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Article
Publication date: 4 September 2007

Koichi Shiwaku, Rajib Shaw, Ram Chandra Kandel, Surya Narayan Shrestha and Amod Mani Dixit

One of the most significant concerns of disaster management is that community at large is reluctant to initiate pre‐disaster measures at the individual level. Disaster education

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Abstract

Purpose

One of the most significant concerns of disaster management is that community at large is reluctant to initiate pre‐disaster measures at the individual level. Disaster education to schoolchildren offers the most vital answer to this grave concern. The objective of this study is to identify the factors which enhance students' awareness and promote the actual action for disaster reduction.

Design/methodology/approach

This study is based on a questionnaire survey in six selected schools of Kathmandu, Nepal. Different awareness levels have been established to identify effective educational factors at each level. The analysis showed the way to implement the education program.

Findings

Results showed that current school disaster education – which is based on lectures – can raise risk perception, but it cannot enable students to know the importance of pre‐disaster measures and to take actual action for disaster reduction. Self‐education is effective for realizing the importance of implementing measures. Community plays the essential role for promoting students' actual actions for disaster reduction. Future disaster education in school should be active learning for students. Continuous community involvement is the most important factor for school disaster education.

Research limitations/implications

This study focuses on the direction of disaster education for schoolchildren. Specific cases of the education should be customized, based on the results of this study.

Practical implications

The study findings are of significant importance for school teachers or education department while designing the curriculum for disaster education.

Originality/value

The findings and recommendations are field‐tested in Nepal and hence offer higher possibilities of adaptation, particularly in developing countries.

Details

Disaster Prevention and Management: An International Journal, vol. 16 no. 4
Type: Research Article
ISSN: 0965-3562

Keywords

Article
Publication date: 1 December 1996

Wai Ming Tam and Yin Cheong Cheng

Believes that an urgent need for in‐depth understanding of the relationship of staff development to education quality exists in current educational reforms, policy making, and…

7850

Abstract

Believes that an urgent need for in‐depth understanding of the relationship of staff development to education quality exists in current educational reforms, policy making, and teacher education. Based on the existing knowledge of education quality, quality management and effective schools, aims to propose a framework to show how staff development can be designed and managed to contribute to the assurance and enhancement of school education quality from the perspective of seven multimodels of school education quality. Different models emphasize different aspects of school education quality and propose different strategies to enhance it. For ensuring long‐term school education quality in a changing educational environment, staff development can be organized and managed according to the major concerns of multimodels. Proposes some practical considerations for designing and implementing school‐based staff development.

Details

Training for Quality, vol. 4 no. 4
Type: Research Article
ISSN: 0968-4875

Keywords

Article
Publication date: 1 March 1990

This article presents the summary and main recommendations forcompanies, local partnerships and networks, primary schools, educationauthorities and initial teacher education

Abstract

This article presents the summary and main recommendations for companies, local partnerships and networks, primary schools, education authorities and initial teacher education institutions, of the RSA project “Industry Matters”.

Details

International Journal of Educational Management, vol. 4 no. 3
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 1 February 1990

Veli Nurmi

A brief update on new developments in all spheres of education inFinland is provided. The qualitative and quantitative development hastransformed the pre‐school kindergarten…

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Abstract

A brief update on new developments in all spheres of education in Finland is provided. The qualitative and quantitative development has transformed the pre‐school kindergarten system, created a new comprehensive system and upgraded teacher training to university degree level. Vocational education and modular syllabuses are all aspects of the reformed nature of public education.

Details

International Journal of Educational Management, vol. 4 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

Book part
Publication date: 27 September 2019

Nikolay Popov

The aim of this chapter is to present a brief review of the main trends in the reforms of school structures in Europe that have happened over the past 25 years. The review…

Abstract

The aim of this chapter is to present a brief review of the main trends in the reforms of school structures in Europe that have happened over the past 25 years. The review comprises school systems in 38 European countries: the European Union member states, the European Free Trade Association countries, and some countries in South-Eastern Europe. The chapter starts with an introduction to the reasons for focusing on the school structures, and then outlines the following six main reform trends: (1) decreasing the school entrance age; (2) expanding compulsory preschool education; (3) increasing the duration of compulsory school education; (4) increasing the duration of primary education; (5) eliminating primary education as a separate level by providing single basic education; and (6) continuing the diversity of school structures. The chapter concludes with short prognoses on the six trends.

Details

Annual Review of Comparative and International Education 2018
Type: Book
ISBN: 978-1-83867-416-8

Keywords

Article
Publication date: 1 June 1999

David Pearson

This paper focuses on the production of school sex education policies. At the start of the decade, two moral panics – about high teenage pregnancy rates and AIDS/HIV – coloured UK…

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Abstract

This paper focuses on the production of school sex education policies. At the start of the decade, two moral panics – about high teenage pregnancy rates and AIDS/HIV – coloured UK Government policy formation. The legislative response put control of sex education into the hands of governing bodies of individual schools. As a result, policies vary widely in quality, presenting local education authorities with a monitoring problem even before policy is put into practice. In 1995, Avon Local Education Authority published a document to help schools develop their sex education policies. In 1997, a project to look at the sex education policies of schools in Bristol began, developing a set of criteria to measure their quality. It found that the quality varied from good to superficial, and that the policies held by most secondary schools in Bristol had serious deficiencies. The main problems with the policies included both specific and general issues. Many either failed to address the topics of sexuality and abortion at all, or addressed them only superficially, despite explicit advice from the local education authority that these topics should be covered by schools’ policies. Many did not make it clear that parents have the right to withdraw their child from sex education, nor did they say what would happen to pupils who are withdrawn. Few schools made their commitment to staff training explicit. Most policies failed to deal adequately with the issue of confidentiality. These findings do not mean that sex education lessons in secondary schools are inevitably poor. Nevertheless this study shows that a considered approach to formulation of sex education policies should be one of the first steps included in a national strategy on sex education.

Details

Health Education, vol. 99 no. 3
Type: Research Article
ISSN: 0965-4283

Keywords

Article
Publication date: 1 August 1994

Valerie E. Emmett

Considers the future of health education in relation to schools;explores the continuing need for health education of young people andhence the priorities for schools; and…

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Abstract

Considers the future of health education in relation to schools; explores the continuing need for health education of young people and hence the priorities for schools; and addresses the current dilemmas, uncertainties and opportunities that affect the provision of health education in schools. Relates principally to health education in schools in England. Reviews the impact of recent Education Acts on the provision of health education in schools and examines how the new system of inspection of schools could and should work in relation to health education. Summarizes the early work on the health‐promoting schools project.

Details

Health Education, vol. 94 no. 3
Type: Research Article
ISSN: 0965-4283

Keywords

Article
Publication date: 1 February 2001

Malcolm Thomas and Kathleen Keirle

This study assesses the influence of local government reorganisation on health education provision and support in Welsh secondary schools. The study was conducted in two stages…

467

Abstract

This study assesses the influence of local government reorganisation on health education provision and support in Welsh secondary schools. The study was conducted in two stages, shortly before, and 31 months after, a local government reorganisation. Respondents for the study were a sample of health education co‐ordinators from 23 secondary schools that represented seven of the eight local education authorities prior to the local government reorganisation in April 1996. Findings revealed several obstacles to schools becoming more health promoting. Lack of time, demands of the National Curriculum, low profile and status given to Personal and Social Education programmes, lack of expertise amongst staff, and the pressure exerted by league tables, were commonly reported by co‐ordinators. The importance of in‐service training for all staff and the need for stronger community and parental links was only raised by a few. The research also suggests that schools are becoming more reliant on health promotion units as opposed to the advisory support in their locality.

Details

Health Education, vol. 101 no. 1
Type: Research Article
ISSN: 0965-4283

Keywords

Book part
Publication date: 15 July 2015

Mary Wagner and Lynn Newman

Using data from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2), this study compared the post-high school outcomes of…

Abstract

Using data from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2), this study compared the post-high school outcomes of young adults with learning disabilities (LD) or emotional/behavioral disorders (EBD) in 1990 and 2005. These cohort comparisons reveal how the results of special education have changed over that time period as evidenced in the post-high school outcomes of nationally representative samples of youth. The extended data collection time period of NLTS2 (2001–2009) also enabled an assessment of the evolution in the post-high school outcomes of young adults with LD or EBD who had been out of high school up to 8 years. The post-high school outcomes considered included high school completion, postsecondary education enrollment and completion, employment status and wages, and community integration as illustrated by living arrangements and criminal justice system involvement. Findings for both the NLTS/NLTS2 cohort comparisons and the longitudinal analyses from NLTS2 indicate progress in efforts to improve outcomes for youth and young adults with LD or EBD but also underscore the work ahead in setting these groups on a path to successful adulthood. Implications for practice and research are discussed.

Details

Transition of Youth and Young Adults
Type: Book
ISBN: 978-1-78441-933-2

Abstract

Details

Teacher Preparation in Papua New Guinea
Type: Book
ISBN: 978-1-83549-077-8

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