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Challenges of implementing child-friendly school model in Surakarta, Indonesia

International Journal of Evaluation and Research in Education (IJERE) · Vol. 12 No. 4 (2023) · hlm. 2130–2137

DOI
10.11591/ijere.v12i4.25149
ISSN
2620-5440, 2252-8822
Terbit
2023-12-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

Indonesia adopted the UNICEF’s child-friendly school (CFS) model as the attempt protection and fulfillment of children’s rights in education. The top-down implementation of child-friendly schools and bureaucratic imperatives have made many schools not ready to implement the model so the child-friendly school program is still far from expectations and reality. Many interests in the implementation of child-friendly schools make students vulnerable to being the victims of education political policies. This article aims to explain school challenges in child-friendly school implementation. Qualitative method with case study approach used through observations, interviews, and focus group discussions at three senior high schools in Surakarta City, Indonesia. The results show that the challenges of implementing child-friendly schools lead to three things, namely mentoring and sustainability, technical implementation, and evaluation mechanism. The simultaneous CFS declarations have not been adapted to the readiness, willingness, and needs of each school. Fulfilling the challenges of implementation is able to make CFS not just a slogan but a school’s need to provide protection and fulfillment of children’s rights.

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Gunarhadi GunarhadiSebelas Maret University1
Budi UsodoSebelas Maret University1
Sarnoko SarnokoSebelas Maret University1
Fanny WijayantiSebelas Maret University1
Naharus SururSebelas Maret University1
Citra Tectona SuryawatiSebelas Maret University1
Agus Tri SusiloSebelas Maret University1

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Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Challenges of implementing child-friendly school model in Surakarta, Indonesia</dc:title>
	<dc:creator>Liestyasari, Siany Indria</dc:creator>
	<dc:creator>Karsidi, Ravik</dc:creator>
	<dc:creator>Asrowi, Asrowi</dc:creator>
	<dc:creator>Rahman, Abdul</dc:creator>
	<dc:subject xml:lang="en-US">Challenge; Child friendly school; Children’s rights to education; Surakarta</dc:subject>
	<dc:description xml:lang="en-US">Indonesia adopted the UNICEF’s child-friendly school (CFS) model as the attempt protection and fulfillment of children’s rights in education. The top-down implementation of child-friendly schools and bureaucratic imperatives have made many schools not ready to implement the model so the child-friendly school program is still far from expectations and reality. Many interests in the implementation of child-friendly schools make students vulnerable to being the victims of education political policies. This article aims to explain school challenges in child-friendly school implementation. Qualitative method with case study approach used through observations, interviews, and focus group discussions at three senior high schools in Surakarta City, Indonesia. The results show that the challenges of implementing child-friendly schools lead to three things, namely mentoring and sustainability, technical implementation, and evaluation mechanism. The simultaneous CFS declarations have not been adapted to the readiness, willingness, and needs of each school. Fulfilling the challenges of implementation is able to make CFS not just a slogan but a school’s need to provide protection and fulfillment of children’s rights.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2023-12-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
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	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/25149</dc:identifier>
	<dc:identifier>10.11591/ijere.v12i4.25149</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 12, No 4: December 2023; 2130-2137</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v12i4</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/25149/13719</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2023 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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