Suchergebnisse

Each year countries suffer great tragedy when natural disasters destroy schools and disrupt children's education. In addition to causing immediate harm to children, there is mounting evidence that the direct impact of natural disasters can translate into a series of indirect long-term effects. For some time, multilateral and bilateral development finance institutions, United Nations (UN) agencies, and nongovernmental organizations (NGOs) have been engaged in efforts to make schools resilient to natural hazards. Despite these efforts, however, the safety of school facilities in many disaster-prone countries is unknown, and governments and donors continue to finance new school construction without taking sufficient account of safety. In 2014, the Global Facility for Disaster Reduction and Recovery (GFDRR) launched the Global Program for Safer Schools (GPSS). Through the GPSS, GFDRR support programs designed to establish safer school facilities in countries where the government has firmly committed to a reform or investment program in the education sector. GFDRR provides technical assistance to ensure that such education sector programs finance safer school facilities. The aim of the GPSS is to make school facilities, and the communities they serve, more resilient to natural hazards. This Roadmap is focused specifically on school infrastructure (which includes the school site and buildings). For investment opportunities to be effective and to have maximum impact at community and national scales, it is important that this support is coordinated with investments in school disaster management, risk reduction and resilience in education, and disaster preparedness in other sectors.

Report of the Texas State Auditor's Office related to determining if student expulsions and removals follow legislative guidelines for the Safe Schools Act, determining if disciplinary alternative programs (DAEPs) and juvenile justice alternative education programs (JJAEPs) are accomplishing their mission of improving students' academic performance, identifying DAEP and JJAEP program and statutory requirements, analyzing student participation data and identifying barriers to program participation, and determining if Texas Education Agency (TEA) and Juvenile Probation Commission program oversight is adequate.

The study aims to highlight the essential features of the save school environment in Jordan, and to achieve the objectives of this study and to answer questions, through the instrument of the study hat represented by the interview and the questionnaire based on the theoretical literature and the previous studies on the subject of study to know the ideal safe school, non-violent, and the population of the study was composed of all the schools of the Kingdom, amounting to (76.000) Schools, and the study was applied a stratified random sampling of) 2650) teachers and administrators of the Directorate of Education for the first Zarqa in the academic year 2011/2012. The study found the following results: -The levels of the degree of the first side according to the estimates of all the managers and the teachers and the mentors educators in schools affiliated to the Ministry of Education and UNRWA and military culture on school buildings (material resources) were high. -The levels of the second side according to the estimations of all the managers, the teachers, the educators, and the counselors in the schools affiliated to the Ministry of Education and UNRWA and military culture were very high (except that the multi-story building) were high. -The levels of the degree of the third side according to the estimations of all the managers, the teachers, the educators and the counselors in the schools affiliated to the Ministry of Education and UNRWA and military culture were high.

The research that informs this article is based on the UK case study schools within a European Safer Schools Partnership, that included nine other countries. A key aspect of the partnership was the promotion of democratic values and violence prevention. The article takes a critical look at the development of such partnerships and how the behaviour of children in and around schools is understood and responded to.

We explore how young students perceive a safe school day, what makes them feel insecure, and which factors in daily school life increase their sense of safety. Our data comprise school essays by 7th to 9th graders from one comprehensive school in Tampere, Finland. The study is a qualitative case study with a narrative approach. Applying both data-driven and theory-driven content analysis, we have classified our findings into three main categories: (a) school safety as relations between people, (b) practices that build safety in everyday school life and (c) the safety of the physical environment in the school. The emphasis is on describing and interpreting students' experiences and their life-world phenomena. We explain why there is a need for a holistic view on school safety. We primarily discuss safety as a social phenomenon encompassing participation and relationships, but also as a humanistic and cultural phenomenon encompassing dignity and well-being.

Alternative educational programs have been in existence for decades in the public school community. They were designed to meet the special needs of students, either for the benefit of the student or the educational atmosphere of their previous program. Many of these programs have been a component of the local district, serving students within that particular district. In 1995, the Illinois General Assembly created a program for disruptive youth. The intent of that program was two-fold in nature. That program, called the Regional Safe Schools Program, was created to serve disruptive youth for their educational benefit, as well as voiding the regular classroom from the educational disruption caused by those students. A unique element of the Regional Safe Schools Program was that it was centered administratively within the 45 Regional Offices of Education throughout the State of Illinois. Legislative appropriation was allocated to establish those programs in each region according to the needs assessment of that particular region. Grade level parameters, as well as administrative options were given latitude for developmental purposes through the legislation. While the legislation was passed into law in 1995, most of the regions of the state used the 1995-1996 school year for planning purposes. Implementation of those plans went into effect in the 1996-1997 and 1997-1998 school years. With the relative youth of the programs, it was important to assess the various components of the program and with that evaluation, apply the results for the purpose of program improvement. The intent of this study was to collect the data and analyze the results for comparison purposes to improve the Vermilion County program. All of the Regional Offices of Education were surveyed concerning their programs in the areas of curriculum, assessment of students, behavioral modification programs, and overall success. Eighty-two percent of the surveys were returned indicating many similarities, even taking into consideration the difference in the demographics of each region. Technology was considered a major instructional tool. Programs usually included the use of a behavioral modification program, as well as some related social services. Advancement to the next grade level as the result of completed course work was used as indicators of success. The data collected as a result of this study were analyzed and demographically compared to the existing program in Vermilion County. Recommendations for improvement to that program were made as a result of the findings and analyses of this study. It was recommended that the Vermilion County Program expand to students who reach age sixteen. It was also recommended to increase the funding for increased training and availability of social services for the students in the program. Ultimately, the evaluation of the Regional Safe Schools Programs rests in the coming years as the success of the students being served in the program will become measured by their contribution to society.

This study researched on security challenges in universities and the implications for safe school environment. Three hundred and twenty five (325) samples, constituting 50% of a population of 650 security personnel in two universities in the study area participated in the study. The study was based on three research questions and one hypothesis. Data for the study was gathered through a 42-item questionnaire. The questionnaire was validated and tested for reliability using Cronbach Alpha with a reliability index of 0.87. Data collected were analyzed using means, standard deviation and independent t-test. Results indicated that cult-related activities, kidnapping, drug abuse/offences, illegal possession of fire arms by students, students' restiveness/demonstrations, students' union election crisis, room break-in, stealing and pilfering and sexual assaults were the most prevalent security challenges. Findings also showed that inadequate security personnel, insufficient patrol vehicles, poor lighting of university environments, non-availability of modern security facilities, poor funding of security departments, porous campus environments, lack of security-awareness education, non-availability of electronic gadgets among others were the factors militating against effective security checks in universities. Implications for safe school environment were discussed, and one of the recommendations was that the security unit should be well funded and equipped with modern technology by the university management for a better performance.

Two proposed U.S. federal laws would provide explicit protection for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students in public schools. These federal laws follow actions by many states and school districts to define and implement laws or policies to protect the safety of LGBTQ students in schools. Research during the past decade has shown that LGBTQ youth are a vulnerable population, and that the negative school experiences of LGBTQ students often contribute to their vulnerability. This Social Policy Report reviews research relevant to these federal, state, and local laws and policies. Research on sexual orientation/identity development is reviewed, with attention to the growing numbers of youth that "come out" or disclose their LGBTQ identities to others during their school‐age years. Schools are often hostile environments for LGBTQ students; this evidence is considered along with research on the consequences for compromised achievement and emotional and behavioral health. We then review strategies in education policy and practice that are associated with well‐being for LGBTQ (and all) students.