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THE CHALLENGES OF SECURITY MANAGEMENT PRACTICES IN NIGERIAN SCHOOLS: THE WAY FORWARD

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Abstract

The primary aim of security management practices is to deter, detect, delay and reduce the likelihood of potential hazards that could cause loss of lives and property in any institution. Managing security in schools has been very challenging especially in the face of recent tragic killings and several abductions of school students and their teachers in some parts of the country. It is against this backdrop that this paper seeks to identify the need for proper security management practices in Nigerian schools as a way of enhancing safety in the schools. The factors that affect them and the way forward were also examined. Nigerian Journal of Health Education, NJHE
THE CHALLENGES OF SECURITY MANAGEMENT PRACTICES IN
NIGERIAN SCHOOLS: THE WAY ORWARD
Ikogho, Doris Eseoghene, Ph.D
1
Abstract
The primary aim of security management practices is to deter, detect, delay and
reduce the likelihood of potential hazards that could cause loss of lives and
property in any institution. Managing security in schools has been very
challenging especially in the face of recent tragic killings and several abductions
of school students and their teachers in some parts of the country. It is against
this backdrop that this paper seeks to identify the need for proper security
management practices in Nigerian schools as a way of enhancing safety in the
schools. The factors that affect them and the way forward were also examined.
Keywords: Security, management, Practices, Nigerian Schools.
Introduction
The issue of security in schools is a global concern to health educators
because it affects students and teachers in a psychological manner. An
understanding of security in its ramification shows that it is closely tied to safety.
Any loss recorded in lives and property by implication is a reflection of a
compromised security management practices (Bracy, 2011). The effect of
compromised security practices are seen in reduced rate of school attendance,
reduced motivation of teachers and staff, distraction of students and teachers,
temporary closure of schools, nightmares, grief, memory problems, impaired
concentrations, loss of interest and other complaints (Craig, 2008). By extension,
parents can also loose trust in the role of schools in providing protection for their
children, and at the same time send damaging signals about the value society puts
on education (Department for Education and Employment, 1996).
The United Nations Educational, Scientific and Cultural Organization
(UNESCO) in a monitoring report prepared for the Education for All in 2011
suggested that these effects are hard to erase completely (UNESCO, 2011). The
Health and Safety Training Manual (HSE) stated that security management in
schools cover a broad range of safety issues. They include plans designed to deter,
detect, delay and reduce the likelihood of potential hazards that can cause loss of
lives and property especially of those who are defenseless like children (HSE
Training Manual, 2013). The purpose of security management is to: enforce rules
and regulations, screen unauthorized persons entering and exiting an institution,
prevent or detect outbreak of fire, prevent and detect offences against the interest
of the employer eg sabotage or theft, prevent accidents and delay imminent
danger (Craig, 2008). The method used by the attackers vary from suicide
bombing, hostage taking, food or water poisoning, knife attacks to shooting
attacks and a host of other methods. No matter the strategy used, they all result in
loss of lives and property (The Wikimedia Foundation, 2015).
Insecurity has been a recurring decimal. in the history of the nation. The
appropriateness of this topic came to light when the nation suddenly started
experiencing psychological trauma of recurrent massacre in various schools
especially in the northern part of the country. Onuoha (2014) opined that the
direction and intensity of these events are embarrassing. Tragic incidence such as
the massacre of 6
th
July,2013 at the Mamudo Government Secondary School
which left 41 children and one teacher dead, the horrific killings of 29
th
September
at Guiba College Yadi in Yobe State, the invasion of Federal Government College
Yadi in Yobe state on 25
th
February, 2014 and the recent abduction of more than
200 girls from Government Secondary School in Borno state, highlighted the
need for schools to review their security management practices (Onuoha, 2014.,
The Wikimedia Foundation, 2015).
The state of the nation has drawn public attention to the problems of
managing security in the country and our school system in particular (HSE,
Manual, 2013). Brown, a United Nations special envoy for global education in a
world economic forum held in Abuja - Nigeria, opined that there is the likelihood
of linking the problem of insecurity with the problem of politics. He also stressed
that the abduction of the Chibok girls was just an unfortunate event and that it
was not politically oriented. The event was an indication that security in schools
has been left to chance for too long. This outcry led to the launching of the “Safe
School Initiative”. The aim was to ensure that all schools in Nigeria are safe from
attacks in the future. The initiative was born out of recognition that there is a need
to take action following the repeated attacks against education. The initiative
though relatively new, brought many school heads together. Participant, most of
whom were drawn from Adamawa, Bomo and Yobe states were given Safe
School kits developed by an NGO, Exam Ethics Marshal International, in
collaboration with Nigerian security authorities, printed safety manual,
instructional audiovisual material among other things. These measures are
expected to save time and money and also free manpower to do better jobs within
the school (Onuoha, 2014). Security management is a collective effort, involving
everyone in the school community (Education Act, 2002).
The legal document of the Health and Safety Work Order of 1978 requires
that it is the sole responsibility of employer to ensure health safety and welfare of
employees. This responsibility covers the physical work environment; the
provision of information, supervision and training. The legal document also has
a policy on safety which guides how school organizes this responsibility. The
work and safety at work also expects that those who will be affected in the long
run should cooperate with the school authority (Education Act, 2002). Green in a
study related to school security, indicated that most school buildings were not
constructed with the intent of having facilities that can reduce violent attacks. It
is also important to know that every school has its own peculiar security threats
emanating from the school community (Green, 1999). Therefore every security
plan developed by each school should include community members and School
Based Management Committee (SBMC). The plan should be able to address
issues such as security threat survey, fencing, access control, emergency response
among others (National Association of Head Teachers, 2008).
The Need for Security Management practices in Schools
Obviously, every school has the ability to be security conscious. Every
school has a pattern and approach that will work for them. Owojori and Ojedokun
observed that the pattern and approach to this plan depends on what will work for
each school. This is because every school has varying degrees of threats imminent
to them and may come from within or outside school compound. These threats
range from vandalism, violence attacks or thefts. No matter the threats all
measures put in place to address them are a function of the school and the
characteristics of the school environment (Hulus, 2007, Owojori & Ojedokun,
2013). The National Association of Head Teachers observed that violent attacks
were indicative of the fact that those causing the attacks were no longer
discriminating between gender and age. It was also noted that the pupils! students
are most vulnerable in the attacks. They may not be able to defend themselves
from imminent danger. They are also unlikely to resist physical attacks. This may
probably be the reason why violent attacks are usually targeted at primary or
secondary school than universities (National Association of Head Teachers,
2008).
The mere fact that a risk exist is enough reason for measures to be put in
place to control it. In all of the tragic events earlier mentioned, there was no record
anywhere that attempts were made to prevent the perpetrators or reduce the
effects of the hazards. The events point to the unpalatable truth that there is a gap
in the security system of our schools (Owojori & Ojedokun, 2013). All of these
emphasized the need for a safe school environment where school pupils, their
teachers or other school staff may have minimal risks to their lives and property.
Therefore, schools should develop a security management plan which suites their
unique circumstance. This plan should reflect security demands and educational
needs. What seems good for an urban school may not be good enough for a rural
school. This is based on location. Every school location will have its own peculiar
problems. Urban schools seem to have more propensities for risk than rural
schools, yet rural schools often appear to be more vulnerable to theft United
Nations Educational, Scientific and Cultural Organisation (UNESCO), 2014).
Security Measures in Schools
There are 3 basic types of security measures currently used by schools;
1. Electronic measures: electronic measures include intruder alarms, close
circuit television (CCTV), telephones or intercoms in the classroom, and
access control systems these are expensive to buy and install. The operation
and success depends upon staff training and commitment (Hulus, 2009).
2. Physical measures: Physical measures include perimeter fencing, secure
storage, heavy duty doors, windows and locks, security lighting or building
adaptations. However, these could be moderate or expensive and could
have an unmistaken appearance. They require little or no training for
successful use but with long life span (Bracy, 2011).
3. Human measures: Human measures include guarding and security
patrols, health education programmes, procedures for visitors in the
schools, confidential ways to report problems, community involvement
and effective school watch practices by way of vigilance. All of these are
geared towards directly controlling behaviour or changing attitudes so that
individuals on their own can modify their own behaviour. These
programmes require training and long term commitment to be effective.
These measures produce benefits with lasting results (Craig, 2008).
Factors affecting security management practices in schools
Appropriate security measures are selected based on the type, size and
location of school. The most important point to consider is the level of threat/ risk
imminent to the school. No matter the threat all efforts put in place to protect
against these threats are a function of the school environment, available school
facilities, security staff and characteristics of the school building (Hulus,2007).
The factors affecting security management are as follows;
1. Type of school; every school is different and must develop a strategy
tailored to its own unique circumstances. The measures used always reflect
the character of a school and its educational needs as well as the demands
of good security. What is appropriate for an urban secondary school may
not suit a rural school. Each will have its own problems. Urban schools
might appear to be most at risk, yet rural schools are often the most
vulnerable to theft and violent attacks. This also applies to public and
private schools. Some schools are operated by the open door policy this
can encourage intruders to spy on them (New Jersey Department of
Education, 2011).
2. Size of school; the risk of crimes can come from within and outside a
school. A large population will make it easy for intruders to hide and go
unnoticed. Too many separate teaching blocks in a school with large
population make security management difficult. Very many entrances to
school buildings make coordination and supervision of children difficult in
times of emergency. Also, frequent use of all entrances in a school makes
securing them extremely difficult (UNESCO, 2014).
3. Location of school; many existing schools were not cited with security in
mind. Security of these schools can be improved but it should be
recognized that some sites and buildings are inherently difficult to make
secure especially those cited in busy industrial areas. This can create a
problem for security staff (National Association of Head Teachers, 2008).
4. Available school facilities; the more the valuable items in a school, the
more the security measures expected in such schools. School facilities such
as computers, laboratory equipments are always given special attention
because of their expensive nature. These facilities can be a reason for
attacking a school (Green, 1999).
5. Security staff; a security staff could be an informant in an organization
through which crimes are perpetrated (Bracy, 2011).
The way forward
To check problems of poor security management practices, the school
heads and all stake holders must work together to enhance safety by;
1. training all staff on their responsibilities when security management plan
is implemented.
2. introducing a simple, workable access control system which meets the
needs of all schools.
3. treating everyone who is not a member of staff or a pupil as an intruder
until they have gone through the visitor reception procedures.
4. having emergency responder’s phone numbers handy to all staff, SBMCs
and pupils especially their contact information for all members of staff in
case of any eventuality.
5. identifying and listing those persons, by title and agency along with contact
information for those who will be notified during an emergency.
6. enforcing the law as it stands when necessary.
7. using stringent discipline policies to maintain safety
8. having security dogs that can detect dangerous elements such as explosives
or animal feaces with potentials to cause harm within and around school
buildings. Others are; involving the local vigilante group or police force
when necessary in security related issues of the school, increase measures
to address the psychological effects of attacks and mobilize community
support for education, rehabilitating schools to provide multiple exit routes
this may prevent children being trapped in the classrooms in event of an
attack by allowing them alternative escape routes.
References
Bracy, N. L. (2011). Student perceptions of high-security school environments.
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Craig, A. G. (2008). Homeland Security Planning For Urban Area Schools. Naval
Postgraduate School, California: Monterey. Education Act, (2002).
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Department for education and employment (1996). Improving Security in
schools. United Kingdom: DfEE Graphic Design Studio.
Green, W. M. (1999). Appropriate And Effective Use of Security Technologies
In U.S. Schools. A Guide for Schools and Law Enforcement Agencies:
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Community Safety Bureau (2013). School Security booklet; selecting the
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New Jersey Department of Education, (2011). School Safety and Security Plans;
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Owojori, S & Ojedokun, D. (2013). Levels of Child-Friendliness of Nursery
Schools in Osun State, Journal of Educational and Social Research
Nigeria: Rome-Italy: MCSER Publishing.
The Wikimedia Foundation, (2015). List of Massacres in Nigeria. Retrieved 4
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Public schools have transformed significantly over the past several decades in response to concerns about rising school violence. Today, most public schools are high-security environments employing police officers, security cameras, and metal detectors, as well as strict discipline policies to keep students in line and maintain safe campuses. These changes undoubtedly influence the social climate of schools, yet we know very little about how students experience and perceive these measures. Via ethnographic research in two contemporary public high schools, the author examines students’ perceptions of high-security school environments, including perceptions of their school resource officer, schools’ discipline policies, punishments, and fairness in rule application. Findings show that students believe their schools to be safe places and think many of the security strategies their schools use are unnecessary. Students further express feeling powerless as a result of the manner in which their schools enforce rules and hand down punishments.
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Schools in the United States are at risk of a terrorist attack and the country is unprepared. The recent history of terrorist attacks illustrates that the methodology and audacity of terrorists is evolving and increasing. Terrorists no longer differentiate between civilians and military personnel, nor do they discriminate amid gender and age. While the thought of deliberately focusing an attack on children might seem unconventional, or even taboo, terrorism and terrorist tactics have fundamentally changed and terrorists are no longer fearful of taking such drastic action. This research indicates that we are unprepared and major improvements need to be made. Until serious and significant changes are made, schools remain vulnerable, unprotected targets of terrorist attacks. The consequences of inaction are enormous, being measured in the loss of lives of children. While a terrorist attack cannot always be prevented, there are actions that schools can take to enhance the safety and security of staff and students. This research culminates in specific recommendations for Maine School District 207 and highlights the strategic methodologies and practices that all schools can utilize and employ to become better prepared. A key recommendation is the inclusion of local response agencies starting with the emergency planning process.
School Security booklet; selecting the measures
Community Safety Bureau (2013). School Security booklet; selecting the measures. Retrieved 6/8/15 from www.dfes.gov.uk/schoolsecurity
A Security Management System Design. An MBA Theses
  • O Hulus
Hulus, O. (2007). A Security Management System Design. An MBA Theses;
Corruption and National Security: The Nigerian Experience
  • C F Onuoha
Onuoha, C. F. (2014). Corruption and National Security: The Nigerian Experience. Nigerian Journal of Economic and Financial Crimes; (1):2-7.
The National Association of Head Teachers
The National Association of Head Teachers, (2008). A Guidance Document Nigerian Journal of Economic and Financial Crimes (1):2-5.