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IPPCF Frameworks: Inclusive, Equitable, Child-Friendly Schools

  • Glossary Term (GT)
  • Capacity Building Practices for this IPPCF
  • WoG Practices for this IPPCF
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Including all children in schools, achieving equitable results for all students and ensuring that the right to education is respected are the over-arching goals of inclusive or child-friendly schools (CFS). (Note: Frameworks to include students with disabilities in regular school are discussed in a separate web page in this section,) 
The CFS term generally refers to comprehensive approaches to promoting student learning and educational success through several, coordinated  school-based and school-linked practices, policies and programs. A child-friendly schools framework typically includes various components and interventions to make it possible for all children to access publicly funded schooling, complete the primary school cycle and benefit from different pathways to secondary school graduation, All students should also benefit from a broad range of learning opportunities, enriched educational experiences through which they can can thrive, develop and achieve their full potential.
A  Child Friendly Schools framework for intersectoral or inter-ministy coordination (IPPCF) can involve several sectors in promoting school success. These usually include education, development & relief aid, nutrition, health, family support and child protection sectors
The primary focus for CFS programs is on educational success for all, especially for marginalized children in low resource and conflict/disaster affected contexts. Interventions are often grouped to respond to specific situations such as out of school programs, preventing early school leaving and girls or boys education. A global evaluation report prepared for UNICEF and based on several country reports  found that CFSs in varying contexts successfully applied the three key principles of CFS models--inclusiveness, child-centredness and democratic participation. Several research reviews of applications of the framework (discussed in a Chinese case study) have reported positive effects on the school learning environment. Other studies have reported impacts on student enrollment in schooling, preventing school dropout and achievement in foundational learning.
The Child Friendly Schools framework, published by UNICEF, is the most recognized of several versions. Other widely-used or evidence-based models have been published UNESCO, the European Union, Africa, China, and Asia.

Escuela Nueva – “New School” in Spanish – is a learning model set up in response to problems of education, incomplete schooling, high dropout rates, high repetition, weak school-community relationships, low teacher morale, ineffective teacher training and the lack of children’s learning materials. Since then, it has been adapted to urban and migrant populations and adopted by 14 countries, reaching over 5 million children.

The Schools for Health Neoowrk in Europe has received funding to operate a program in inclusive schools. The aim of SPISEY is to support school managers in their strategic work to create inclusion in schools and other educational institutions, as well as an inclusive education. The SPISEY project has created a strategic management tool called “The European Inclusion Compass”, which consists of 6 components;


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See our List & Checklist of leading
Multi-Component Approaches (MCAs) & Multi-Intervention Programs (MIPs)
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Use the drop-down menu below to access more information on each IPPCF
Multi-Component Approaches (MCAs)
​Promoting Educational Success
  - Inclusive, Equitable, Child-Friendly
​- Early Childhood Education
- Social, Emotional, Life (Living) Skills
- Students with Disabilities
- Transition to Work or Training
Barriers to Inclusion & Equity
- Out of School/Dropouts
- Gender related Barriers
- School Health & Nutrition
- Healthy Schools
- Discrimination/Racism
- Safe Schools (Violence, Bullying)
- Safe Schools (Crime, Drugs)
- Community Schools (Poverty)
- Disaster Risk Reduction
- Global Citizenship
- Peace Education
- Education for Sustainable Development
- Conflict-Affected Countries
- Low resource Countries
- Indigenious Schooling
- Minority Communities
Building Core Components
- Macro-Policy & Coordination (FRESH Framework)
- Integrated Student Services
- Physical Resources (WASH) 
- Safe School Buildings
- Curriculum & Extended Education (H&LS/PSH/HWB)
Multi-intervention programs (MIPs)
​​​Child Development
-  Child growth & development
-  Vision,
-  Hearing
-  Child Abuse & Neglect
-  Family Violence
-  Child Sexual Abuse 
-  Menstrual health & hygiene
Healthy/Risky Behaviours
-  HIV/STI, Sexual Health 
-  Sbstance abuse/tobacco use
-  Physical activity
-  Accidental injury/safety
-  Mental health/illness
- NCDs
-  Chronic health conditions
-  Sun safety
-  Evironmental hazards
-  Climate crisis health threats (Heat, Floods, Zika virus, Dengue Fever)
-  Infectious Diseases
- Immunization/Vaccinations
-  Oral/dental health
-  School Feeding/Meals
-  Obesity/overweight
Child Safety/Security
-  Child Trafficking/ Exploitation
-  Refugee students/immigrants
-  Bullying, Cyber Bullying
-  Gangs, gang involvement
-  Isolation, alienation, violent extremism, school shootings
This summary was first posted in in November 2023as a "first draft". We encourage readers to submit comments or suggested edits by posting a comment below or on the Mini-blog & Discussion Page for this section.
This tab on this page provides examples of, evidence for, and guidance about capacity building systems/organizational change practices that have been or can be used with this Intersectoral Policy-Program Coordination Framework (IPPCF).

These are several examples (Good & Bad) of capacity-building/systems change for this IPPCF:




Here are sources of evidence (research & fact-finding) of capacity-building/systems change for this IPPCF:



Here are some of the many guidance documents/reports promoting capacity-building/systems change for this IPPCF:



This tab on this page provides examples of, evidence for, and guidance on how this framework (IPPCF) has been or can be applied to build or be part of Whole of Government (WoG) or inter-ministry approaches to the education and overall development of children & adolescents. (This not the same as using WoG approaches to strengthen a specific program or IPPCF (framework - which is examined in the tab on capacity-building), the WoG approach is supporting the whole child.)

These are several examples (Good & Bad) of how this IPPCF be part or strengthen Whole of Government approaches on the education and development of the whole child:




Here are sources of evidence (research & fact-finding) of how this IPPCF be part or strengthen Whole of Government approaches on the education and development of the whole child:



Here are some of the many guidance documents/reports how this IPPCF be part or strengthen Whole of Government approaches on the education and development of the whole child:

​For updates and reader comments on this section of this web site, go to our
Mini-Blog on Common Topics &Terms

Here is our list of topics for this section:
- Introduction & Overview
- Education Equity, Inclusion & Success - Intersectoral Policy-Program Coordination Frameworks (IPPCFs) (published at global level)
- Multi-component Approaches (MCAs)
- Core Components         - School Culture & Climate
          - Staff Wellness
          - Student Conduct & Discipline
          - Engaging/Empowering Youth
          - Parent Participation
          - Community Involvement
  • Physical Environment & Resources
- Multi-Intervention Programs (MIPs)
  • How to Build a Multi-Intervention Program
- Single Interventions (Issue-Specific Programs, Policies, Services, Practices)

- Learning/Behaviour Models (LBMs)

- Behaviour & Learning Theories

- Government/Inter-sector Actions & Levers - Workforce Development
  • Workforce Planning in HPSD
  • Teacher Education & Development
    - Early Childhood Educators
    - Primary School Teachers
    - Secondary PSHE Specialists
    - Home Economics Specialists
    - Physical Education Specialists
    - School Counsellors
    - School Psychologists
    - School Principals
  • Preparing Other Professionals to Work with or within Schools
    - School Nurses
    - School Social Workers
    - School Resource (Police) Officers
    - Security/Civil Protection Guards
    - Teaching/Learning Assistants
    - School Administrative/Clerical Staff
    - School Maintenance Staff
    - Pastoral Counsellors
    - Community Volunteers & Elders
    - Emergency Relief Aid Workers
    - Development Aid Workers
- Systems Approaches
  • A Systems Focused Paradigm
  • Contextualizing Approaches & Programs
  • Implement, Maintain, Scale Up & Sustain Programs & Approaches
  • System & Organizational Capacities
  • Integrate Within Education System Mandates, Concerns & Constraints
  • Better Use of Systems Science & Organizational Development Tools