Analysis Framework Rights category Indicators (23) Specific informationf for analyses (83)

1. Right to free and

compulsory

education

• Access of all school age

children to school

• Provision of scholarship

and other inventives to

increase access

• Direct and indirect service

fees chared by the school

• Roles of parents and

stakeholders for free and

compulsory education

• School’s legal status (approved or proposed)

• Situation and impact of ECD centres

• School age children by marginalisation, dalit, ethnincity, abilities and number of out of school

children and reasons for non-schooling

• Status of distance education for access in primary education

• Students receiving scholarship and its impact

• Impact of services and incentives provided to differently able children

• Impact of day-meal, distribution of oil etc.

• Is there any fees charged in basic level? What sorts of fees and the reasons for charging fees?

• Views of students, parents and teacher on the fees charged by the school

• Impact of fees on access

• Views of parents and students about compulsory education

• Efforts made by school, students and parents for free education

• Efforts made by other entities (NGO etc.) for free education

2. Right to non-

disctimination • Discrimination between

girls and boys

• Discrimination against

marginalised children

• Other forms of

discrimination

• Types and status of gender discrimination in the school

• Discrimination between daughter and son within houshold

• Disctiminatory practices of teachers (based on student competency, boys and girls, ethnicity)

• Number and enrolment status of marginalised children within the school catchment area

• Discrimination against children with different abilities

• Discrimination against children affected by HIV/AIDS, natural disaster and conflict

• Past incidents of ethnicity related violence in the school and their reasons

3. Right to adequate

infrastructure • Adequate classrooms and

basic facilities

• Separate toilets for girls

and boys

• Status of school

infrastructure

• Adequacy of classroom and other physical facilities (compared to student number)

• Other services and facilities in the school (library, computer, playground, etc.)

• Plans to expan adequate physical facilities in future

• Availability of potable water and toilets

• Facilities offered to girls and female teacher during menstruation

• Availability and status of education during disaster

• Status of school infrastructure to withstand disaster

• Students’ and teachers’ wareness about disaster

• Access of differently able childern to school infrastructure

• Time taken to commute to school and the farthest community and the social, economic and

ethnic structure of students coming from that community

4. Right to quality

trained teachers • Status of teacher

management

• Teacher number, ethnicity and gender

• Teachers’ tenure type, training, experience, salaries and other benefits

• Teachers trained in child rights

• Level wise teacher-student ration

• Class and subject wise teacher distribution

• Teachers capable to teach in local language or mother toungue and their status

• Arrangement of and reasons for replacement teachers

• Regularity of teacher meetings, agenda discussed and their implementation

• Respect and encouragement of and discrimination against teachers

• Teachers’ own view and views of other stakeholders about teaching profession and teachers

5. Right to a safe and

non-violent

environment

• Violent environment

affecting teaching and

learning

• Physical and mental punishment on students

• Possible violence against and vulnerability of children on their way to and from the school

• Possibilities and incidents of harresment, sexual exploitation, abuses against girls on their way

to and from the school

• Use of school premise for political and social activities and their impact on teaching

• Impact of and reason for disaster free teaching environment

6. Right to relevant

education • Local context and the

curriculum and reading

materials incorporating

related skills

• Adult literacy and non-

formal education

• Situation of local context and skill based curriculum

• The approach to linking local context with subject teaching (collecting case studies)

• Views of students, parents, teachers and other stakeholder about (and the reasons for or

against) the relevance and appropriateness of the current education.

• Participants’ and community’s views about non-formal education, alternative education, other

right assuring programmes and adult literacy.

• Impact of adult literacy and non formal education on the lives of the participants

7. Right to know

your rights • Awareness of child and

human rights

• Regularity of information

received by students and

parents from the school

• Notification to and views of students and other stakeholders about education, child and other

rights

• Inclusion of education and child rights topics in the curriculum, textbooks and other

educational materials

• Arrangement for regular communication to students and parents about students progress

8. Right to

participate • Participation of students

and stakeholders in school

activities

• Students’ participation in the school’s decision making process

• Status of child club (inclusion and participation in different activities)

• Regular participation of community, PTA, teachers and SMC in educational and infrastructure

development activities of the school

• Participation of stakeholders in the process of developing SSRP and the plan’s current status

• Participation of students in teacher selection

• Participation of NGOs in school development

9. Right to

transparent and

accountable

schools

• Accountability and

inclusiveness of the SMC

• Situation of the Parent

Teacher Association

• Process of and inclusiveness in forming the SMC and PTA

• Stakeholders views (and the reasons for having those views) on the transparency and

accountability of the SMC and PTA

• What types of schools (public, community managed, private boarding or in the respective school)

are the children of SMC and PTA members, and teachers enrolled?

• Status and impact of stakeholders’ compliance to the code of conduct

• Transparency in collection and mobilisation of resources for school development

• SMC’s, PTA’s and head teacher’s wareness of their respective duties and responsibilities

• School’s accountability on the level of students’ learning achievement and work-accomplishment

status

• Formation of school finance committee and its effectiveness

• Notification to SMC, PTA and teachers on SSRP

• Views of stakeholders about the accountability and transparency of the head teacher and the

SMC

• Teachers’ and head teacher’s views (and the reasons for having those views) about the

accountability of the Resource Centre, training centre and the DEO

10. Right to quality

learning • Method of child centered

teaching learning

• Contact time

• Timely availability of

textbooks

• Liberal promotion policy

• Practice of child-centred teaching method and the status of teachers trained in that method

(teachers’ behavior, attendance, and time spent in the classroom, etc.)

• Availability of ECD centre and its impact on teaching and learning

• Level wise teacherstudent ration

• Students’, teachers’, parents’ and community’s analysis of the quality of education

• Development and use of annual and monthly plan. Status of the development of lesson plan

and preparedness

• Preparation and implementation of annual and monthly workplan (discussion with teachers in

reference to the seasonal calander developed with the community and the school’s work plan)

• Student attendance during different seasons

• Number of days that the school has opened, days of operation, days attended by teachers and

students, and the number of instruction days

• Availability of textbooks during this year and in the last year

• Regular co-curricular activities

• Teachers’ and parents’ views (and the reasons for having those views) about liberal promotion

policy