Relevant bibliographies by topics / School facilities

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School facilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "School facilities"

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Omar, Naureen, Rameeshey Khan, Faizan Farooq, Humera Karim, Muhammad Ayoub, and Ushna Habib. "HEALTH CARE FACILITIES AT SCHOOL." Professional Medical Journal 22, no. 12 (December 10, 2015): 1546–49. http://dx.doi.org/10.29309/tpmj/2015.22.12.802.

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Schools should pertain to a comprehensive system to deal with day to dayemergencies, as children spend more than six hours at school and are liable to suffer frominjuries and illnesses. Objectives: This study was conducted with the objective of assessingthe experiences of students regarding healthcare management especially first aid patterns atschool. Study Design: Cross sectional study. Setting: Study was conducted on 50 studentsenrolled from ten identified public and private schools of Lahore Period: Six months. Methods:In depth interviews were conducted on students from classes 6-10 who had suffered from aninjury or illness during school hours within the last six months. Results: In these 50 studentsthe most common injury were fractures and dislocations (15), most common illness was fever(19). Majority (41) were managed at schools with a first aid facility and provision of sick rooms(28). Teachers were the main healthcare providers in private schools (17), as compared topublic schools (9). Lack of properly trained health professionals was observed; only 7 out of 50schools had employed nurses. Health education regarding hand washing, personal hygiene,dengue prevention was being provided in (45) schools. Conclusion: This study highlights theimportance of provision of first aid services at school and the need to train teachers regardingbasic life support. Implementation of the existing school health program needs to be emphasizedin all schools of Lahore.
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Ndisa, Hirst Herman. "Facilities Planning in the Dynamic Environment in Tanzanian Public Primary Schools." Journal of Operations and Strategic Planning 5, no. 2 (December 2022): 123–43. http://dx.doi.org/10.1177/2516600x221141753.

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The article explains the improvement of Tanzanian public primary schools facilities planning in the dynamic environment. The main contribution is that School Facilities Planning (SFP) in the dynamic environment to enhance adequate and quality school facilities is determined by the presence of vision and mission statements, positive school culture, technological environment and monitoring and evaluation. This article looks not beyond the planning but rather at the dynamics of planning discourse itself. It explains how dynamic environment in Tanzania facilitates, and sometimes constrains, the mobilization of resources to implement school facilities plans. It draws from the discursive construction of social actors in SFP from 2010 to 2019. Critical Discourse Analysis (CDA) was used as a theory, methodology, and data analysis strategy. Major findings indicate that, in order to improve planning in the dynamic environment, vision and mission statements should be established in schools and emphasize SFP; there should be a culture of facilities planning in schools; technological environment should be emphasized to facilitate durable and quality school facilities; and monitoring and evaluation should be emphasized to facilitate SFP.
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Kerschkamp, F. O. "School Facilities Management." Facilities 9, no. 1/2 (January 1991): 14–19. http://dx.doi.org/10.1108/eum0000000002138.

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Youngman, Angela. "School facilities: For hire." Fundraising for Schools 2009, no. 99 (March 2009): 12–13. http://dx.doi.org/10.12968/fund.2009.1.99.40365.

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Norton, Richard K. "Planning for School Facilities." Journal of Planning Education and Research 26, no. 4 (June 2007): 478–96. http://dx.doi.org/10.1177/0739456x07299844.

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Filardo, Mary, Jeffrey M. Vincent, and Kevin Sullivan. "How crumbling school facilities perpetuate inequality." Phi Delta Kappan 100, no. 8 (April 29, 2019): 27–31. http://dx.doi.org/10.1177/0031721719846885.

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The average public school building was built around 1968 — more than 50 years ago — and the National Center for Education Statistics reports that half of all public schools in the United States need at least one major facility repair. Mary Filardo, Jeffrey Vincent, and Kevin Sullivan explain how poorly maintained school buildings have a negative effect on both student and teacher performance and health. Because local districts are responsible for funding their own building maintenance and upgrades, poor communities lack the resources to keep facilities in adequate shape, much less to modernize them, and needed repairs may be made using the same operating funds used to pay teachers and purchase instructional materials. The authors express hope that interest in infrastructure improvements at the federal level will enable schools to receive the funding they need.
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Frameiliada, Dila, Soni Setiawan, Tamara Azizah, and Kruger Margarida. "Learning Facilities in Supporting the Process Learning and Learning Motivation." Scientechno: Journal of Science and Technology 2, no. 2 (August 15, 2023): 118–24. http://dx.doi.org/10.55849/scientechno.v2i2.162.

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Learning facilities are facilities and infrastructure that help facilitate the learning process to acquire knowledge at school so that learning objectives are achieved. The availability of complete learning facilities in schools facilitates students in the learning process. Learning facilities that must be provided in schools are buildings, classrooms, laboratories, libraries, BP rooms, and textbooks, where these types of facilities are facilities to support the learning process. The learning process is a sequence of changes because there is a process of interaction between students and educators and learning resources in a learning environment. Three main factors influence the learning process in the classroom, namely educators, students, and the classroom environment.
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Ajayi, Olumuyiwa, and Azeez Arisekola Salma. "Comparative Assessment of Facilities Provision in Public And Private Primary Schools in Irepodun Local Government of Kwara State." Jurnal Pendidikan Ilmu Sosial 30, no. 1 (June 20, 2021): 101–10. http://dx.doi.org/10.17509/jpis.v30i1.63315.

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The study focused on comparative assessment of facilities provision in public and private primary schools in Irepodun Local government of Kwara state Descriptive survey research design was used for this study. population of this study comprises all private and public primary school teachers in Irepodun Local Government Area of Kwara State. The sample size comprised of 80 teachers in 16 schools selected by simple random sampling technique from the total population of primary school. From the study, it shows Facilities provided based on findings includes: headmaster/principals offices, classrooms, laboratory, playground (WA=2.56) There was significant difference in the facilities provided in primary schools in Irepodun Local Government Area of Kwara State based on school type 01 (P0.05) There was no significant difference in the facilities provided in primary schools in Irepodun Local Government Area of Kwara State based on school location. 55 (P0.05). It was therefore recommended that, the management of both public and private primary schools should endeavor to provide adequate classroom facilities to meet up school enrolment, School administrators should establish good relationship with communities and organization that can assist them in the provision of playground/sporting facilities to facilitate effective teaching and learning.
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Siswanto, Edy, and Dian Hidayati. "MANAGEMENT INDICATORS OF GOOD INFRASTRUCTURE FACILITIES TO IMPROVE SCHOOL QUALITY." International Journal of Educational Management and Innovation 1, no. 1 (January 24, 2020): 69. http://dx.doi.org/10.12928/ijemi.v1i1.1516.

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Facilities and infrastructures in education are essential to improve the quality of the teaching and learning process in schools. Principals are responsible for managing facilities and infrastructures in schools. The implementation of learning to teach in schools will be subjected to obstacles when facilities and infrastructure are inadequate. The purpose of this research is 1) describing the importance of facilities and infrastructure in improving the quality of learning, 2) Knowing how to plan, manage, use and maintenance of facilities and infrastructure in schools, 3) indicators Management of good infrastructure for the improvement of School quality 4) school readiness in preparing facilities and infrastructure to support learning in the 4.0 era. The case study used in MTS Muhammadiyah Sidomulyo. The research used in this research is descriptive qualitative research. Data collection techniques using interviews, observation, and documentation. The results of the research show that the headmaster is planning in fulfilling facilities and infrastructure tailored to the level of needs each year. The planning will be known as management indicators of any infrastructure which is a good or most significant influence on the improvement of the quality of the school. Precisely the use of facilities and infrastructure can improve the quality of learning in Mts Muhammadiyah Sidomulyo. Damaged facilities and infrastructure will be given repairs. If no longer repaired, the school will apply for new procurement. All parties in the school must maintain existing facilities, and infrastructures to improve the quality of learning.
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Evenson, Kelly R., Fang Wen, Sarah M. Lee, Katie M. Heinrich, and Amy Eyler. "National Study of Changes in Community Access to School Physical Activity Facilities: The School Health Policies and Programs Study." Journal of Physical Activity and Health 7, s1 (January 2010): S20—S30. http://dx.doi.org/10.1123/jpah.7.s1.s20.

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Background:A Healthy People 2010 developmental objective (22-12) was set to increase the proportion of the nation's public and private schools that provide access to their physical activity spaces and facilities for all persons outside of normal school hours. The purpose of this study was to describe the prevalence of indoor and outdoor facilities at schools and the availability of those facilities to the public in 2000 and 2006.Methods:In 2000 and 2006, the School Health Policies and Programs Study (SHPPS) was conducted in each state and in randomly selected districts, schools, and classrooms. This analysis focused on the school level questionnaire from a nationally representative sample of public and nonpublic elementary, middle, and high schools (n = 921 in 2000 and n = 984 in 2006).Results:No meaningful changes in the prevalence of access to school physical activity facilities were found from 2000 to 2006, for youth or adult community sports teams, classes, or open gym.Conclusions:These national data indicate a lack of progress from 2000 and 2006 toward increasing the proportion of the nation's public and private schools that provide access to their physical activity facilities for all persons outside of normal school hours.
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Dissertations / Theses on the topic "School facilities"

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Law, Wai-ming Vivian. "Specialist Music School in Diamond Hill School Village." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25954817.

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Coffey, Andrea B. "Revitalization of School Facilities." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2661.

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The purpose of this study was to analyze current practices in the revitalization of school buildings and assimilate data that can be used by school administrators to make informed decisions about the revitalization of school facilities. Through a review of literature, elements for planning the revitalization of school facilities were identified and analyzed. These elements were included in an interview guide used during on-site visits to selected revitalized schools. Nine schools renovated since 1985 in Virginia, Tennessee, and North Carolina were chosen to participate in the study. The treatment of data was reported around the use of identified elements of planning for renovating school buildings. Data from the schools were divided by states to make comparisons. The study indicated that structural soundness, program support, site, and cost are four areas of concern when planning for the revitalization of a school. The specific planning elements included the development of educational specifications; attention to site condition; consideration of playground areas; importance of the exterior appearance of school buildings; space utilization; condition of mechanical and electrical systems; importance of energy efficiency, development of barrier free environments, treatment of thermal environments; consideration of acoustics; management of visual environments; selection of furniture and equipment; and attention to aesthetics. As a result of the findings of this study, the following conclusions were drawn: (1) Planning for the revitalization of school buildings differs from one school to another even when the schools are in the same system. (2) States do not employ facility planners to help school systems revitalize their school buildings. (3) Many school administrators do not know how to assess the condition of the schools in their districts. (4) Administrators and other individuals involved in revitalizing school facilities want more information on how to systematically plan for the modernization of school buildings.
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Law, Kwai-sun Jeffrey. "School community in new town housing estate : integrating the public school into the community /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948970.

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Dierkz, René Johny. "Cool schools for hot suburbs : models for affordable and environmentally responsive schools in Nairobi, Kenya /." Eindhoven, The Netherlands : Bouwstenen, 2002. http://bibpurl.oclc.org/web/24377.

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Tse, Shuk-yee Bonita. "Education park." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25949172.

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Chow, Tse-yan. "An ideal place for pre-schooler." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25954581.

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Tse, Ching-kan Curry. "School of Chinese Art." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25950964.

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Eshelman, David. "Planning for Technology in School Facilities." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26259.

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The purpose of this study is to examine the issue of planning for technology in existing, new, or renovated school facilities. The focus is to provide educators a technology profile to help with planning issues regarding school design and the integration of technology in school facilities. Very few counties in the Commonwealth of Virginia have a facility planner on staff. It is the intent of this author to provide support for those involved with planning for technology in school facilities. Principals can use this tool to help align school technology goals with the division long-term plan as well as the technology standards. Reviewing the components of the Virginia Educational Technology Alignment Report, the CEO Forum STAR indicators, the Florida Technology Resource Survey, as well as the TAGLIT survey tool provided insight to the technology profile. This tool was used throughout the Commonwealth of Virginia to assess current conditions and the perceptions of principals, teachers and division support staff in an attempt to assess current and long-range planning for technology in school facilities. The literature reviewed clearly identifies that a continued commitment to long-range planning and effective statewide integration of educational technology into teaching and learning is essential. A close examination of the results of this study will assist those planning for and assessing schools readiness for technology and its impact on school design to ensure the accommodation of future technological needs of school facilities. As a result of the data collected a user technology profile can be created for each participating school. This tool can help in a variety of ways. Possibilities include setting benchmarks and goals, applying for technology grants, determining funding priorities, and creating individualized assessment tools. The intent here is to provide a technology user profile for each school by participant. This would enable the principal to review the data separately or by comparison of principal and teacher.
Ed. D.
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Chung, Lai-shun Nelson. "Communal school village in Telegraph Bay." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25947370.

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Chan, Ho-kei Kevin. "School for the gifted." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2595345x.

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Books on the topic "School facilities"

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Wyoming. State Dept. of Education., ed. Wyoming public schools facilities guidelines: A guide for planning school facilities. [Cheyenne, Wyo.]: Wyoming Dept. of Education, 1998.

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Fianchini, Maria, ed. Renewing Middle School Facilities. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-19629-5.

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Architects, American Institute of, ed. Educational facilities. Mulgrave, Vic: Images, 2002.

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Darrell, Spencer, and North Carolina. Division of School Planning., eds. Lenoir County school facilities survey, 1987-1988. [Raleigh, NC]: The Division, 1988.

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Butin, Dan W. Science facilities. [Washington, DC]: National Clearinghouse for Educational Facilities, 2000.

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Adeboyeje, R. A. Management of school physical facilities. Ibadan: Fountain Publications, 1997.

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Educational Resources Information Center (U.S.), ed. Designing school facilities for learning. [Washington, DC: NEKIA Communication], 1997.

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T, Olson Robert, Brouillet Frank B, and Washington (State). Superintendent of Public Instruction., eds. School facilities development procedures manual. 2nd ed. [Olympia, WA]: Superintendent of Public Instruction, State of Washington, 1986.

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Anderson, Pauline. Planning school library media facilities. Hamden, Conn: Library Professional Publications, 1990.

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Kumar, B. L. Schools and schooling in tribal Gujarat: The quality dimension. Gota, Ahmedabad: Gujarat Institute of Development Research, 2004.

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Book chapters on the topic "School facilities"

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Fianchini, Maria. "Scenarios Under Change in School Facility Interventions." In Renewing Middle School Facilities, 3–15. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19629-5_1.

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Zuccoli, Franca. "Education and Architecture: Seeking Grounds for Dialogue." In Renewing Middle School Facilities, 17–32. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19629-5_2.

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Bellomo, Antonella. "Outdoor Experience in Schoolyards Aimed at Widening Learning Opportunities." In Renewing Middle School Facilities, 33–51. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19629-5_3.

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Magoni, Marcello. "Resilience Thinking and Sustainable School Infrastructure Management." In Renewing Middle School Facilities, 53–62. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19629-5_4.

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Fianchini, Maria, and Franca Zuccoli. "Updating Users’ Needs Framework in Middle Schools. A Field Research Activity." In Renewing Middle School Facilities, 65–127. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19629-5_5.

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Borsotti, Marco, and Alessandra Spagnoli. "Looking for Educational Environments. Rising Design Attitudes to Shape Contemporary Interior Spaces." In Renewing Middle School Facilities, 131–65. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19629-5_6.

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Dessì, Valentina. "The Schoolyard: A Space for School and Neighbourhood Communities." In Renewing Middle School Facilities, 167–209. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19629-5_7.

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Magoni, Marcello. "A Resilience View of the School and Neighbourhood Community Actions." In Renewing Middle School Facilities, 211–29. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19629-5_8.

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Paganin, Giancarlo. "A Simplified Toolbox for the Operability Assessment of the Built Environment in Middle School Buildings." In Renewing Middle School Facilities, 231–50. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19629-5_9.

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Coelho, J. D. "Optimal Location of School Facilities." In Operational Research and the Social Sciences, 275–84. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4613-0789-1_40.

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Conference papers on the topic "School facilities"

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Osmani, Fevzi, and Lufti Bina. "Efficient Lighting Management in School Facilities." In University for Business and Technology International Conference. Pristina, Kosovo: University for Business and Technology, 2018. http://dx.doi.org/10.33107/ubt-ic.2018.146.

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Safitri, Lina Eta. "Evaluation the Implementation of Trias of School Health Center Program at Giwangan Elementary School, Yogyakarta." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.52.

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ABSTRACT Background: After families, school plays an important role in taking account of children’s health at elementary school. This is because students spend a lot of time at schools and often encountered various health problems. Studies have shown that School Health Based Centre are particularly suited to meet the children needs for proper health services. This study aimed to evaluate the implementation of trias of school health center program (UKS) at Giwangan elementary school, Yogyakarta. Subjects and Method: This was a qualitative study with case study approach. The study was conducted at Giwangan elementary school, Yogyakarta, Indonesia, in May 2018. The key informants were supervisor and head of UKS. The informants were selected by purposive sampling. The data were collected by in-depth interview, observation, and study document. Results: Input evaluation showed that facilities and infrastructure in the school health center were not optimally available. Evaluation process found that there were some obstacles faced by school health center in providing health education in students. Output evaluation showed that there was lack of personnel to implement school health center service. There has never been a little doctor training for students. Conclusion: There is a need to improve facilities and number of personnel in school health center. Keywords: school health center program, evaluation Correspondence: Lina Eta Safitri. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email:linaetasafitri_96@student.uns.ac.id DOI: https://doi.org/10.26911/the7thicph.04.52
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Tia Ayu Ningrum, Tia, Tia Ayu Ningrum, Hanif Alkadri, and Ary Kiswanto Kenedi. "Analysis of Extracurricular Program Facilities in Junior High School." In Proceedings of the 5th International Conference on Education and Technology (ICET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icet-19.2019.115.

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Ryu, Hanguk. "An Analysis Method for Maintenance Cost of School Facilities." In 5th International Workshop on Art, Culture, Game, Graphics, Broadcasting and Digital Contents 2016. Global Vision School Publication, 2016. http://dx.doi.org/10.21742/asehl.2016.2.02.

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Nguyen, Ha. "Extended School Building Facilities Closure From Third-Grade Perspectives." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2010666.

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Nguyen, Ha. "Extended School Building Facilities Closure From Third-Grade Perspectives." In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2010666.

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Mawar, Mawar, Retnowati Dyas Tuti, Nida Handayani, and Muhammad Syahrul. "Facilities of Basic School in Sanggau Kalimantan Barat Regency." In Proceedings of the 2nd International Conference on Social Sciences, ICSS 2019, 5-6 November 2019, Jakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.5-11-2019.2292507.

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Ahn, Yong Han, and Annie R. Pearce. "Post Occupancy Study for Green School Facilities: Case Study of Reedy Fork Elementary School." In International Conference on Sustainable Design, Engineering, and Construction 2012. Reston, VA: American Society of Civil Engineers, 2012. http://dx.doi.org/10.1061/9780784412688.070.

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Lamatenggo, Nina, and Nurlina Panigoro. "School Principal Competence in Developing School Culture to Complete Facilities and Infrastructure Supporting Curriculum Implementation in Primary School." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.154.

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Orallo, C. M., I. Carugati, M. Funes, S. Maestri, O. Goudard, N. Wassinger, and M. Benedetti. "Thyristor Gate Control implementation on FPGA for particle accelerator facilities." In 2014 Argentine School of Micro-Nanoelectronics, Technology and Applications. IEEE, 2014. http://dx.doi.org/10.1109/eamta.2014.6906078.

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Reports on the topic "School facilities"

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López Corral, Antonio M. Learning in Twenty-First Century Schools: Note 3: Public-Private Partnerships in School Infrastructure in Latin America. Inter-American Development Bank, December 2014. http://dx.doi.org/10.18235/0006291.

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The objective of this chapter is to provide the tools needed to support the governments of Latin American countries in assessing potential operations and opportunities that can be carried out as PPPs, a mechanism which facilitates the development of these countries by promoting the participation of the private sector in the provision and funding for infrastructures, facilities, and educational sector services.
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Cellini, Stephanie Riegg, Fernando Ferreira, and Jesse Rothstein. The Value of School Facilities: Evidence from a Dynamic Regression Discontinuity Design. Cambridge, MA: National Bureau of Economic Research, December 2008. http://dx.doi.org/10.3386/w14516.

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Onyango, Roselyne, and Timothy Fish Hodgson. Build Us More Schools!' - The Quest for Quality Affordable Education in Mabatini and Ngei Wards of Mathare, Nairobi. Edited by Ian Seiderman, Juana Barragán Díaz, Aya Douabou, and José Antonio Guevara. Global Initiative for Economic, Social and Cultural Rights, July 2024. http://dx.doi.org/10.53110/czrj2477.

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This publication pprovides an in-depth exploration of the challenges and barriers to accessing quality education in urban informal settlements of Nairobi. Based on extensive research, including interviews, focus groups and participatory methods involving local communities and stakeholders, the report highlights the significant gaps in educational infrastructure, teacher qualifications and equity in school access. Despite the Kenyan government's legal frameworks and policies to ensure education for all, the proliferation of private, low-cost schools and inadequate public school facilities have exacerbated inequalities. The publication calls for comprehensive strategies, including the construction of public schools, upgrading existing facilities, and ensuring quality and inclusivity in education, to address these issues and fulfill the constitutional right to education for every child.
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Hayashi, Ryotaro, David Raitzer, Xylee Javier, and Milan Thomas. Assessment of Changes in Secondary School Learning Outcomes in Post-COVID-19 Bhutan. Asian Development Bank, August 2023. http://dx.doi.org/10.22617/brf23329-2.

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Bhutan’s schools maintained their relatively strong performance during the pandemic as access to remote learning, the opening of boarding facilities, and moves to prioritize education for secondary school pupils prevented performance gaps widening. This brief shows how Bhutan tried to minimize the impact of school closures on students, provided social safety nets to vulnerable households, and offered a mix of remote learning methods including television and internet. Analyzing exam grades for the Dzongkha national language, English, and science, it shows how the compensatory actions and steps to ensure continuity for secondary school pupils resulted in little decline in their results.
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Mensch, Barbara. School related violence, sanitation facilities at school, and menstrual hygiene management: What is the evidence for their effect on school attendance and learning, and how might population scientists advance this research agenda? Population Council, 2017. http://dx.doi.org/10.31899/pgy8.1031.

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Wang, Victoria, Melanie Leung-Gagné, Hanna Melnick, and Marjorie Wechsler. Universal prekindergarten expansion in California: Progress and opportunitites. Learning Policy Institute, July 2024. http://dx.doi.org/10.54300/597.103.

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This report provides an update on UPK implementation across the state through an analysis of survey responses from 1,384 LEAs, which represent almost all (95%) public school districts and two thirds (65%) of charter schools that serve elementary grades. Findings provide insights into LEAs’ progress in UPK implementation related to service delivery models, facilities and transportation, instruction and assessment, strategies to support student needs, workforce development, implementation challenges, and technical assistance needs.
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Bolton, Laura. WASH in Schools for Student Return During the COVID-19 Pandemic. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.024.

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The literature on WASH and school re-opening during the COVID-19 pandemic is dominated by guidelines with little in the way of recent evidence or lessons learned. Analysis of data from school re-openings at the end of 2020 suggests that with mitigation measures in place community infection rates should not be affected by children returning to school. Although children carry a lower risk of infection, they do have large numbers of contact in the school environment, so hygiene and distancing measures are important. The key guidelines for WASH in schools during the COVID-19 pandemic include: children and all school staff must be educated with regards to hand hygiene; hand hygiene stations must be provided at entrances and exits; hand washing must be frequent and requires sufficient water and soap; school buses should have hand hygiene measures in place; and the school environment must be disinfected daily. Environmental, or nudge-based, cues are recommended to support behaviour change in children based on pre-COVID-19 evidence. Examples include colourful footprints leading to a handwashing facility, images of eyes above handwashing facilities, embedding toys in soap, and putting pictures of germs on surfaces.
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Leung-Gagné, Melanie, Victoria Wang, Hanna Melnick, and Chris Mauerman. How are California school districts planning for universal prekindergarten? Results from a 2022 survey. Learning Policy Institute, April 2023. http://dx.doi.org/10.54300/109.432.

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In 2021, California committed to providing universal prekindergarten (UPK) for all 4-year-olds and income-eligible 3-year-olds by 2025–26. UPK includes several early learning programs, including transitional kindergarten (TK), the California State Preschool Program (CSPP), Head Start, and expanded learning opportunities to provide full-day early learning and care. TK is the only UPK program that is free and universally available as part of California’s public education system. Offered by local education agencies (LEAs), TK currently serves all 4-year-olds who turn 5 between September 2 and December 2 and will expand to all 4-year-olds by 2025–26. The legislature also made new investments in CSPP, a program for income-eligible 3- and 4-year-old children. Funding for CSPP is provided by the state through grants to both LEAs and community-based organizations. This report provides a snapshot of 1,108 LEAs’ initial plans for UPK expansion through the analysis of a survey administered by the California Department of Education in August 2022. Key findings provide insights into LEA plans for service delivery models, facilities and transportation, instruction and assessment, workforce development, school leader development, and technical assistance needs.
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Lillian Rutandaro, Sherrie, Christine Lundambuyu Munalula, Rogers Otuta, and Manenji Mangundu. Lives at Risk: A study of girls dropping out of school in Juba, Rumbek and Pibor Counties, South Sudan. Oxfam, November 2022. http://dx.doi.org/10.21201/2022.9349.

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This study was undertaken by Oxfam in three South Sudanse counties as part of the SIDA-funded project 'Building Resilience through Gender and Conflict-Sensitive Approaches to Education, Skills Development, and Sustainable Livelihoods'. Its purpose was to shed light on why so many girls drop out of school. The research revealed that women and girls often lack decision-making power over their lives. Early or forced marriage, the abduction of girls, perceptions that education delays marriage – and that educated girls risk not finding husbands – all contribute to dropout rates. Additional challenges include a lack of adequate hygiene and sanitation facilities in schools, the distances learners need to travel, insecurity caused by communal violence, floods, food insecurity, and a heavy household work burden. The Government of South Sudan has in place laws and policies to address these issues, but they remain largely on paper and enforcement mechanisms are weak. The report analyses each of these factors in turn and presents recommendations for how the SIDA project can begin to address them in its future programming.
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Boettcher, Seth J., Courtney Gately, Alexandra L. Lizano, Alexis Long, and Alexis Yelvington. Part 2: Water Recycling Technical Report for Direct Non-Potable Use. Edited by Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, May 2020. http://dx.doi.org/10.37419/eenrs.brackishgroundwater.p2.

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This Water Recycling Technical Report examines the legal frameworks that affect water recycling in Texas. The goal of this report is to provide insight into the legal and regulatory barriers, challenges, and opportunities for these technologies to go online. Each water recycling implementation site has to find ways of complying with various laws and regulations. The information in this Report comes from the study of water recycling facilities currently operating in Texas, as well as extensive research into available literature and documents from various agencies. While there is no updated “one-stop-shop” resource that provides detailed information on all the necessary permits to build, operate, and maintain such facilities, this Technical Report aims to compile the existing, available information in an organized and accessible fashion. The Water Recycling Technical Report is the second of three reports that make up the work product of a project undertaken by students at Texas A&M University School of Law in a select capstone seminar. These reports examine regulations surrounding desalination and water recycling. The companion report entitled Brackish Groundwater Desalination Technical Report highlights building, operating, and monitoring requirements for desalination facilities in Texas. Finally, the Case Study Report expands on regulations in San Antonio and El Paso where these water alternatives are in place.
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