A Holistic Approach to Safety and Security at Schools in South Africa

Xaba, Mgadla Isaac

doi:10.5901/mjss.2014.v5n20p1580

Cited by 8 publications

(7 citation statements)

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“…Razumevanje pojma bezbednosti u školi neodvojivo je od razmatranja funkcionisanja škole u celini. Stoga neki autori polaze od razumevanja školske sredine kojoj prilaze uzimajući u obzir sve karakteristike škole koje uobličavaju sredinu za učenje (Xaba, 2014). Te karakteristike se odnose na unutrašnji i spoljašnji prostor školskog okruženja.…”

Section: Pojmovno Određenje Bezbednosti U šKoliunclassified

“…Shodno tome, izdvajaju se tri bitna elementa škole i školske sredine: školski prostor, školska zajednica i školski program. Prva dva elementa se u literaturi posmatraju kao fizička i psihosocijalna sredina, a sa njima se povezuje i razmatranje pojma bezbed-nosti u školi (Xaba, 2014). Fizičku sredinu škole čine školske zgrade i njeni sadržaji, drugim rečima, fizička struktura i infrastruktura, lokacija škole i okolno okruženje (Wargo, 2004).…”

Section: Pojmovno Određenje Bezbednosti U šKoliunclassified

“…Sigurnost se shvata kao situacija ili stanje koje nije opasno i koje je lišeno pretnji, odnosno kao osećanje, iskustvo ili opažanje koje proizilazi iz stanja ili okoline koja nije opasna -koja je sigurna. Bezbednost se posmatra kao stanje koje je postignuto, stvoreno ili napravljeno jer su preduzete određene aktivnosti ili sprovedene određene mere (Xaba, 2014). Drugim rečima, pojam sigurnosti odražava unutrašnju ili psihičku realnost čoveka, a bezbednost spoljašnju ili objektivnu realnost u kojoj čovek živi (Kordić, 2006).…”

Section: Pojmovno Određenje Bezbednosti U šKoliunclassified

“…Tvrdnja da školska sredina mora biti bezbedna da bi se osetila ili iskusila sigurnost nije potpuno tačna (Xaba, 2014). Očigledno je da treba pretpostaviti međuzavisan odnos između stepena bezbednosti školske sredine i izraženosti osećanja sigurnosti.…”

Section: Pojmovno Određenje Bezbednosti U šKoliunclassified

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On the approaches to the defining and operationalization of the concept of school safety

Tadić¹

2022

Nastava i vaspitanje

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The paper looks at different approaches to the defining and operationalization of the concept of school safety, with the aim of identifying the fundamental conceptual and operational dilemmas and problems, as well as highlighting the importance of the concept and of its adequate definition, in view of the implications it has for understanding the phenomenon, for research, and for the creation of school policy. The fundamental question which is the focus of the paper is examined in terms of the conceptual definition of school safety, the problem of operationalization and the problem of research. As part of this question, we have sought to define the concept of school safety, pointing to the broader and narrower definitions of the concept itself, and its relationship with other, related concepts and the conceptual dilemmas arising from this. The problem of the operationalization of this concept is represented through three approaches in the identification of school safety dimensions: the risk management approach; the approach linked to school violence; and the approach of creating a learning-focused school environment. In the last section - the research question - the difficulties identified by researchers while conducting research into school safety are presented. The conclusion states that only a clearly defined and well-founded conceptual framework, the defining of research objectives, that is, the selection of the range of behaviors and experiences relevant to the topic, and the evaluation of the characteristics of the cultural environment and the respondents' age, can lead to the adequate selection and determination of indicators of school safety, as well as the removal of difficulties in its operationalization and measurement.

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Section: Pojmovno Određenje Bezbednosti U šKoliunclassified

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On the approaches to the defining and operationalization of the concept of school safety

Tadić¹

2022

Nastava i vaspitanje

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“…En un sentido amplio, la seguridad es entendida como la cualidad de aquello que se encuentra "libre y exento de todo peligro, daño o riesgo" (Real Academia Española, 2020). Concretamente, una escuela segura es conceptualizada como una escuela "que no es peligrosa y que no plantea amenazas a los ocupantes de la escuela en términos de bienestar físico, emocional y psicológico" (Xaba, 2014(Xaba, , p. 1583. La Iniciativa Mundial para Escuelas Seguras de la Alianza Global para la Reducción del Riesgo de Desastres y Resiliencia en el Sector Educación (2018) señala que las escuelas seguras cuentan con instalaciones de aprendizaje seguras y accesos y egresos seguros, está preparada para dar respuesta a emergencias en la escuela y proporciona educación para la reducción del riesgo de desastres y resiliencia.…”

Section: Seguridad Salud Y Educaciónunclassified

La formación en salud y seguridad del profesorado para la gestión de centros educativos seguros y saludables

Díaz-Vicario

Gairín

2021

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Tal y como nos recuerdan la WHO y la UNESCO (2021), la educación y la salud son derechos humanos fundamentales y esenciales que, junto con la necesidad de seguridad y protección, garantizan el desarrollo económico y social. Contar con centros educativos seguros y saludables como espacios donde se promueva y proteja la seguridad y la salud es una cuestión que nadie discute, pues la escuela desempeña un papel fundamental en el desarrollo de las habilidades para la vida. Ahora más que nunca, y tal y como se ha puesto de manifiesto con la situación generada por el virus COVID19, es importante que las escuelas contribuyan al bienestar en un entorno de aprendizaje seguro y saludable para todos los miembros de la comunidad educativa. La creación y gestión de centros seguros y saludables requiere de la puesta en marcha de mecanismos y recursos, así como de la implicación de los equipos directivos y profesorado, sólo posible si cuentan con la formación y herramientas necesarias para ello. La presente aportación analiza, en este contexto, la importancia de la formación del profesorado no universitario, principalmente de educación infantil y primaria, para logar su alfabetización en cuestiones de seguridad y salud escolar, proponiendo un decálogo de competencias e indicadores/estándares de actuación para la gestión de centros seguros y saludables.

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Learners’ perspectives on school safety in Johannesburg

Hochfeld

Schmid

Errington

et al. 2022

SAJE

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In this article we report on a South African study conducted with 1,779 learners aged 11 to 18 years from 8 schools in urban areas in and around Johannesburg. These learners’ perspectives on school safety confirm that South African learners experience their schools as unsafe. Their primary concerns related to coercion and violence against learners by peers or teachers on school grounds, although they regarded the physical school environment and domestic and community conditions as impacting school safety. To address safety concerns, learners desired the punishment of offenders and greater involvement and accountability of adults. We recommend an urgent whole-school intervention using a critical gender lens.

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A Holistic Approach to Safety and Security at Schools in South Africa

Abstract: Abstract

Cited by 8 publications

References 5 publications

On the approaches to the defining and operationalization of the concept of school safety

On the approaches to the defining and operationalization of the concept of school safety

La formación en salud y seguridad del profesorado para la gestión de centros educativos seguros y saludables

Learners’ perspectives on school safety in Johannesburg

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