CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

School safety broadly covers the security of the school environment,

infrastructure and school-based activities. According to Chukwu (2008), a safe school is

characterized by working facilities and inherent order, mitigation mechanisms against

injury and unrest through a fostering, kind and concerned staff. Republic of Kenya

(2008), defines school safety as arrangements made by the school community to manage

potentially hasrmful and traumatizing situations. In schools, unsafe situations are deemed

as adverse happenings that cause considerable disruptions to learning. The students and

school staff often times are the most affected by these unsafe situations.

Safety programmes improve on the awareness levels, management of accidents

and reduction of the resultant damages (Armstrong, 2000). Schools safeguard the learners

under their care through their safe and secure surroundings (UNICEF,2008). Safety in the

school premises promotes the learning environment in schools. Melden (2012) argues

that, safety concerns facing learning institutions are diverse and varied. “A number of

countries have developed cross-sectional, national, regional or local strategies of

implementing school safety” (Omolo & Simatwa, 2010). This has largely been informed

by incidents affecting school safety in different countries. World over, policies and

guidelines that underscore the safety needs of students, staff and the physical

infrastructure have been methodically formulated.

1
 Meanwhile, the U.S. Department of Justice (DOJ) plays an important role in the

implementation the national school safety programs and policies. The Bureau of Justice

Statistics (BJS) develops yearly pointers of school criminality and security data. In 2014

the US Congress established comprehensive school safety initiative, which is an optional

grant program administered by the National Institute of Justice, the DOJ research arm, to

investigate the possible root causes and effects of school violence and its impact on

school safety and devise effective ways to safeguard schools from all forms of threats and

hazards (Brock, Kriger & Miro, 2017). United States of America Department of

Education (U.S.D.E) demands strict enforcement of safety policies on physical facilities

in learning institutions to manage various perilous situations (Schneider, 2002).

From the report, 7% of all buildings were found to be at risk (OECD, 2003.

Moreover, the Boko Haram insurgents had been destroying schools from 2009.This

involved arson and damaging of school facilities. As a mitigating measure, Safe School

Initiative was introduced, to transfer students from high-risk states to safe schools in

other parts of the country (Anyanwu, 2016).

In other areas for example in Rwanda, it has developed “Child friendly schools

infrastructure standards and guidelines 2009” for primary and lower secondary schools

(Rwanda Ministry of Education, 2009). Every school is expected to have appropriate,

sufficient and secure buildings.

The purpose of this study is to identify what are the effects of implementation of

safety guidelines in physical infrastructure as perceived by the Bachelor of Physical

Education students. Its goal is to figure out how the safety guidelines in school influences

Physical Education students' awareness as well their safety.

2
Statement of the Problem

This study aims to pay attention in the implementations of safety guidelines in

physical infrastructure in Nueva Ecija University of Science and Technology San Isidro

Campus.

Specifically, the study aimed to:

1. How may the socio-demographic characteristics of the respondents be described

in terms of:

1.1 age;

1.2 sex;

1.3 year level; and

1.4 course?

2. How may the factors affecting physical infrastructure safety in be described in

terms of;

2.1 Communication channel;

2.2 Funding of safety programmes; and

2.3 Safety equipment?

3. What are the observations of the respondents in safety measures in the campus?

4. What are the ways for enhancing physical infrastructure safety in campus?

5. There is no significant difference between the profile of the respondents and their

observation about safety measures in the campus.

3
Hypothesis of the Study

1. There is no significant difference between the profile of the respondents and their

observation about safety measures in the campus.

Conceptual Framework

In this study the researchers formulated a conceptual framework using the input-

process-output model to function as analytical framework to know the implementations

of safety guidelines in the physical infrastructure in Nueva Ecija University of Science

and Technology San Isidro Campus.

Figure 1 provides working paradigm of the research study and both dependent and

independent variable. The researcher used input, process output system. The input

contains the profile of the respondents which include age, sex, year level, and course.

The process includes acquiring of data through distributed survey questionnaires

and the output was provided envisage study.

INPUT PROCESS OUTPUT

1. Demographic Analyzing data by: Different ways to
characteristics of the enhance physical
respondents -Data gathering using infrastructure safety in
printed copy of school.
2. Factors affecting
questions.
physical
infrastructure safety - Use of any data
in school in terms of; collective strategies like
survey and
3. Observation of the questionnaires.
respondents in safety
measures in the
campus.

4
 Figure 1. Paradigm of the Study

Significance of the Study

This study is important because it aimed to provides knowledge about the

implementation of safety guidelines in school.

This research study will give great benefits to the following:

To the teachers. This would help the teacher to know the insights of their

students also it will give them additional information on possible problems if the safety

guidelines is not followed by students. It is also help them to be well prepared and ready.

To the parents. This will help to inform the parents and them knowledge to know

what are the safety guidelines that the school must have and these guidelines affects their

children.

To the students. The research will help them to have insights about the

importance of having a safety guidelines and safety manuals in school in order to have a

safe school.

To the future researcher. The result of the study could provide data that would

useful for the other. Researchers this research could serve as their guide about the topic.

Scope and Delimitation

The main objective of this study is to provide information about the

implementation of safety guidelines in physical infrastructure in the school. The

researcher limited the study to all Bachelor of Physical Education students in all levels of

5
Nueva Ecija University of Science and Technology – San Isidro Campus for the

academic year 2022-2023.

Definition of Terms

Alcohol Dispenser- It used to dispense any alcohol-based sanitizer

Automatic Breaker Switch- also known as the automatic switch and is a type of

electrical remote-control switch.

Effectiveness- Timely attainment of desired results as benchmarked against set goals and

policy guidelines.

Emergency Hotline Poster- useful contacts for your ... Insert all the numbers needed and

hang this poster on the wall.

Equipment- the necessary items for a particular purpose.

Exhaust Fan- work by removing unwanted odors, moisture, smoke and other pollutants

in the air.

First aid kits- are essential for any home, car, work, and travel.

Fire Alarm- system warns people when smoke, fire, carbon monoxide or other fire-

related or general notification emergency emergencies are detected.

Fire Sprinkle Water System- system is an active fire protection method, consisting of

a water supply system, providing adequate pressure and flowrate to a water.

Fire extinguishers- is a handheld active fire protection device usually filled with a dry or

wet chemical used to extinguish or control small fires.

6
Generator- a machine that converts one form of energy into another, especially

mechanical energy into electrical energy, as a dynamo, or electrical energy into sound, as

an acoustic generator

Guidelines- a general rule, principle, or piece of advice.

Harmful- causing or capable of causing harm; injurious.

Lab rooms- used for laboratory applications, research, and/or training in a research

methodology that requires special-purpose equipment.

Lab glasses- with additional features and style for increased security, comfort, and

wearer acceptance

Metal Detector- are useful for finding metal objects on the surface, underground, and

under water.

Mitigating- having the effect of making something bad less severe, serious, or painful.

Physical Infrastructure- refers to the physical availability and quality of public

facilities, including the number of facilities, and the appropriate mix of facility types to

meet population health needs.

Policies- A source or principle of action adopted or proposed by a government, party,

business, or individual.

Premises- a house or building, together with its land and outbuildings, occupied by a

business or considered in an official context.

Pressure water hose- is high tensile wire braided, it's durable and heavy duty, able to

support quite high working pressure

7
Rubber Boat- is a lightweight boat constructed with its sides and bow made of flexible

tubes containing pressure.

Safety gloves- protect against skin absorption of chemicals, chemical burns, thermal

burns, lacerations, and cryogenic liquid exposure.

Security cameras- closed-circuit television cameras are a form of surveillance that uses

an external camera to transmit footage or images to a recording device.

Safety lock doors- a bolt that cannot be moved from outside the door or gate. synonyms:

safety bolt. type of bolt, deadbolt.

Safety signages- must be noticeable, easy to read, and in many cases comply with OSHA

standards.

Safety precautions- can be divided into organizational measures, technical protective

measures and the use of personal equipment.

Sand Buckets- is a steel bucket filled with sand which is used to put out fires.

Stretchers- gurney, litter, or pram is an apparatus used for moving patients who require

medical care.

Thermal Scanner- is a device that can read an individual's temperature and assess if he

may or may not have a high body temperature.

Text Messages- is the act of composing and sending electronic messages, typically

consisting of alphabetic and numeric characters.

Smoke detectors- is a device that senses smoke, typically as an indicator of fire.

8
Wheelchair- is a chair with wheels, used when walking is difficult or impossible due to

illness, injury, problems related to old age, or disability.

CHAPTER II

REVIEW OF RELATED LITERRATURE

This chapter presents different related literature about the study. This chapter give

information about the implementation of safety guidelines and present the factors that

affecting physical infrastructure safety in school. The chapters entails a review of related

literature pertaining to school safety and safety standards implementation with respect to

physical infrastructure guidelines in Nueva Ecija University of Science and Technology,

available options for enhancing safety of the physical infrastructure.

Physical Infrastructure Safety in Schools

Unsanitary and unsafe learning environment results in injury and illness

(UNICEF, 2008). Responsibility for maintenance of school physical infrastructure and

nonstructural safety must be established by school authorities with mechanism for

financing and execution (Bastidas & Petal, 2012). According to UNICEF (2008), schools

must identify and eliminate causes of injury in schooAl buildings and on school grounds,

ensure that emergency response equipment is properly maintained and readily available,

establish emergency procedures and practice emergency response.

9
 According to Ali & Fatima (2016) in Pakistan, best practices for safe school

construction including design, construction guidelines and appropriate construction

materials are emphasized. In their study on safety and security measures in secondary

schools in Islamabad, they established that 75% of the secondary schools had instituted

safety and security measures such as appropriate flooring and lighting on buildings.

83.3% had installed firefighting equipment and evacuation procedures in their buildings.

Factors affecting physical infrastructure safety in school

Inadequate Funds

According to Omolo & Simatwa (2010), inadequate funds were by far the most

significant factor influencing the implementation of safety policies in schools. They

attribute this to the fact that, implementation of safety policies involves extensive

modification of existing buildings, the purchase of expensive safety equipment and

fittings, in addition to capacity development at all levels. Telewa, Nderitu & Muthwii

(2015) argues that most schools had not fully implemented safety standards and

guidelines strategies due to inadequate funds. Findings by Muthiani (2016) and Mwangi

(2014) also agreed that inadequate funds affected adherence to the safety standards in

schools.

Inadequate Safety Equipment and Drills

Maritim, King’oo & Barmao (2015) opines that “most schools are not adequately

prepared for emergencies in terms of planning and equipment”. Gatua (2013)

categorically states that important and useful safety apparatus, including and not limited

to firefighting kits were lacking in most schools. She further noted that where safety

10
equipment such as fire extinguishers was available, they were inappropriately located

“behind doors or in dark corners”. Arguably, in most schools safety equipment was

either; defective, broken or worn out, rendering them in effective or unusable. While

observing that most institutions did not have emergency disaster management

mechanisms; Kisurulia, Katiambo & Lutomia (2013) established that “only a few

schools, (18%) had conducted drills in the previous one year”. Telewa, Nderitu &

Muthwii (2015) concurs that fire drills were rarely conducted in schools.

The Concept of Maintenance

School infrastructure and equipment are materials, resources, buildings, and

equipment that facilitate learning and teaching. Adeboyeje (2000) and Emertarom (2004)

refer to school infrastructure and equipment as enablers of the teaching and learning

which also increases the production of results. It is part of nature for equipment, buildings

and materials to lose their value or to depreciate in one way or another due to various

factors over time. These include aging, vandalism, extreme environmental conditions,

poor community support, mind set of pupils and staff, lack of security and poor handling.

Therefore to avoid disruption of programmes work of infrastructure and equipment

maintenance is inevitable of any given organisation especially schools and must be made

part and parcel of the school routine.

Nhlapo (2006) states that maintenance of school infrastructure and equipment

basically relates to the repair, replacement and general up keep of physical features such

as in the school buildings, grounds and safety systems. Kpee (2013), describes

maintenance as the continuous efforts of checking, improving, repairing, renewing,

repainting, remolding, controlling the use, modifying and ensuring effective and regular

11
use of school infrastructure and equipment in order to make them continuously relevant

and useful. Szuba and Young (2003) added that, maintenance is concerned with ensuring

safe conditions for facility users be they learners, educators, staff, parents or guests and

as for learners it is also concerned with creating a physical setting that is appropriate and

adequate for learning.

Options available to Safety of the Physical Infrastructure in the School/University

Level of Awareness on Existence of Safety standards manual in Schools

Schools and colleges play a crucial role in preparing children and young people to

be able to recognize and manage risk (ROSPA, 2012). Bastidas & Petal (2012) asserts

that school personnel should have the opportunity to develop response skills for disasters

and emergencies. Indeed ROSPA (2012) recommends teaching of safety in schools as an

all-inclusive individual and societal and wellness learning to make students become well-

adjusted citizens. Bastidas & Petal (2012) concurs that risk reduction should be integrated

holistically and taught as part of school curricula from pre-school through secondary

school.

In U.S the Readiness and Emergency Management for Schools (REMS) program

received grant funding from the Education Department (ED) to LEAs (Local Education

Agencies) “to create, strengthen and improve emergency response and crisis plans at the

district and individual school-buildings levels” (Brock, Kriger & Miro, 2017). OECD

(2003) points out that in 1995, the French government established a national agency for

safety in schools and higher education which prepares and sends out reports to the

12
government, public authorities and all other stakeholders interested in school safety. The

school safety publications are supported by training initiatives with emphasis on physical,

effective monitoring and control safety dimensions. In South Africa, township schools

had not entrenched safety awareness at school level. Emergency procedures were lacking,

contributing to nonimplementation of most safety policies. Indeed, safety “situations in

schools were handled as they occurred” (Xaba, 2006).

Awareness on Safety Standards

To increase awareness levels on safety guidelines, Kemunto, Role & Balyage

(2015) recommended that QASOs should ensure school safety policies are disseminated

to all schools and implemented through proper coordination, monitoring and evaluation.

They further postulated that the MOE should introduce disaster preparedness theory and

practice into schools and training institutions curriculum at all levels. Ndetu & Kaluyu

(2016), Nyakundi, et al (2014) and Kisurulia, Katiambo & Lutomia (2013) also made

similar recommendations.

Ways for Enhancing Physical Infrastructure Safety in School

Regular Monitoring and Evaluation

Ugwulashi (2017) recommended reorganization of school assessment units across

all schools in Nigeria for sustainable assessments. Similarly, the Republic of Uganda

(2013) also called for a vibrant and effective school inspectorate system to enforce safety

standards and reward compliance in Ugandan schools.

Safety committees

13
 Xaba (2006) lamented the situation in South African township schools, as one

where safety committees existed merely to fulfill departmental requirements but not as a

serious effort towards enhancing school safety and security. Nevertheless, according to

Salee (2011), MOE should enforce school safety programmes by ensuring all schools

constituted school safety sub-committees to implement safety policies. Nyakundi et al

(2014) further argued that the responsibility of the school safety subcommittee should be

overseeing school safety by carrying out regularly, safety inspection, audit and

prevention of accidents. In concurrence, Kemunto, Role & Balyage (2015) stated that the

safety committees would foster and ensure compliance and assessment of school safety

Summary of Literature

Several studies illustrated that schools’ physical infrastructure affects the factors

in terms communication channel, funding of safety programmes and safety equipment.

This literature review's strength was a compilation of documentary evidence that

supported the implementation of safety guidelines in physical infrastructure in school.

Physical infrastructure safety needs, physical infrastructure safety determinants

(such as availability of funds, staff and students awareness, available safety equipment

and drills), and effective physical infrastructure safety practices and programmes (such as

awareness practices and programmes, structural safety of school buildings, safety

committees, QASOs monitoring and evaluation and existence of functional guidance and

counseling departments).

Throughout this research, encouraged students to actively engage and learn what

are the safety guidelines in physical infrastructure in school.

14
 Justification of the Study

From the literature reviewed, several gaps can be identified. Studies by Muthiani

(2016) and Nyakundi (2012) do not concur with Gatua (2013) and Ng’ang’a (2013)

regarding the level of awareness in schools on the existence of the safety manuals, hence

an evidence gap. Furthermore, the status and safeness of the school physical

infrastructure for instructional utilization by the students and teachers can be attributed to

the fitness of the principal in successfully implementing these safety guidelines. Unsafe

and inadequate school physical facilities pose a serious threat to schools’ learning

environments and the attainment of the envisaged educational objectives. Based on the

prior studies reviewed, these identified research gaps therefore provided a basis and

justification for this research.

15
 CHAPTER III

RESEARCH METHODOLOGY

This chapter concentrates on the discussion of the research methods and

procedures adhered to by the researcher in order to answer systematically the specific

problems posed for investigation. Specifically, the research method, population and

samples, research instrument, data gathering procedure, and statistical treatment of the

data used for the accurate data analysis and interpretation were explained in this chapter.

Research Design

The descriptive correlational research design method will be used in obtaining

information needed in this study. The descriptive correlational research design

investigates relationships between variables without the researcher controlling or

manipulating any of them. Descriptive research involves the identification of attributes of

a particular phenomenon based on an observational basis or the exploration of the

correlation between two or more phenomena. This method also used to investigate the

direction and magnitude of relationships among variables in a particular population.

16
Likewise, it is designed to study changes in one characteristic or phenomenon that

corresponds to another. The descriptive research design will be used in this study because

it aims to identify how the implementation of safety guidelines in physical infrastructure

affects the students in Nueva Ecija University of Science and Technology – San Isidro

Campus.

Research Locale

This study will be conducted at Nueva Ecija University of Science and

Technology – San Isidro Campus, located at Jose Abad Ave. Poblacion, San Isidro,

Nueva Ecija during academic year 2022 - 2023.

Samples and Sampling Technique

The respondents of the study will be the Bachelor of Physical Education students

in all levels, at Nueva Ecija University of Science and Technology – San Isidro Campus

for the academic year 2022-2023. Random probability sampling will be use in the study,

where in each element in the population has an equal and independent chance of selection

in the sample. The concept of independence means that choice of one element is not

dependent upon the choice of another element in the sampling or the selection or

rejection of the element does not affect the inclusion or exclusion of another.

Respondents of the Study

The respondents of the study will be the Bachelor of Physical Education students

at Nueva Ecija University of Science and Technology – San Isidro Campus for the

academic year 2022-2023. All of the Bachelor of Physical Education students in Nueva

17
Ecija University of Science and Technology were chosen since they are all belong and

affected by the school safety guidelines.

Research Instruments

The researchers will use a three-part questionnaire (Appendix A). The first part of

the instrument consists of items that will gather the demographic profile of respondents

such as their name, age, sex, year level, and course. The second part of the questionnaire

inquires about the factors affecting the implementation of safety guidelines in physical

infrastructure safety in school. A checklist for communication channel, funding of

programs and the available safety equipments. The third part of the questionnaire the

researchers will also ask their respondents based on what are their observation on safety

measures in school and what are the ways for enhancing it (Kioko, 2015).

Validity of the Instrument

To test the validity of the research instruments, content validity will be use. The

questionnaire was shown to experts to go over the corrections, suggestions, and

appropriateness to make to improve the instruments were use.

Procedure of the Study

After the instrument’s validation, the researchers made a letter of permission to

conduct the study to the Director and Professors of the perspective university engaged in

the study, assuring them of the confidentiality of their identity and responses. The

researchers intended to distribute the survey questionnaires to the respondents through

Survey Forms.

18
Data Gathering Procedure

After the instrument's validation, researchers made a letter of permission to

conduct the study to the Campus Director of Nueva Ecija University of Science and

Technology, San Isidro Campus, After the approval (Appendix B), the researcher

administered the survey using the survey questionnaire.

Scale Weighted Means/ Equivalent Corresponding Remarks

5 4.21 – 5.00 Strongly Agree

4 3.41 – 4.20 Agree

3 2.61 – 3.40 Slightly Agree

2 1.81 – 2.60 Disagree

1 1.00 – 1.80 Strongly Disagree

Scale Weighted Means/ Equivalent Corresponding Remarks

5 4.21 – 5.00 Very Excellent Condition

4 3.41 – 4.20 Excellent Condition

3 2.61 – 3.40 Fair Condition

2 1.81 – 2.60 Poor Condition

1 1.00 – 1.80 Not Available

Scale Weighted Means/ Equivalent Corresponding Remarks

5 4.21 – 5.00 Always

4 3.41 – 4.20 Often

19
 3 2.61 – 3.40 Sometimes

2 1.81 – 2.60 Rarely

1 1.00 – 1.80 Never

Statistical Analysis of Data

The following statistical tools were used to treat the gathered data in order to

answer

the questions identified in the statement of the problem:

1. Frequency count used to describe the demographic profile variables of the

respondents.

2. Weighted Mean used to compute for the weight of the responses in the

questionnaire assigned by the respondents.

3. Percentage - was used to determine the proportion of the respondents who

answer in a certain way. This tool is used to identify the number and percentage

who respond in a certain way.

4. T-test – was used to determines the significant difference occur between the

safety guidelines in school and the students response.

5. Analysis of variance, or ANOVA – was used to determine what are the effects

of implantation of safety guidelines to the respondents.

20
 REFERENCES

Ali, S., & Fatima, F. (2016). Comparative Analysis of safety and security measures in
public and private schools at secondary level. J Socialomics 5:169, doi
10.40172/2167-0358.

Adeboyeje, R.A. (2000), Management of School Physical Facilities, Ibadan: Foundation

Publications.

Anyanwu, U. (2006). Supporting the Nigerian Safe School Initiative (SSI). Deutsche
Gesellschaft fiir.

Armstrong, M. (2000). Handbook of human resource management in practice. 7thedition.

Essex: Kogan page Ltd.

Bastidas, P., & Petal, M. (2012). Assessing school safety from disasters. A global
baseline report. Geneva: UNISDR

21
Brock, M., Kriger, N., Miro, R. (2017). School Safety Policies and Programs
Administered by the U.S. Federal Government: 1990-2016.Washington, D.C:
Federal Research division library of Congress.

Chukwu, E.C. (2008). School safety and security. A management challenge to principals
in the Vryheid District. Published Master of Philosophy Thesis. University of
Johannesburg.

Gatua, J.W. (2013). Assessment of the implementation of ministry of education safety

guidelines on physical infrastructure in public secondary schools in Nairobi West
region, Kenya. Unpublished Doctoral Dissertation. Catholic university of Eastern
Africa, Nairobi.

Kemunto, N.J., Role, E., & Balyage, Y. (2015). Safety policy implementation frame work
for secondary schools in Kenya. Baraton Interdisciplinary Research Journal, vol5
(special issue), pp 27-40.

Kioko, N.E., 2020. Principals’ Effectiveness in the implementation of safety guidelines

on physical infrastructure in public secondary schools in makueni county, kenya
(Doctoral dissertation, Kenyatta University.)

Kisurulia, S., Katiambo, D., Lutomia, G.A. (2013). An investigation into state of disaster
and safety preparedness in schools in Kenya. International Journal of Science and
Research (IJSR) vol.4 issue 9 (www.ijsr.net).

Kpee, G. G. (2013). The school plant planning. In J. D. Asodike, J. M., Ebong, S.

O.,Oluwuo, & N. M. Abraham. Contemporary administrative teaching issues in
Nigerian schools (pp. 306-314). Owerri: Alphabet Nigeria Publishers.
Maritim, J.C., King’oo, R.M., & Barmao, C. (2015). Physical infrastructural safeness in
public boarding secondary schools in Kenya. International Journal of Education
and research. Vol3, No7. Retrieved from www.ijern.com

Melden, P. (2012). Schools face more challenges than even before ABC News.
http://www.abc.net.au/news/education/features/43033856.

Muthiani, R.M. (2016). Factors influencing schools compliance to safety standards

guidelines in public secondary schools in Kitui central sub county, Kitui County.
Unpublished Masters Research Project Report. South Eastern Kenya University,
Kitui.

Mwangi, J.W. (2014). Safety measures in public secondary schools in Kahuro district,
Murang’a County, Kenya and their effects on schools safety. Unpublished
Masters Research Project. Kenyatta University, Nairobi.

22
Ng’ang’a, A.W. (2013). Factors influencing compliance with safety standards in public
secondary schools in Nyeri central District, Nyeri County. Unpublished Masters
Research Project Report. University of Nairobi, Nairobi.

Ndetu, D.K., & Kaluyu, B. (2016). Factors influencing fire disaster management
preparedness: A case of primary schools in Makueni County Kenya. European
Journal of Education studies. Retrieved from www.oapub.org/edu

Nhlapo, V.A. (2006), Managing school safety in the primary school. Vanderbijlpark:
North West University. Unpublished dissertation.

Nyakundi, O.Z., Ngwacho, G.A., Mong’are, E., Onguti, R., & Mikuro, R. (2014).
Implementation of safety standards and guidelines in public secondary schools in
Marani District, Kisi County, Kenya. Journal of Education and practice vol5, No
13. Retrieved from www.iiste.org.

OECD (2003). “School Safety in France” PEB Exchange Programme on Educational

Building, 2003/01 OECD Publishing, Paris. http:/dx.doi 1787/71635/035433

Omolo, D.O., & Simatwa, E.M.W. (2010). An assessment of the implementation of

safety policies in public secondary schools in Kisumu East and West Districts,
Kenya. Educational Research. (ISSN: 214-5161) VOL (II) PP. 637649.
http://www.interesjournals.org.ER.

Republic of Kenya (2008). The Safety Standards Manual for Schools in Kenya.1st ed.
Nairobi: Church World Service.

Republic of Uganda (2013). Assessing Child Protection, Safety and Security issues for
children in Ugandan Primary and Secondary Schools. Kampala: UNICEF Uganda
ROSPA (2012). Managing safety in schools and colleges. Birmingham: ROSPA House.
Retrieved from. www.rospa.com/school and college safety

Rwanda Ministry of Education. (2009). Child Friendly Schools infrastructure Standards

and Guidelines. Primary and Tronc Commun Schools. Kigali: MINEDU

Salee, D. N. (2011). Situation analysis of school safety and school administration

participation in public secondary schools: Kenya, International Journal of current
Research vol 3 issue, 6, pp278-283. (http//.www.journalera.com).

Schneider, S. (2002). School violence in Children and Adolescents: A meta-analysis of

effectiveness. Journal of school violence, 1:5-34

Szuba, T. & Young, R. (2003), Planning guide for maintaining school facilities.
Washington D.C: National Forum on Education Statistics

23
UNICEF (2008). Child friendly schools manual. New York: United Nations children’s
fund.
Telewa, N.C., Nderitu, M.K. & Muthwii, S.M. (2015). A survey of disaster preparedness
and safety standards in secondary school in Kenya. IOSR Journal of humanities
and social science. Vol20, issue 4. PP 73-80

Ugwulashi, C.S (2017). Educational Facilities: Appropriate strategy for school safety
management in Rivers state, Nigeria. DOI: 10-6007/IJARPED/V6-i2/2317

Xaba, M. (2006). An Investigation into the basic safety and security status of the schools’
physical environments. South African Journal of Education. Vol 24(4)565-580

24