Child-Friendly School improvement guideline for lower secondary schools in the Kachin area of Myanmar
Issued Date
2022-01-01
Resource Type
eISSN
24523151
Scopus ID
2-s2.0-85127466205
Journal Title
Kasetsart Journal of Social Sciences
Volume
43
Issue
1
Start Page
209
End Page
216
Rights Holder(s)
SCOPUS
Bibliographic Citation
Kasetsart Journal of Social Sciences Vol.43 No.1 (2022) , 209-216
Suggested Citation
Htang L.N., Chanseangsee S. Child-Friendly School improvement guideline for lower secondary schools in the Kachin area of Myanmar. Kasetsart Journal of Social Sciences Vol.43 No.1 (2022) , 209-216. 216. doi:10.34044/j.kjss.2022.43.1.28 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/87047
Title
Child-Friendly School improvement guideline for lower secondary schools in the Kachin area of Myanmar
Author(s)
Author's Affiliation
Other Contributor(s)
Abstract
The purpose of this study is to identify the practice (levels) of Child-Friendly School (CFS) at lower secondary schools and to develop CFS improvement guideline for lower secondary schools in the Kachin area of Myanmar. A Mixed-methods research was used for this study. Quantitative data were collected using a questionnaire from 234 respondents: 200 students, 30 teachers and 4 heads of school. Qualitative data were collected through observations of four schools and classrooms, four Focus Group Discussions (FGD) with 6 members of parents and school committee members in each group, and in-depth interviews with 3 authority education officers. Quantitative data were analyzed by Mean and Standard deviation and qualitative data were analyzed using thematic analysis. The findings showed a low mean score of 1.82 for the practice (levels) of Child-Friendly School at lower secondary schools. Based on CFS principles and the results of content analysis, CFS improvement guideline was developed and the guideline was then validated by 16 contextual experts and educational experts. The four standards of CFS improvement guideline include: (1) school leadership and professional learning community; (2) childcentered pedagogy and classroom management; (3) parents and community (family and community participation); and (4) committees (supporting). These four standards can be used for teacher training or preparation program for CFS sustainability development. In addition, participants of this research are expected to promote CFS as the result needed improvement.
