Page 49 - January 2020 IIssue new year

Impact of Corporal Punishment on the Students in Primary and Secondary Schools

programs. With reference annual training to teach- supervise the relation be-
B to the UNICEF module, ers, social workers, and tween them, sustain policy

R the schools where the school principals along the enforcement, report policy
O program is being piloted lines of the annual train- violation cases, and inves-

W should be labeled with a ing for schools in prepara- tigate students’ learning
A different name like “child- tion for the annual school and behavior problems so
R friendly school” to distin- contest sponsored by the as to solve them. In order

D guish them from regular USAID. to add this dimension to
schools, just as experi- the social workers’ job,

U mental public schools are At the school level, the they should be empow-
N distinguished from regular role of social workers in ered by the ministry and
I public schools. As ex- schools needs to be ac- receive professional train-

V plained above, the project
E is in need for proper finan-

R cial support to continue as
S it relies heavily on exter-
I nal donations.

T
Y One approach to over-
come the budget issue,

2 might be to allocate part
0 of the education budget to

2 finance these programs as
0 long as the final outcome
would be directly associ-

ated with developing edu-
cation system in schools.
Data findings and other

studies indicate that elimi- Photo Courtesy of google.com
nating CP from schools tivated to match what ing through specialists

will require the MOE to is stated in their job de- in NGOs concerned with
spend some money as a scription. In other words, education and learning
partial step to develop a social worker would processes. Activating the

education. This budget al- represent a mediator or fa- social worker’s role this
location would not exceed cilitator between students way would take from the

the cost required to give and teachers in order to teacher the burden of cor-

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