply child-centred learning at each lesson. Topic 4: CFS in practice Parents noticed that students are very interested in school life and school subjects. Children became more confident to express their opinion; in making decisions, they respect their teachers. Topic 5: Cooperation with students, parents, and communities Parents come to school very often; school, teachers, makhalla and parents work in cooperation. They take an active part in school activities



Topic 1: Introduction 8 parents were involved in focus group discussion. They shared information about themselves and their children. Topic 2: Expectations of CFS concept Parents have never heard about CFS concept or child centred learning. Topic 3: Most important challenges of child-centred learning Parents have no idea of what kind of challenges child-centred learning could come across. Topic 4: CFS in practice Parents noted that children usually talk about their school and friends at home. Topic 5: Cooperation with students, parents, and communities Parents come to meetings or in any case when teachers ask them to come to school

Structured interviews / focus group discussions Karakalpakstan, pilot school


Topic 1: Introduction Director has graduated from Tashkent State University, mathematics-informatics faculty in 1992. She has been working as a school director from 2000 Topic 2: Expectations of CFS concept Programme contributes in developing life skills in students. She wants all children get a quality education, have good communication skills, independent and critical thinking so they can use all their knowledge and skills in future, to bee a good specialists and have their own place in society, to be useful for our Country. Topic 3: Most important challenges of child-centred learning Teachers need more methodological help, more methodological manuals on implementing child-centred methods of teaching. Topic 4: CFS in practice Teachers trained on CFS seminars conducted seminar trainings for other teachers of the school and for parents also. Now all teachers are trying to implement elements of child-friendly methodology at the lessons. Students working in cooperation, all those activities have a good influence on relations among students and creation friendly environment at the lesson and at the school. Teachers observing lessons of each other, share experiences. Topic 5: Cooperation with students, parents, and communities Parents regularly come to meetings. They also are taking an active part in school activities. Parents have an opportunity to observe classes in “open doors” days. They come to seminars conducting for them and became more interested in school life and teaching process



Topic 1: Introduction Director has graduated from Tashkent State “Nizomiy” pedagogical Institute. He has been working as a school director from 2003. He is working in cooperation with CFS Resources Centre and Teachers Retraining Institute, developing methodological recommendations. Topic 2: Expectations of CFS concept Programme contributes in developing life skills in students and in teachers. It makes students to be prepared to changing life. Teachers cover with attention each student and due to this approach, every child in school feels himself/herself important. Topic 3: Most important challenges of child-centred learning Most of the teachers like to work with new approach. They try to develop lessons with minimum need of resources. Topic 4: CFS in practice Teachers collective became more united. They share experiences and knowledge, working on their skills. They became more responsible and interested in their work. Trained teachers trained other teachers in cascade method. Topic 5: Cooperation with students, parents, and communities Parents regularly come to meetings. They also are taking an active part in school activities. Parents have an opportunity to observe classes in “open doors” days. They come to seminars conducting for them and became more interested in school life and teaching process



Topic 1: Introduction Director has graduated from Nukus pedagogical Institute, history-geography faculty in 1998. He has been working as a teacher of geography from 1998. Topic 2: Expectations of CFS concept “I expect a lot…I want to see children interested not only in teaching and learning process but also hope they will be more interested in sport. I want sport achievements in our country, at Olympic Games will fill up with new winners. Students will be more confident and responsible….” Topic 3: Most important challenges of child-centred learning Firs of all administrators should be also trained on child-friendly approach. Shortage of methodological manuals, particularly in Karakalpak language. Topic 4: CFS in practice In our school, 20 % of teachers actively apply child-centred methodology at the lessons, 30 % of teachers learning CFS concept. They need to exchange the experience with other pilot school, to see how teachers in other schools implement it. Topic 5: Cooperation with students, parents, and communities Parents regularly come to meetings. They also are taking an active part in school activities. Parents have an opportunity to observe classes in “open doors” days.



Topic 1: Introduction Director has graduated from Nukus pedagogical Institute, Russian language and literature faculty in 1967. She has been working as a school director from 1996. Topic 2: Expectations of CFS concept This programme will help to change approach of the teachers to education and teaching process. Children will be more active and more interested in getting knowledge. Quality and efficiency of teaching and learning process will increase. Pedagogical collective will be more united. Topic 3: Most important challenges of child-centred learning The main challenge is inertness of some teachers at school. Topic 4: CFS in practice Trained teachers conduct seminar training for other teachers, conduct open lessons so other teachers could observe implementation of child-centred methodology at the lessons. School is working in cooperation with CFS Resources Centre in terms of methodological help and developing programmes for training. Results of implementation are usually being discussed on Pedagogical meetings. Topic 5: Cooperation with students, parents, and communities Parents regularly come to meetings. They also are taking an active part in school activities. Parents have an opportunity to observe classes in “open doors” days. Overall CFS math with National Educational Programmes “NPPT” and “Programme on schools development” and that is why is a good stimulus for implementation and has a positive impact on school and society as a whole.

Structured interviews / focus group discussions Karakalpakstan, control school


Topic 1: Introduction Director had graduated from Nukus pedagogical Institute, physics and mathematics faculty in 1970. Topic 2: Expectations of CFS concept Director is aware about CFS concept. She thinks it would be very good to implement CFS approach to all school of our Republic, because friendly environment help students to be more involved in teaching and learning process. Topic 3: Most important challenges of child-centred learning Director does not agree that this approach could be costly or time-consuming. Topic 4: CFS in practice Director noted that some teachers are aware about the CFS programme and child-centred learning. And they already trying to apply some elements of this methodology. Topic 5: Cooperation with students, parents, and communities Parents regularly come to meetings. They also are taking an active part in school activities. Parents have an opportunity to observe classes in “open doors” days.




Topic 1: Introduction Students shared information about themselves, talked about their professional aspiration. Topic 2: Expectations of CFS concept Students noted that they have very interesting lessons and they like their teachers. During the lessons, they have discussions on health, CRC, their plans on future and other interesting issues and problems. And due to this they learn a lot of useful things and learn how to solve problems, to come out of difficult situations, to express their opinion. Topic 3: Most important challenges of child-centred learning Quantity of students in class Topic 4: CFS in practice Because of the quantity of students in class, they have to be divided in 7-8 groups, and sometimes it takes too much time for presentation of each group. Students want to attend more seminar trainings on CFS Topic 5: Cooperation with students, parents, and communities Their parents think positive about school, teachers, and school administration. Parents come to meetings. They also help students with their home tasks.




Topic 1: Introduction Students shared information about themselves, talked about the history of their names. Topic 2: Expectations of CFS concept Students noted that they became more active at the lessons. They like the way teachers teach them. They have many interesting activities at the lessons and at school. “On maths lesson we learnt how better to distribute finance for family budget. It was very interesting!” Topic 3: Most important challenges of child-centred learning Students did not mention any challenges. Topic 4: CFS in practice Students noted they like to interact with their classmates during the lessons, and to learn more about them. They like to work on tasks related to real life, because they can use this knowledge in future after finishing school. Topic 5: Cooperation with students, parents, and communities Students happy to see their parents taking part in school activities and at the lessons.




Topic 1: Introduction Students shared information about themselves, talked about their professional aspiration. Topic 2: Expectations of CFS concept Students are aware about the CFS programme. They like their lessons because they are very interesting, they like to work in cooperation and to help their classmates Topic 3: Most important challenges of child-centred learning Students did not mention any challenges and they do not think that for conducting such lessons they need more resources and additional time. Topic 4: CFS in practice Teachers are usually kind and open. Students fell free to share their problems with teachers. Due to group work and other activities students do not feel shy to express their opinion Topic 5: Cooperation with students, parents, and communities Parents usually very interested with what happening at school and at the lessons. They regularly come to meetings and participate in all school activities.




Topic 1: Introduction Students shared information about themselves, talked about their professional aspiration. Topic 2: Expectations of CFS concept “When we are working in group or in pairs we always try to listen o each other, to help someone or ask for help. We share ideas and express our opinion even sometimes it different from opinion of others. I think all that will help in future to communicate with other people to work with them in one team, to achieve my goals” Topic 3: Most important challenges of child-centred learning Students do not think that for conducting interactive lessons they need more resources and additional time. They noted that they use resources that they have. Topic 4: CFS in practice Teachers are usually kind and open. Students fell free to share their problems with teachers, and in case of any conflict they try to find a solution together on class meetings. Topic 5: Cooperation with students, parents, and communities Parents usually very interested with what happening at school and at the lessons. They regularly come to meetings and participate in all school activities.


Director Deputy Administrator Teachers Students (control school )


Topic 1: Introduction Students shared information about themselves, talked about their professional aspiration. Topic 2: Expectations of CFS concept Students express their good attitude to teachers. Sometimes they have very interesting lessons Topic 3: Most important challenges of child-centred learning Students want to participate at seminar on CFS or CRC. They want their school to be involved in CFS programme. Topic 4: CFS in practice Teachers are applying interactive methods of teaching at the lessons. Topic 5: Cooperation with students, parents, and communities Parents usually very interested with what happening at school and at the lessons. They regularly come to meetings and participate in all school activities.




Topic 1: Introduction Teachers shared information about themselves (age, educational background, and teaching experience). Teachers are aware about CFS concept. They attended seminar trainings conducted in CFS Resources Centre and Institute of Teachers Retraining. Topic 2: Expectations of CFS concept This programme helped teachers realise that they are not teachers of subjects but teachers of children. This programme helps to develop life skills and attitudes. In future, teachers want to see all schools of Republic involved in CFS programme and our students getting quality education and life skills. Topic 3: Most important challenges of child-centred learning Teachers noted that at first stage of programme implementation it was difficult for them to divide students into groups, in particularly they did not know how to asses students for group work, and how they should asses skills. Even now, teachers have no enough skills to apply some methods and activities at the lessons. That is why collection of developed lessons is very helpful for them. Topic 4: CFS in practice All teachers are applying child-centred learning methods at the lessons. They noticed that children became more involved and interested in school subjects. Students usually very active at the lessons where they have to deal with problems solving, making decisions. Most of the home tasks are also involving parents and friends of the students. Topic 5: Cooperation with students, parents, and communities Parents and Makhalla take an active part in all school activities and problems solving. Teachers know about CFS from their children, home tasks, and observed lessons.




Topic 1: Introduction Teachers shared information about themselves (age, educational background, and teaching experience). Teachers are aware about CFS concept. They attended seminar trainings conducted in CFS Resources Centre. Topic 2: Expectations of CFS concept CFS programme should continue to grow because it makes process of teaching and learning very interesting and various. It helps students to be more involved at the lessons, and teachers became more creative. Topic 3: Most important challenges of child-centred learning Teachers have no skills to apply some methods and activities at the lessons. They still have some questions relate to new methods. Topic 4: CFS in practice Trained teachers conducted seminars for their colleagues. All teachers are applying child-centred learning methods at the lessons. They noticed that children became more involved and interested in school subjects. Topic 5: Cooperation with students, parents, and communities Parents regularly come to meetings. Parents and Makhalla take an active part in all school activities and problems solving. Teachers know about CFS from their children, teachers, and observed lessons.




Topic 1: Introduction 10 teachers were involved in focus group discussion. They shared information about themselves (age, educational background, and teaching experience). Teachers are aware about CFS concept. They attended seminar trainings conducted in CFS Resources Centre. They noted that it is very convenient for them to visit CFS Resources Centre for methodological advice while they attending courses in Teachers Retraining Institute. Topic 2: Expectations of CFS concept CFS programme helps to improve relations between teachers and students, students and students and to involve parents to school life. Students like to come to school because they have various and interesting activities at the lessons. Topic 3: Most important challenges of child-centred learning There were some difficulties on applying child–centred methods at the beginning, because it was something new, but know teachers and students get used to it. Teachers do not think that child-friendly approach is expensive and time consuming. Topic 4: CFS in practice Trained teachers conducted seminars for their colleagues in cascade method. They are inviting other teachers to visit their lessons. They also shared information about different tools of assessment and criteria of self-assessment and assessment by classmates. All teachers are applying child-centred learning methods at the lessons. They noticed that children became more involved and interested in school subjects. Topic 5: Cooperation with students, parents, and communities Parents regularly come to meetings. Parents and Makhalla take an active part in all school activities. Parents know about CFS from their children, home tasks, and observed lessons.




Topic 1: Introduction Teachers shared information about themselves (age, educational background, and teaching experience). Teachers are aware about CFS concept. They attended seminar trainings on CFS Topic 2: Expectations of CFS concept CFS programme helps to improve relations between teachers and students, makes them more interested in school and school subjects. Teachers have to be more creative to work more on themselves because students waiting for new activities at the lessons. At the lessons, tasks related with real life situations and help to develop life skills in students. At the lessons, they have an opportunity to think of their future. Topic 3: Most important challenges of child-centred learning There were some difficulties on applying child–centred methods in terms of time, now they became more experienced and know how long each step of the lesson will take. Teachers do not think that child-friendly approach is expensive and time consuming. Topic 4: CFS in practice Trained teachers conducted seminars for their colleagues in cascade method. They are inviting other teachers to visit their lessons. They also shared information about different tools of assessment and criteria of self-assessment and assessment by classmates. All teachers are applying child-centred learning methods at the lessons. Topic 5: Cooperation with students, parents, and communities Parents regularly come to meetings. Parents and Makhalla take an active part in all school activities. Parents know about CFS from their children, home tasks, and observed lessons.




Topic 1: Introduction Teachers shared information about themselves (age, educational background, and teaching experience). Teachers are aware about the CFS programme from courses on Teachers Retraining Institute. Topic 2: Expectations of CFS concept Teachers want to attend seminar training on child-centred learning, because it is actual for present time, and they want to learn new ways and approaches to work with students to involve them in learning process. Topic 3: Most important challenges of child-centred learning Quantity of students in class Topic 4: CFS in practice Teachers are applying interactive methods of teaching at their lessons. They interact with their colleagues, visiting lessons of each other, sharing experience and new information and methods. Topic 5: Cooperation with students, parents, and communities Parents regularly come to meetings. Parents and Makhalla take an active part in all school activities. At school they have “communication” books for parents.



Topic 1: Introduction Parents shared information about themselves and their children. Topic 2: Expectations of CFS concept Parents aware about the CFS programme and expressed their positive attitude to implementation of child centred methods on the lessons. They noted that it would help in developing in students creative abilities, to form good relations between children at school and in class. Parents told that they became more involved in process of learning because sometimes children need them for their home tasks. Topic 3: Most important challenges of child-centred learning All teachers should be trained. Topic 4: CFS in practice Parents noticed positive changes in children behaviour at home. They always retell about interesting activities they had at the lessons. Parents think that such kind of lessons and activities helped children to discover their talents and potential. Topic 5: Cooperation with students, parents, and communities Parents, students, and teachers are working in cooperation on solving school problems and conducting out of classes activities. Makhalla members are also involved in some activities conducting at school



Topic 1: Introduction Parents shared information about themselves and their children, talked about future of their children. Topic 2: Expectations of CFS concept Parents aware about the CFS programme from children. They noticed that children are happy to have such interesting lessons. And if children interested in school subject they will learn more and will get quality education Topic 3: Most important challenges of child-centred learning Parents do not think that child-friendly approach is time consuming or requires expensive resources. Topic 4: CFS in practice Children retell about interesting activities they had at the lessons. Children became more active and responsible and they like to go to school Topic 5: Cooperation with students, parents, and communities Parents, students, and teachers are working in cooperation on solving school problems and conducting out of classes activities. Makhalla members are also involved in some activities conducting at school. Parents come to observe lessons and talk to teachers about their children



Topic 1: Introduction Parents shared information about themselves and their children. Topic 2: Expectations of CFS concept Parents are aware about the CFS programme. This programme great meaning for Uzbekistan also because it helps children to became socially competent individuals, to be good and responsible specialists. In 5 -10 years they want to see all schools implementing child-friendly approach, to see the children continue their education and to have a good profession. Topic 3: Most important challenges of child-centred learning Parents do not think that child-friendly approach is time consuming or requires expensive resources Topic 4: CFS in practice Children feel happy to have interesting activities at the lessons. They are more involved and interested in some subjects. They like to go to school and to work in cooperation with other classmates, to share opinion. They are in good relations with their teachers and classmates. Topic 5: Cooperation with students, parents, and communities Parents, students, and teachers are working in cooperation on solving school problems and conducting out of classes activities. Makhalla members are also involved in some activities conducting at school. Parents come to observe lessons and talk to teachers about their children. They express their positive attitude to teachers and school administration



Topic 1: Introduction 12 parents were involved in focus group discussion. They shared information about themselves and their children, their dreams about the future of their children Topic 2: Expectations of CFS concept Parents are aware about the CFS programme. This programme helps to develop life skills and to involve parents in school life, to improve relations among students and teachers. Topic 3: Most important challenges of child-centred learning Parents want all teachers to be trained so their children have such kind of good and interesting lessons on each subjects. Topic 4: CFS in practice Children feel happy to have interesting activities at the lessons. They are more involved and interested in some subjects. They like to go to school and to work in cooperation with other classmates, to share opinion. They are in good relations with their teachers and classmates. Topic 5: Cooperation with students, parents, and communities Parents, students, and teachers are working in cooperation on solving school problems and conducting out of classes activities. Makhalla members are also involved in some activities conducting at school. Parents come to observe lessons and talk to teachers about their children. They express their positive attitude to teachers and school administration



Topic 1: Introduction Parents shared information about themselves and their children, their dreams about the future of their children Topic 2: Expectations of CFS concept Parents are not aware about the CFS programme. But they noted that like the way teachers teach their children. Topic 3: Most important challenges of child-centred learning Sometimes teachers are very strict in term of assessment of students knowledge Topic 4: CFS in practice Children like their teachers and school. Sometimes they have interesting lessons and tell about it to their parents. . Topic 5: Cooperation with students, parents, and communities Parents, students, and teachers are working in cooperation on solving school problems and conducting out of classes activities. Makhalla members are also involved in some activities conducting at school. Parents come to observe lessons and talk to teachers about their children.

Structured interviews / focus group discussions Khorezm, pilot school


Topic 1: Introduction Director has been graduated from University in 1981. He has been working as a director from 2000 Topic 2: Expectations of CFS concept School has been involved in CFS programme form 2006. 18 teachers have been trained on seminar trainings on CFS. Director noted that due CFS programme, they were improving quality of knowledge of students, developing life skills. Topic 3: Most important challenges of child-centred learning Teachers need more knowledge and methods on CFS. They need to see implementation of the programme in other schools and regions. It would be useful to know about experience of other countries on CFS implementation. Topic 4: CFS in practice Most of teachers apply child-centred methods at the lessons. School has very good extracurricular work for students. Teachers usually help in solving problem or conflicts if there any at school or families. Students have their Council and develop some activities on school self-governance Topic 5: Cooperation with students, parents, and communities School has trusteeship committee. Parents regularly come to meetings. They also are taking an active part in school activities. Parents have an opportunity to observe classes in “open doors” days.



Topic 1: Introduction Director has been working as a director from 2007. Topic 2: Expectations of CFS concept CFS programme help to improve environment at school. Teachers and students became more creative. School improved her situation, from 24th place on rating position moved to 3rd place. Topic 3: Most important challenges of child-centred learning Teachers need methodological literature. Topic 4: CFS in practice Teachers are conducting seminar training on CFS at school. Most of teachers apply child-centred methods at the lessons. School has very good extracurricular work for students, even Youth Theatre, Dolls theatre Topic 5: Cooperation with students, parents, and communities School has trusteeship committee. Parents regularly come to meetings. They also are taking an active part in school activities. Parents have an opportunity to observe classes in “open doors” days.



Topic 1: Introduction Director has been working as a director from 2005. Topic 2: Expectations of CFS concept CFS programme help to develops capacity and life skills, involves parents to participate in school life, and makes teachers more creative. In compare with traditional approach to teaching, child-friendly approach gives an opportunity to students for more interaction at the lessons. Topic 3: Most important challenges of child-centred learning Teachers need to attend practical trainings on CFS. Topic 4: CFS in practice Teachers are conducting seminar training on CFS at school. Most of teachers apply child-centred methods at the lessons. After seminar “Effective school management”, they organise Trusteeship committee at school and develop activities on school self-governance Topic 5: Cooperation with students, parents, and communities School has trusteeship committee. Parents regularly come to meetings. They also are taking an active part in school activities. Parents have an opportunity to observe classes in “open doors” days. Makhalla also involved in all school activities.



Topic 1: Introduction Director has been working as a director from 2004. Topic 2: Expectations of CFS concept CFS programme help to develops life skills in students and teachers. In compare with traditional approach to teaching, child-friendly approach gives an opportunity to students for more interaction at the lessons. It helps to create friendly environment at school Topic 3: Most important challenges of child-centred learning Teachers need to attend practical trainings on CFS. Some trained teachers left school and they more leader teachers to be trained in order to spread new methods and knowledge among other teachers at school. Topic 4: CFS in practice Students working in cooperation, all those activities have a good influence on relations among students and creation friendly environment at the lesson and at the school. Teachers observing lessons of each other, share experiences. Topic 5: Cooperation with students, parents, and communities Parents regularly come to meetings. They also are taking an active part in school activities. Parents have an opportunity to observe classes in “open doors” days. Makhalla also involved in all school activities.

Structured interviews / focus group discussions Khorezm region, pilot school



Topic 1: Introduction Students shared information about themselves, talked about their professional aspiration. All of them want to get high education and to be in future lawyer, police employee, bank employee, and teacher. Topic 2: Expectations of CFS concept Students are aware of CFS programme and child-centred learning, CRC. They said that teachers start applying new methods from 2007. Students noted that even “weak” students became more interested and active at the lessons. Students feel free to share their problems with their teacher. Students want at their school to be more activities on self-governance (Students Council) Topic 3: Most important challenges of child-centred learning Students did not mention any challenges of child-centred learning Topic 4: CFS in practice Students noted that teachers conduct a various interesting activities at the lessons; they like to work on different tasks together. Interesting activities at the lessons make them more close to each other; they have an opportunity to learn more about their classmates. At the lessons, teachers apply different tools of assessment, including self-assessment, assessment by classmates, encouragement cards. Topic 5: Cooperation with students, parents, and communities Parents regularly come to participate at parents meetings, to observe lessons, talk to teachers to know about what happening at school. Parents are actively involved in all school activities, and usually help to conduct them.




Topic 1: Introduction 10 students were involved in focus group discussion. They shared information about themselves, talked about their professional aspiration their dreams about future. Topic 2: Expectations of CFS concept Students are aware of CFS programme and child-centred learning, CRC. They like their lessons because they are very interesting, they like to work in cooperation and to help their classmates. Students’ opinion about their teachers is positive. Teachers became friendlier, and they can share their opinion and problems with the teachers. Topic 3: Most important challenges of child-centred learning Students did not mention any challenges of child-centred learning and they do not thing that child-centred methods are time consuming and costly. Topic 4: CFS in practice Usually teachers explain the topic if something is not clear for students. Teachers always help during preparation to different completion and other activities at school. Topic 5: Cooperation with students, parents, and communities Parents regularly come to participate at parents meetings, to observe lessons, talk to teachers to know about what happening at school. Parents are actively involved in all school activities, and usually help to conduct them.




Topic 1: Introduction Students shared information about themselves, talked about their professional aspiration their dreams about future. All of them want to get high education and to be in future lawyer, psychologist, actor, diplomat, flight attendant, and dressmaker. Topic 2: Expectations of CFS concept Students are aware of CFS programme and child-centred learning. They like their lessons because they are very interesting, they like to work in cooperation and to help their classmates. They noticed that teachers became more friendly and open. Topic 3: Most important challenges of child-centred learning Students did not mention any challenges of child-centred learning and they do not thing that child-centred methods are time consuming and costly, they usually use resources every student have for lessons. Topic 4: CFS in practice Teachers are usually kind and open. Students fell free to share their problems with teachers. If there any conflict or problems with behaviour of some students, they all try to find a solution from such kind of situations (teacher and students) on class meeting. Usually teachers explain the topic if something is not clear for students. Topic 5: Cooperation with students, parents, and communities Parents regularly come to participate at parents meetings, to observe lessons, talk to teachers to know about what happening at school. Parents are actively involved in all school activities, and usually help to conduct them.




Topic 1: Introduction Students shared information about themselves, talked about their professional aspiration their dreams about future. Topic 2: Expectations of CFS concept Students are aware of CFS programme and child-centred learning. They like to work in cooperation and to help their classmates. They noticed that teachers became more friendly and open. In 5-10 years, they want to have high education, to be good specialist, to be useful for our Republic, to travel and to tell the whole world about our tradition and culture, organise exhibitions and other activities. Topic 3: Most important challenges of child-centred learning Students want to have sport hall in their school. Topic 4: CFS in practice Students like to work on different interesting tasks. Interesting activities at the lessons make them more close to each other; they have an opportunity to learn more about their classmates. Children usually fell free to address to their teacher if there any problems. At the lessons, teachers apply different tools of assessment, including self-assessment, assessment by classmates, encouragement cards. Topic 5: Cooperation with students, parents, and communities Parents regularly come to participate at parents meetings, to observe lessons, talk to teachers to know about what happening at school. Parents are actively involved in all school activities, and usually help to conduct them.



Topic 1: Introduction 10 teachers were involved in focus group discussion. They briefly shared the information about themselves. Topic 2: Expectations of CFS concept Teachers consider CFS as a source of new educational approach that helps students to develop into socially competent individuals. That approach help not only to give knowledge but also to develop life skills, attitudes. Topic 3: Most important challenges of child-centred learning At the beginning, teachers faced some difficulties in terms of time planning, and applying developed lessons on CFS at the lessons. Now they have no this problem. Teachers need methodological help and assistance of CFS Resources Centre. Topic 4: CFS in practice Trained teachers train other teachers with cascade method. Every month they conduct one seminar for all teachers. Teachers are practicing new methods on extracurricular classes also. Topic 5: Cooperation with students, parents, and communities Teachers noted that for strengthening cooperation with parents and makhalla it would be good to conduct seminar trainings for parents.



Topic 1: Introduction 12 teachers were involved in focus group discussion. They briefly shared the information about themselves. 5 teachers attended seminar trainings on CFS Topic 2: Expectations of CFS concept Teachers pointed that CFS programme should cover not only basic schools but also kindergartens and colleges. It would be good to conduct advanced practical trainings for teachers so they might develop appropriate skills to apply child-centred methodology at the lessons. Topic 3: Most important challenges of child-centred learning Teachers do not see any serious obstacles in applying child-centred learning at school and at the lessons. Topic 4: CFS in practice Trained teachers conduct seminar training for other teachers at school. Teachers interact and share experiences and new information they have. In practise, they realised that they should work at the lessons as facilitators. During the implementation of CFS at school teachers observed that attendance of students improved. Topic 5: Cooperation with students, parents, and communities Even sometimes it difficult for parents to understand the philosophy of CFS they are interested in school life and cooperate with teachers. They are actively involved in all school activities and regularly come to meetings.



Topic 1: Introduction 8 teachers were involved in focus group discussion. They briefly share the information about themselves. 4 teachers attended seminar trainings on CFS Topic 2: Expectations of CFS concept Teachers pointed that CFS programme should cover not only basic schools but also kinder gardens, colleges and Institutes. It would be good for our students to continue education at the similar friendly environments. Topic 3: Most important challenges of child-centred learning Teachers do not see any serious obstacles in applying child-centred learning at school and at the lessons and do not agree that this approach is time-consuming and costly. Teachers need methodological help and methodological literature. Topic 4: CFS in practice Trained teachers conduct seminar training for other teachers at school. Once a month leader-teachers from that school visit CFS Resources Centre to get some new information and assistance in developing lessons and programmes for trainings. School has a good system of extracurricular classes on subjects and for developing creativity of students (dancing, painting, and singing) Topic 5: Cooperation with students, parents, and communities Parents, makhalla and teachers working in cooperation on school activities and problems solving. Teachers regularly come to meetings.



Topic 1: Introduction 8 teachers were involved in focus group discussion. They briefly shared the information about themselves, talked about their school and positive impact of CFS programme. Topic 2: Expectations of CFS concept Implementation of CFS programme helps to improve environment at school, relations with parents, students, and teachers. Topic 3: Most important challenges of child-centred learning Teachers noted that there were some difficulties in applying child-centred method at the beginning. It was difficult to manage to do every step in time, to work with groups to conduct discussions with students, but now they feel confident to do all this without any difficulties because teachers and students get used to it. Teachers have already developed skills to conduct such kind of lessons and students have developed skills to work in cooperation, to express their opinion and to assess themselves. Topic 4: CFS in practice All the teachers are implementing child-centred methods at the lessons. Students became more interested in school subjects, they enjoy interact with their classmates, to express their opinion, to contribute in discussion. Topic 5: Cooperation with students, parents, and communities Parents, makhalla and teachers working in cooperation on school activities and problems solving. Teachers regularly come to meetings. Teachers are applying interactive methods of teaching in conducting meetings with parents. Parents are very interested in what happening at school and with progresses and learning achievements of their children.



Topic 1: Introduction Parents shared information about themselves, their children. They talked about school and teachers, remember the time they were students Topic 2: Expectations of CFS concept Parents are aware about the CFS programme and expressed their positive attitude to implementation of child centred methods on the lessons. Parents think that that implementation of the programme should start from kinder gardens, it would help to achieve better results in upbringing work Topic 3: Most important challenges of child-centred learning Not all parents realise the meaning of CFS approach and importance of life skills in children life. Parents noted that it would be good to conduct more seminars and activities on CFS. Topic 4: CFS in practice Parents noticed positive changes in children behaviour. Children became more responsible and more interested in their future education. Some parents became more involved in school activities. They expressed their positive attitude to teachers and school administration. Topic 5: Cooperation with students, parents, and communities Parents, students, and teachers are working in cooperation on solving school problems and conducting out of classes activities. Makhalla members are also involved in some activities conducting at school



Topic 1: Introduction Parents shared information about themselves, their children. They remember the time they were students. Topic 2: Expectations of CFS concept Parents are aware about the CFS programme. They think that programme should continue to grow because it helps students and teachers to improve their relationship, to involve students in learning process and as a result to improve their learning achievements. Topic 3: Most important challenges of child-centred learning Parent think that sometimes students need additional resources. Topic 4: CFS in practice Students usually share their opinion about school with the parents. Parents observed that their children feel more confidence to express their opinion and they have good communication skills. Students like their school and teachers; they have good relations with their classmates and other children at school Topic 5: Cooperation with students, parents, and communities Parents, students, and teachers are working in cooperation on solving school problems and conducting out of classes activities. Makhalla members are also involved in some activities conducting at school



Topic 1: Introduction Parents shared information about themselves, their children. Topic 2: Expectations of CFS concept Parents are aware about the CFS programme. Parents expect that due to the programme, children will get quality education, a friendly and safe environment. That is why this programme should continue to grow. Topic 3: Most important challenges of child-centred learning School has problems with staff shortage. Parents want school to open more classes for primary education, because many parents want their children to study in this school and school. Topic 4: CFS in practice Students usually share their opinion about school with the parents. Parents noticed that students are very interested in school life and school subjects. Topic 5: Cooperation with students, parents, and communities Parents, students, and teachers are working in cooperation on solving school problems and conducting out of classes activities. Makhalla members are also involved in some activities conducting at school



Topic 1: Introduction Parents shared information about themselves, their children. Topic 2: Expectations of CFS concept Parents are aware about the CFS programme. Parents expect that the programme would cover kindergartens, colleges, institutes, and universities. They also want all teachers to apply child-centred methodology at the lessons, not only few at school. Topic 3: Most important challenges of child-centred learning They feel some difficulties to involve makhalla Topic 4: CFS in practice Students usually share their opinion about school with the parents. Parents noticed that students are very interested in school life and school subjects. Children became more confident to express their opinion; in making decisions, they respect their teachers Topic 5: Cooperation with students, parents, and communities Parents, students, and teachers are working in cooperation on solving school problems and conducting out of classes activities.

APPENDIX 8:

Documentation of the presentation on important institutional linkages developed by participants of the Validation Workshop

Remarks: The following photographs show the original charts developed, followed by an English translation of the key elements as written on the cards. The task was to outline important areas of inter-institutional cooperation, and also to explain what kinds of specific support would be required in order to strengthen the CFS Programme at an institutional level. The charts are meant to be followed up upon and to be developed further during the forthcoming education sector analysis. Group 1

Group 2

Group 3

Group 1 Support needed Political support Methodological support In-service support Scientific support Technical support (resources, infrastructure)

ADB

UNICEF WB

MoPE

MoSSHE

ISTTI

Republican Centre of Education

PI

Universities

Schools

Uzbek Scientific Research Institute of Pedagogical Sciences (Kary Niyazy)

Republican ISTTI

In-Service Institute nof teachers (pre-school education)

Republican Diagnostic

centre

Oblast Education

Centre

Pedagogical Colleges

Steps Personal Organisational

analysis of actions Internet Sharing experiences Searching for new activities Working with mass media

to learn target groups to define directions of activities to define purposes and tasks to develop and improve programme, modules, and the preparation of resources to prepare/train facilitators to conduct school visits to work with the mass media

Group 2

ADB

UNICEF

WB

MoPE

MoSSHE

ISTTI

Republican Centre of Education

PI

Universities

Schools


Center of Special Seocndary and

Professional Education

Local Authorities (Khokimiyats)

Community

Group 3 Support needed: 1. In-Service, retraining of specialists 2. Strengthening legislative base 3. Technical assistance 4. Financial support 5. ICT

ADB

UNICEF

WB

MoPE

MoSSHE

ISTTI Republican Centre of Education

PI

Universities

Schools


Pedagogical College