Report of the Investigative Research on the Reconstruction of Schools in Conjunction with Community Development – Records and Examination of the Process of School Facilities’ Reconstruction from Tsunami Damage after the Great East Japan Earthquake –

Contents1. Background of the Investigative Research 1(1) Damage to public school facilities(2) The government’s measures for reconstruction of schools in conjunction with community development (efforts in collaboration of three ministries)(3) Building a support system for efforts on reconstruction of schools in conjunction with community development2. Survey of school facility relocation plans, etc., in response to tsunami damage 2(1) Questionnaire survey(2) Interview survey3. Examination of school resumption and school facility reconstruction plans 3(1) Damage to school facilities for which relocation, etc. are planned(2) Actions when resuming school(3) Actions concerning reconstruction plans4. Dispatching experts to local governments planning relocation of school facilities 10(1) Request for support from Ishinomaki City(2) Support for Ishinomaki City(3) Outline of the basic plan5. Identified issues and countermeasures 17(1) Issues and countermeasures at the time of school resumption(2) Issues and countermeasures in reconstruction of schools in conjunction with community developmen

学校施設の防災機能の向上のために 「避難所となる学校施設の防災機能に関する調査研究」報告書【英訳版】

Chapter 1 Condition of school facilities designated as emergency evacuation site.. ……………1　1. Necessity to enhance disaster prevention capability at school facilities……………1　2. Evacuation sites from a legal standpoint……………………………………………………………3Chapter 2 Current disaster prevention capabilities and conditions of the school facilities designated asevacuation sites………………………………4　1. Past issues regarding disaster prevention capabilities at school facilities during major disasters……………4　(1) Concerns with the safety of the facilities　(2) Concerns about necessary capabilities for evacuation facilities　(3) Concerns about how to operate the evacuation site　(4) Concerns about the prompt restart of educational activities in the schools2. Understanding the current condition of disaster prevention capability of school facilities and equipment ………………11　(1) Summary of the Inquiry survey　(2) Result of the survey on disaster prevention capability at school facilities　(3) Result of the survey on projecting and designing school facilities to support the community by serving as evacuation sitesChapter 3 Measures to enhance the disaster prevention capability at school facilities utilized as evacuation facilities ……………………………17　1. Basic concept ..……………17　2. Specific measures for the enhancement of disaster prevention capabilities at school facilities …18　(1) Ensuring of seismic resisting facilities　(2) Necessary functions and capabilities for an evacuation facility　(3) Establishing operational measures for evacuation facility　(4) Prompt restart of educational activities in the school　3. Promoting measures to enhance disaster prevention capability for school facilities ..………26　(1) Exploitation of various fiscal support systems　(2) Improvement of disaster prevention capabilities simultaneously with either the initial or expanding construction or large-scale rehabilitation　(3) Providing information of exemplary advanced project　(4) Understanding the condition of disaster prevention capabilitiesChapter 4 Example of a project that enhances disaster prevention capability that can also be used as an educational activity………………29　1. Example of a project for enhancing disaster prevention capabilities (Facility) ……………30　2. Example of a project for enhancing disaster prevention capabilities (Operation) …………38References　Part 1　 I School facilities utilized as evacuation sites for the Noto Peninsula Earthquake………43　II School facilities utilized as evacuation sites for the Niigata Prefecture Chuetsu Offshore Earthquake ………………55Part 2 Reference materia

Educational Adequacy in Arkansas: Facilities

Public school facilities funding was approached somewhat differently from the remainder of the work on public schools resulting from Lake View. A primary concern regarding school facilities was the lack of a comprehensive assessment of some 1200 schools in the state in over 250 independent public school districts. Early in the process, the General Assembly created the Joint Committee on Education Facilities in April 2003. This report covers the work of this Committee from the process of assessment through the reports of the Arkansas Division of Public School Academic Facilities & Transportation, a unit of the Arkansas Department of Education, charged with annual assessments of the progress being made in the improvement of school facilities

Wellness in Educational Facilities

Universally children are sent to attend school to gain basic knowledge in most communities. In the United States the standard is about 7 hours a day, 5 days a week, for 13 years. These educational institutions that are in place have a strong impact on the growth and development of young individuals. Many schools are historical or show strong elements that speak to the time they were built. These elements include architectural style, classroom size, amounts, and types, and systems within the building. As communities grow from the framework in which the school was originally constructed, there lies the opportunity to be more intentional with updates and redesign. To foster intellectual growth, those who attend need to have the ability to grow mentally and emotionally. Creating safe spaces for the youth aids the cultivation of skill sets needed for success and well-being. Moving forward, schools need to be places of relief and positive stimulation. Green building design, incorporating WELL building standards, using space psychology, connecting the school?s surroundings to their environment, and ensuring safety are all strong goals to create more positive learning environments. These positive learning environments will encourage focus, exploration, and collaboration of ideas and learning

Evaluation of facilities performance on students’ satisfaction in Northern Nigerian Universities

Performance evaluation of academic facilities of HEIs is very critical to educational effectiveness. Presently, there is limited or no research/data in Nigeria to assess how extensively the use of or lack of academic facilities benchmarking practices. The aim of this research was to develop a facilities performance framework for HEIs academic facilities in order to serve as a reference model for policy makers while designing HEIs facilities standard targeted towards improving facilities performance for enhanced student satisfaction. Quantitative research approach using survey design was adopted. Data was collected using closed-ended questionnaires distributed to a sample of 1000 student randomly selected from three universities in the northern Nigeria out of which 735 were considered valid for the analysis. Research questions were answered by testing the proposed research hypothesis which were developed for the research. The descriptive analyses were conducted using the Statistical Package for Social Science Software (SPSS version 23) while the inferential statistics were analyzed using a Partial Least Squares Structural Equation Modelling software (SmartPLS version 3.0). Overall, the result found that facilities performance significantly influenced student satisfaction. The R-square value indicated that performance of the HEIs component facilities explained 63 percent of the variance in students’ satisfaction. Furthermore, it was found that 66.7 percent of the performance of HEIs components facilities was explained by the performance of both physical and non-physical facilities that constitutes the HEIs academic facilities. The implication of this results points to the importance of including students’ feedback in the facilities management aspect of HEIs. This is for the fact that students’satisfaction was shown to be significantly related to the condition of the university facilities. It is recommended that future research should focus on identifying students satisfaction with academic facilities in the HEIs using experience as a measure of facilities performance to promote the concept of best practices benchmarking for the institutions to esterblished quality facilities in their institutions

ANALISIS PENGARUH KEPEMIMPINAN KEPALA SEKOLAH, SARANA DAN PRASARANA PENDIDIKAN TERHADAP KINERJA GURU DI SMPN 36 SURABAYA

Analyzing the influence of principal leadership, educational facilities and infrastructure on teacher performance is very important because it can help improve the quality of education in an educational institution, namely improving teacher performance, increasing teacher motivation, improving the quality of education, determining the right policies and strategies, and strengthening the management of educational institutions.... This study aims to analyze the effect of principal leadership, educational facilities and infrastructure on teacher performance at SMPN 36 Surabaya. The research method used is a survey method using a questionnaire to collect data from respondents consisting of teachers at SMPN 36 Surabaya. The collected data were analyzed using simple linear regression analysis technique. The results showed that the principal's leadership, educational facilities, and educational infrastructure significantly affect teacher performance at SMPN 36 Surabaya. Principal leadership has a positive and significant effect on teacher performance, while educational facilities and educational infrastructure also have a positive and significant effect on teacher performance. Thus, it can be concluded that principal leadership, educational facilities, and educational infrastructure are important factors in improving teacher performance at SMPN 36 Surabaya