Introduction

In all aspects of the school and its surrounding education community, the rights of the whole child, and all children, to survival, protection,development and participation are at the centre. This means that the focus is on learning which strengthens the capacities of children to act progressively on their own behalf through the acquisition of relevant knowledge, useful skills and appropriate attitudes; and which creates for children, and helps them create for themselves and others, places of safety, security and healthy interaction.

Learners who are healthy, well-nourished and ready to participate and learn,
and supported in learning by their families and communities;
Environments that are healthy, safe, protective and gender-sensitive, and
provide adequate resources and facilities;
Content that is reflected in relevant curricula[and materials for the acquisition of basic skills, especially in the areas of literacy, numeracy and skills for life,and knowledge in such areas as gender, health, nutrition, HIV/AIDS prevention and peace;
Processes through which trained teachers use child-centred teaching approaches in well-managed classrooms and schools and skilful assessment to facilitate learning and reduce disparities;
Outcomes that encompass knowledge, skills and attitudes, and are linked to
national goals for education and positive participation in society.

1. Quality Learners

School systems work with the children who come into them. The quality of children’s lives before beginning formal education greatly influences the kind of learners they can be.Many elements go into making a quality learner, including, health, early childhood experiences and home support.
Good health and nutrition.
Physically and psychosocially healthy children leam well. Healthy development in carly childhood, especially during the first three years of life, plays an important role in providing the basis for a healthy life and a successful formal school experience (McCain &Mustard, 1999). Adequate nutrition is critical for normal brain development in the early years, and early detection and intervention for disabilities can give children the best chances for healthy development. Prevention of infection, disease and injury prior to school enrolment are also critical to the early development of a quality leamer.
Early childhood psychosocial development experiences.
Positive early experiences and interactions are also vital to preparing a quality leamer. A large study in 12 Latin American countries found that attendance at day care coupled with higher levels of parental involvement that includes parents reading to young children is associated with higher test scores and lower rates of grade repetition in primary school(Willms, 2000). Evidence from the Philippines, Sri Lanka and Turkey, and has shown that children who participate in early intervention programmes do better in primary school than those who do not benefit from formal early child programmes, and studies from India.Morocco and Latin America demonstrate that disadvantaged children benefit the most from such programmes (UNICEF, 1998). In addition to cognitive effects, the benefits of good early childhood programmes include better psychosocial development.

2. Quality Learning Environments

Learning can occur anywhere, but the positive learning outcomes generally sought by educational systems happen in quality learning environments. Learning environments are made up of physical, psychosocial and service delivery elements.

3. Content Quality

Quality content refers to the intended and taught curriculum of schools. National goals for education, and outcome statements that translate those goals into measurable objectives,should provide the starting point for the development and implementation of curriculum(UNICEF, 2000).
Student-centred, non-discriminatory, standards-based curriculum structures.
Research on educational practices and projections about future needs in society contribute to current understanding of the structure of school curriculum. In general, curriculum should emphasize deep rather than broad coverage of important areas of knowledge,authentic and contextualized problems of study, and problem-solving that stresses skills development as well as knowledge acquisition. Curriculum should also provide for individual differences, closely coordinate and selectively integrate subject matter, and focus on results or standards and targets for student learning (Glatthorn & Jail All, 2000).Curriculum structure should be gender-sensitive and inclusive of children with diverse abilities and backgrounds, and responsive to emerging issues such as HIV/AIDS and conflict resolution. In all content areas, curriculum should be based on clearly defined learning outcomes and these outcomes should be grade-level appropriate and properly sequenced (see, for example, Kraft, 1995).