By Sagita Adesywi, ChildFund Indonesia
Yufen, a fifth-grader, lives in the Belu district of East Nusa Tenggara, Indonesia. He loves to play soccer, and he also likes school.
“I have two younger sisters, but they live with my parents in another village,” he says. “On weekends, Grandma takes me to visit my parents. I love my grandma. When she takes me to the farm, she likes telling me lots of different kinds of stories. At home, I help her, collecting water for cooking from our neighbor’s well. I have lived with my grandma since I was little, because my parents said the school here is better.”
Yufen attends Nanakelot Elementary School, which is supported by ChildFund and its local partner, LPAA Belu, through the Child-Friendly School program. ChildFund has provided schools with classroom renovations, school books, teaching aids, tables, chairs, bookcases and guitars. The program, which benefits 338 children and 17 teachers, helps schools become safe, healthy and protected environments for children, encouraging child participation in all aspects of school life.
“I like to go to school because I have many friends there,” Yufen says. “What I like most is science, learning about nature and living creatures. The teachers really care about us. If we are too noisy, they will remind us to be quiet and get back to studying.”
Maria Tai, the school’s principal, agrees that the changes have been beneficial for everyone. Teachers have learned better ways to convey information to their students by preparing lesson plans, managing their classrooms and disciplining children in more effective manners. In turn, students are more comfortable asking questions and giving their opinions in class.
“Before the training on child-friendly schools, we easily became angry with children when they made mistakes. Slowly, we changed our interactions with the children. We listen to children’s needs. On the second break between classes, children were usually asked to just stay in the class. However, some children mentioned that it was really boring and asked if they could take a break in the library. I thought it was a good idea, so I let them.” As a result, students read more than just their textbooks and discuss what they have learned back in class.
Children also are allowed to water plants in the school garden, a task formerly done by staff members. “We never thought that it could be of interest to them and that they could participate,” Tai says. “Now, children water the plants every day, using the water jugs they bring from home.”
Yufen notes that there are other new projects that have brought fresh life to school. “We also made our own attendance boards,” he says. “We made them from recycled materials like used plywood, paper and plastic. We made it together in class. When we come in to the classroom, we mark our arrival time ourselves on the attendance board.
“In every class we also have an honesty box. It is made from a used carton. It teaches us to practice honesty. If we find a pen, we put it in the box. If tomorrow morning, someone is looking for a pen, he or she will be asked to look for it in the box. Once, I lost my book. The next day I checked in the box and I found it had been put there by my friend.”
Yufen also likes to play soccer with his friends after school, but his village doesn’t have a soccer field, so they play in the garden. He hopes his school will get a field one day.
By Tenagne Mekonnen, Africa Regional Communication Manager
The road to education is hard, rocky and bumpy in Zambia. There are overcrowded classrooms, a shortage of materials, long walks to school and often not enough food.
Flocks of children, age 8 and older, walk more than a mile each way to school every day, sometimes without having eaten breakfast. Some have no shoes, and their school may not have fresh water when they get there. Access to education is the right of every child, but poverty creates many obstacles to school attendance in Zambia and other countries that ChildFund serves.
ChildFund strives to make the journey to school easier by working with the Zambian government to build standardized facilities that include libraries, labs, restrooms and learning materials. Sometimes we help provide shoes and uniforms too.
John and Gracious, two Zambian children, say they are happy just to be in school, even though it’s sometimes difficult to walk there. Their mothers now work for a small business that allows Gracious, 11, and John, 9, to attend school. They hope one day that there will be a school in their own community or a means of transportation other than their own feet.
By Sagita Adesywi, ChildFund Indonesia
Dina, a sixth-grader in Lampung, Indonesia, loves her school now. “It looks clean and nice,” she explains. “It used to be dirty and was full of trash. The walls were cracking everywhere, and we didn’t have many trees either. I feel the teachers care more about the school and us too now. When they see us littering, they remind us not to do so. I even helped clean the school by picking up trash.”
After undergoing renovations and program changes with the help of ChildFund and its local partner, LPMAS, Karangsari 2 Elementary School earned the child-friendly school designation. The project, which started last September, benefits 216 students and 16 teachers.
The child-friendly school model aims to help schools become safe, healthy and protective environments for children; eliminates gender stereotypes; and encourages child participation in all aspects of school life. Teachers attended a workshop to learn more about the model and how to integrate it into their instructional approach.
“I love children and want to dedicate my life to them,” says Lukiati, the school’s principal. “When children feel happy and secure in school, I feel really happy. I know now that a school must further the interest and strengths of the child, not just teach.
“When we used to call children to come to us, they used to run away. That is because we were just delivering lessons,” she adds. Now, children come to us, even when we don’t call them and happily greet us with Assalamualaikum (Peace be upon you). I learned that when we teach children, we need to do it from our heart.”
As a result of the workshops, Lukiati and the teachers are now more aware of the importance of a creating a conducive learning environment for children. They now understand that children are influenced by what happens inside as well as outside the classroom.
“A child-friendly school benefits both children and teachers alike. This is the first time I have felt that I am really a teacher,” says Kartiyah, a sixth-grade teacher. “I used to just teach the children in class and then go home. Now, I feel the school is really ours — the children and the teachers.”
With the support of ChildFund, Lukiati submitted a proposal to Indonesia’s Ministry of Education and received a grant to renovate the school. The walls had cracks, and the space near the school had been used as a garbage dump for years. Dramatic changes were needed.
With the help of the community, a transformation began. Twelve truckloads of garbage were removed from the backyard, and 6,000 baby catfish from the Indonesian Food Security Agency were released into the pond. The community agreed to feed the fish and use the funds from their sale to fund further improvements in the school. The school received 1,500 bamboo seeds from the Pringsewu Environmental Agency and also created a vegetable garden. Proceeds from selling vegetables enable the school to purchase educational materials and organize excursions for the children.
“The school looks so clean, and I like how we display our writings or drawings on the wall now,” says Zainal, a fifth-grader.
Through the child-friendly school model, ChildFund and its partners have built strong partnerships with the government and community. More improvements to Karangsari 2 are still needed to ensure a quality education for students. However, the local government has stated its commitment to continue supporting the school.
“We will continue to support this initiative, since education is essential to child development,” says Sujadi Saddat, the district’s head. “With a solid partnership among ChildFund, the community and local government, we can promote a safe, healthy and protective environment that enables children to achieve their full potential.”
Reporting by Dhina Mutiara, ChildFund Indonesia
My name is Dwi. Do you want to know more about me? I am 10 years old. I live in a village in Banyumas, Central Java, Indonesia.
Every morning I go to school at 7 a.m. My mother walks me to school every day without fail. The school is not too far from my house. Usually it will take 15 to 20 minutes to walk. There are around 400 students in my public school. I am in fifth grade.
This is my classroom and my friends. Science is my favorite subject. If you notice, there are a lot of materials hanging on the wall. Those are our creations. Our teachers always inspire us to be creative in class.
I go home around 1 p.m. As soon as I get home, I feed my pets. My pet is neither a dog nor a cat; they are uncommon here. I have five chicks. My family can sell them at the traditional market once they are big enough. Once I am done with that, I will help my mother to do home chores or play soccer with my friends.
I also love music. That is why I joined Karawitan extracurricular activity on Sundays. It is a traditional Indonesian music ensemble from Java. I play a traditional drum called kendang. My father is a Karawitan musician. He inspired me a lot in music. ChildFund helps my school, providing the extracurricular activity so that we can keep the traditional music legacy.
By Aydelfe M. Salvadora, ChildFund Timor-Leste
For nine years, the Parent Teacher Association for Eskola Basiko Liaro sought assistance for its deteriorating school. But those requests went unanswered, says Raimundo de Carvalho, PTA president at the school, which is located in Suco Builale, Ossu, in the Timor-Leste district of Viqueque.
The school is surrounded by hills, making the temperature cold even during the day, and it easily penetrates inside the bamboo-walled classrooms.
When ChildFund first visited Liaro School, we knew that urgent assistance was needed. The school had a poor infrastructure, lacked water and sanitation facilities and didn’t have the most basic classroom and learning materials.
Given the poor condition of the school and the long list of areas for improvement, ChildFund worked with the school community to identify its main priorities for improvement. Classroom rehabilitation was on the top of the list, as it would deliver significant benefits within a short timeframe.
With the participation of community members, schoolchildren, PTA members and the Suco and Aldeia local councils, ChildFund Timor-Leste worked with Liaro School to quickly develop a proposal to be considered for UNICEF’s Participatory School Rehabilitation project.
The proposal was accepted, with Liaro School becoming part of the Child Friendly Schools (CFS) approach promoted by UNICEF, in partnership with the Ministry of Education. It is a distinct initiative that promotes and nurtures the inclusive involvement of parents, community members and children in education.
With approval, funding and technical assistance from UNICEF and ChildFund, construction commenced in the first week of November 2011. In less than two months, four new classrooms were constructed and ready for the beginning of school year in January.
Built with concrete walls and tin roofs, the classrooms are comfortable and secure from the elements. When asked how their new learning environment makes them feel, the school’s 150 students give an enthusiastic chorus of “kontente [happy].”They no longer fear water leaking from the roof and persistent cold through the bamboo walls. More importantly, they now have an environment conducive to learning that motivates them to study harder.
The PTA members and council chiefs say they’ve learned a lot about the importance of community participation and cooperation to benefit children. They also point to another benefit with lasting impact – not only do they have four new classrooms, but they now also have the skills to write more project proposals to gain additional funding for their community.