European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu 10.5281/zenodo.60036 Volume 2│Issue 2│2016 ASSESSMENT OF THE AVAILABILITY OF SAFETY AND SECURITY FACILITIES IN PUBLIC PRIMARY SCHOOLS IN KADUNA: IMPLICATION FOR UNIVERSAL BASIC EDUCATION CURRICULUM Hanna Onyi Yusuf1, Rukaiya Sa’ad Ahmed2 PhD, Department of Educational Foundation and Curriculum 1 Faculty of Education Ahmadu Bello University, Zaria, Nigeria Department of Educational Foundation and Curriculum 2 Faculty of Education Ahmadu Bello University, Zaria, Nigeria Abstract: The study investigated the availability of safety and security facilities in public primary schools in Kaduna state. The study adopted a descriptive survey research design. A questionnaire titled “vailability of Safety and Security Facilities in Public Primary Schools “SSFPPS was used for data collection. Twenty randomly selected primary schools were used for the study. A total of Fifty (50) head teachers and teachers participated by responding to the items on the questionnaire. The data collected were analysed using frequencies and percentages. The findings of the study revealed the dearth of safety and security facilities in primary schools in Kaduna, as there were only very few of such facilities available in the schools that were visited. It was recommended as a matter of urgency that government should provide safety and security facilities such as fences with security barbwires, lockable gates, metal detectors, fire extinguishers, uniformed armed security personnel, close circuit television cameras, among others. Head teachers and other school personnel should be security conscious and alert at all times. School authorities should beef up security in all nooks and corners of their schools to make their schools safe havens for teaching and learning. All staff should be trained in safety and security management. Safety and security concepts should be included in the universal basic education curriculum across all classes to create the necessary awareness in the most vulnerable children in our society. A school environment devoid of crime, abduction, rape, violence and the likes is a place where Copyright © The Author(s). All Rights Reserved Published by Open Access Publishing Group ©2015. 120 Hanna Onyi Yusuf, Rukaiya Sa’ad Ahmed ASSESSMENT OF THE AVAILABILITY OF SAFETY AND SECURITY FACILITIES IN PUBLIC PRIMARY SCHOOLS IN KADUNA: IMPLICATION FOR UNIVERSAL BASIC EDUCATION CURRICULUM meaningful learning can take place. Safety and security should be regarded as the business of all and the responsibility of all. Therefore, all hands must be on deck to make our society safe and sound in order to achieve global security. Keywords: safety and security, safety facilities, primary schools Introduction In schools across the country and the world in general, students routinely encounter a range of safety and security issues from overt acts of violence and bullying to subtle overt intimidation and disrespect. Though extreme incidents such as school shootings tend to attract global attention, day to day incidents such as fights, yelling, quarrels between teachers and students contribute to students over all sense of safety and shape the learning climate in the schools. In many public schools in Nigeria, teachers and students have reported feeling unsafe in the school compound, classrooms and the area just outside the school buildings due to possible incessant terrorist attacks (Ugwumba and Odom, 2015; Yusuf, 2012, 2013). The current terrorist group called Boko Haram insurgency in Nigeria is threatening to halt or even reverse educational progress. Education is constantly under attack in northern Nigeria. Since the beginning of 2012, according to Amnesty International’s Research (2013), about 70 teachers and over 1000 school children have been killed or wounded. About 50 schools have either been burned or seriously damaged and more than 60 others have been forced to close. Thousands of children have been forced out of schools across communities in Yobe, Kaduna, Adamawa, Borno States. Many teachers have been forced to flee for their safety to other states. The higher number of attacks was in Borno state in the North-east. According to the Nigeria teacher’s union, more than 0 teachers have been forced to flee from areas in the north since 2012. Based on this backdrop of adverse effect of Boko Haram on education in Nigeria, one is inclined to ask the question; how safe are schools in Nigeria, at the peak of Boko Haram insurgency? While parents, teachers, students and other stakeholders in education continue to cry out through various media channels for the root causes of school violence to be addressed, they are simultaneously pressing for practical measures to make public schools a safe environment for teaching and learning. The expectation of every parent who sends his/her child/ward to school is that the child/ward should be properly taught and should return home safe and sound. Since the primary purpose of schools is to teach, why not make the schools safe, free from crime and any form of violence? European Journal of Education Studies - Volume 2│ Issue 2│ 2016 121 Hanna Onyi Yusuf, Rukaiya Sa’ad Ahmed ASSESSMENT OF THE AVAILABILITY OF SAFETY AND SECURITY FACILITIES IN PUBLIC PRIMARY SCHOOLS IN KADUNA: IMPLICATION FOR UNIVERSAL BASIC EDUCATION CURRICULUM It is in the light of the safety and security concerns expressed by students, parents and stakeholders that this research is undertaken to assess the safety and security facilities available in public primary schools in Kaduna metropolis. Review of related literature The security of innocent children in educational institutions in Nigeria by threat of Boko Haram attack should be seen in the context of the wider problem of the impact of conflict and violence. The immediate impact of attacks include the loss of, injury to, or abduction of students, teachers and personnel and damage of buildings and facilities most typically due to the burning, bombing or shelling of buildings or transport facilities by Boko Haram. For instance, the officials of education system closed 85 schools in north-eastern Borno, affecting nearly 120,000 students, after a spate of attacks by Islamic militants, in an area that has the country’s worst literacy rate (The Guardian, 2014). More than 200 school girls kidnapped on the night of 14th April, 2014, remain missing at the time of this work and currently have been forced into marriage with members of ”oko Haram with a reputed bride price of ₦2,000 each (Wikipedia, the free encyclopedia). These attacks have forced the affected state government to close down schools and colleges for prolonged periods. This is an area that is reckoned to be educationally poor-performing even by Nigeria standards. Low school enrolment-especially of girls, low retention rates, high number of out of school children and grinding poverty already characterize northern Nigeria (The Guardian, 2014). The school closure could have far reaching consequences, including ending the education of some students in a region where few ever have the opportunity to get to further their education (Bako, 2014; Aminu, 2013). Generally, it has been recorded that between 2012 till date, the insecurity generated by the constant attacks and fighting in Borno and other states in the NorthEastern part of Nigeria has led many parents to send their children away or leave the state, disrupting their education (Amnesty International, 2013). According to documents provided by Director of Basic and Secondary Education in the Federal Ministry of Education, in 2013, schools in the north-east recorded the lowest number in recent years of pupil who applied and were admitted into junior secondary schools in the country. In one school in Mungono, out of 160 eligible pupils, only 60 applied for admission into junior secondary school in 2013. An official in the Ministry of Education in ”orno state reportedly stated that around , children in ”orno state have stopped attending classes . The list of various attacks by Boko Haram on educational European Journal of Education Studies - Volume 2│ Issue 2│ 2016 122 Hanna Onyi Yusuf, Rukaiya Sa’ad Ahmed ASSESSMENT OF THE AVAILABILITY OF SAFETY AND SECURITY FACILITIES IN PUBLIC PRIMARY SCHOOLS IN KADUNA: IMPLICATION FOR UNIVERSAL BASIC EDUCATION CURRICULUM institutions since 2012 is endless. The attacks have been presented and summarized in a tabular form. They have unleashed fear and terror in the minds of the teachers, students, education administrators, government, parents and citizens staying in these parts of the country thereby affecting education and the educational system in Nigeria. Table A: Boko Haram attacks on Nigerian Schools (Education) Date Venue Feb 17, Borno 2012 state Feb 22, Borno 2012 state April Damaturu Casualty Nature of attack No death Boko Haram destroyed gomari costain primary school by fire. No death Abba Ganaram primary school Maiduguri was set ablaze by Boko Haram. - 11, 2012 May 12, school. Maiduguri - 2012 May 13, Boko Haram attacked and bombed police station and one primary Boko Haram burnt a private nursery, primary and secondary school in Maiduguri. Maiduguri - Boko Haram burnt Mafa central school in Maiduguri. Yobe - Boko Haram attacked and blew up a primary school, church and 2012 Aug 19, 2012 police station in Maiduguri. March Borno 18,2013 state April 7, Borno 2013 state Junu 18, Damaturu 3 dead, 7 injured 1 dead Boko Haram on 4 public schools in Maiduguri killing 3 teachers injured 4 people and 3 students. Gunmen attacked and killed a teacher in Gwange III primary school in Maiduguri. 11 dead 2013 Boko Haram attack on GSS Damaturu, shooting sporadically, killing 7 students, 2 teachers and 2 gunmen, Headed to the teachers, 6 students sustained various degrees of injuries. July 6, Yobe state 42 dead 2013 Sept 29, students and a teacher. Yobe state 41 dead 2013 Feb 25, Boko Haram attacked GSS mamudo in Yobe state. Killing 41 Boko Haram stormed a dormitory of college of agriculture in Gujiba Yobe state killing 40 students and a teacher. Yobe state 29 dead 2014 Boko Haram stormed a co-educational, federal government college boarding school in Buni Yadi killing 29 male students, injured 59, abducted some female students, some girls ordered to quit school and get married or be killed in future attacks. April Borno 14, 2014 state 16 dead Boko Haram attacked Girls secondary school and kidnapped 234 Chibok girls, burnt library and other government properties. Source: Wikipedia, the Free encyclopedia (May 13, 2014), Thisday live (2014). Similarly, in other parts of the world such as United States of America (USA), statistics published in 2013 by the U.S Department of Education and the U.S Department of Justice Paint a sobering picture of life at school for more than 50 million public school students in America. European Journal of Education Studies - Volume 2│ Issue 2│ 2016 123 Hanna Onyi Yusuf, Rukaiya Sa’ad Ahmed ASSESSMENT OF THE AVAILABILITY OF SAFETY AND SECURITY FACILITIES IN PUBLIC PRIMARY SCHOOLS IN KADUNA: IMPLICATION FOR UNIVERSAL BASIC EDUCATION CURRICULUM According to the report, there were 31 school-associated violent deaths of students, staff, and other people from July 1, 2010, through June 30, 2011. Of these deaths, 25 were homicides and 6 were suicides; 11 of the homicides and 3 of the suicides were youth ages 5 to 18. Furthermore, in 2011, students ages 12 to 18 were victims of about 1.25 million non-fatal crimes at school, including about 649,000 thefts and 598,000 violent crimes such as assault (www.vlt/fi/inf/pdf/researchhighlights/2013/rio.pdf). Given these school safety statistics, as well as the series of high-profile school shootings from Columbine High School in Colorado in 1999 to Sandy Hook Elementary in Connecticut in , it’s hardly surprising that school safety and security have become top-of-the-agenda items for many public school districts across the United States. Mayer and Leone (1991) describe a study of student feelings of safety at school, both before and after the Columbine shooting, which revealed that the violence in Colorado had an impact on perceptions of school safety across the nation. While the majority of students did not report experiencing fear at school before or after Columbine, students were more likely to report being afraid of harm or attack at school after the shooting than before (Mayer and Leone, 1991). Objectives of the study 1. To identify the safety and security facilities available in public primary schools in Kaduna. 2. To ascertain the adequacy of the safety and security facilities in public schools in Kaduna. Research Questions 1. What are the safety and security facilities available in public primary schools in Kaduna? 2. How adequate are the safety and security facilities available in public primary schools in Kaduna? Methodology The research design for the study is descriptive survey design. The population for the study consists of all the forty two public primary schools in Kaduna North Local government Education Authority (LGEA). Twenty five randomly selected primary schools from Kaduna metropolis were used for the study. A total of fifty (50) teachers were used for the study (i.e. 25 head teachers and teachers). A structured Questionnaire European Journal of Education Studies - Volume 2│ Issue 2│ 2016 124 Hanna Onyi Yusuf, Rukaiya Sa’ad Ahmed ASSESSMENT OF THE AVAILABILITY OF SAFETY AND SECURITY FACILITIES IN PUBLIC PRIMARY SCHOOLS IN KADUNA: IMPLICATION FOR UNIVERSAL BASIC EDUCATION CURRICULUM tagged “vailability of safety and security facilities in Public Primary Schools (ASSFPPS) was used for data collection. The questionnaire was made up of two sections. Section one addressed the issue of availability of safety and security facilities in public schools in Kaduna. The second section addressed the issue of adequacy of the safety and security facilities in public primary schools in Kaduna. The instrument was validated through a pilot test that was carried out in LEA Primary School, Tudun Wada, Kaduna State. The instrument was piloted-test using seventeen (17) teachers who were not part of the main study but had the same qualifications as those used in the main study. A test re-test approach using Pearson Product Moment Correlation (PPMC) was used to establish the reliability. The reliability co efficient of the instrument was 0.79. Data collected from the study were collated and analysed using descriptive statistics, frequency counts and simple percentages. Data Analysis and Discussion Research Question 1 What are the safety and security facilities available in public primary schools in Kaduna? Table 1 was used to answer research question 1. Table 1: Mean and standard Deviation scores of views of Head teachers and teachers on safety and security facilities available in public primary schools in Kaduna metropolis S/N Safety & Facilities Mean Standard Deviation 1. Fence 1.33 0.438 2. Lockable main gate 1.84 0.430 3. Metal detector 1.20 0.341 4. Close circuit TV cameras 1.20 0.341 5. Central security alarm 1.20 0.341 6. Well-equipped first Aid box 1.20 0.341 7. Uniform security personnel 1.33 0.438 8. Clearly marked designated entranced with security metal 1.15 0.230 Fire extinguishers 1.85 0.847 10. Fire alarm 1.85 0.849 11. Lighting in and around school compound 1.89 0.431 12. Main office centrally located 1.20 0.341 13. Classrooms with lockable windows and doors 1.15 0.230 14. Security barbwires on fence 1.18 0.234 15. Well fenced play ground 1.21 0.345 16. Intercom systems 1.20 0.341 detector doors 9. European Journal of Education Studies - Volume 2│ Issue 2│ 2016 125 Hanna Onyi Yusuf, Rukaiya Sa’ad Ahmed ASSESSMENT OF THE AVAILABILITY OF SAFETY AND SECURITY FACILITIES IN PUBLIC PRIMARY SCHOOLS IN KADUNA: IMPLICATION FOR UNIVERSAL BASIC EDUCATION CURRICULUM 17. Radio communication 1.22 0.347 18. Walky talky Walkman 1.21 0.345 19. Cell phone 1.85 0.849 20. Security club 1.15 0.230 21. Safety and training programme 1.15 0.230 Table 1 shows that all the twenty one items had mean scores below the cut-off of 2.5 on a four point Likert scale. This indicates that there is a dearth of safety and security facilities in public primary schools in Kaduna metropolis. Table 2: Head Teachers and Teachers responses to Questionnaire on Availability of Safety and Security Facilities/Equipment in Public Primary Schools in Kaduna S/No Statements Strongly Disagree Agree Strongly Disagree Agree 1. My school has a fence 40 8 1 1 2. My school has a lockable main gate 38 10 2 0 3. Security personnel have metal detectors 50 0 0 0 4. There are close circuit TV cameras in my 50 0 0 0 school 5. There are central security alarm 50 0 0 0 6. There is a well-equipped first aid box 35 10 2 3 7. There are uniformed security personnel 40 6 2 2 8. There are clearly marked designated entrance 45 4 1 0 with security metal detector doors 9. There fire extinguishers in strategic locations 42 5 2 1 10. We have fire alarm 45 3 1 2 11. We have adequate lighting in and around the 36 7 5 2 school compound 12. Our administrative office is centrally located 25 10 10 5 13. All our classrooms have lockable doors and 30 10 5 5 windows 14. We have security barbwires on our fence 50 0 0 0 15. Our playground is well fenced 36 7 5 2 16. We have interim systems 50 0 0 0 17. We have adequate radio communication 50 0 0 0 18. Our security guards have walky talky 50 0 0 0 19. I have a personal cell phone 41 5 2 2 20. My school has an official cell phone 50 0 0 0 21. My school has a security club 50 0 0 0 22. My school has a regular safety & security 50 0 0 0 training for staffs European Journal of Education Studies - Volume 2│ Issue 2│ 2016 126 Hanna Onyi Yusuf, Rukaiya Sa’ad Ahmed ASSESSMENT OF THE AVAILABILITY OF SAFETY AND SECURITY FACILITIES IN PUBLIC PRIMARY SCHOOLS IN KADUNA: IMPLICATION FOR UNIVERSAL BASIC EDUCATION CURRICULUM Table 2 shows that almost all the head teachers and teachers strongly disagreed on the availability and adequacy of safety and security facilities/equipment available in public primary schools in Kaduna metropolis. This indicates that majority of schools (95%) do not have basic safety and security facilities/equipment such as school fence, lockable gate, uniformed security personnel, fire extinguishers, first aid box, fire alarm, classrooms with lockable doors and windows. Most of the doors and windows available in some of the schools visited have broken classes and are in very bad shape. All the twenty (20) schools visited had no metal detectors, close circuit cameras, metal detector entrance doors, barbwire fence, intercoms, walky talky, and radio communications. Security clubs have not been established in all the twenty schools visited. European Journal of Education Studies - Volume 2│ Issue 2│ 2016 127 Table 3: Safety and Security facilities SAFETY & SECURITY FACILITIES SCHOOLS REMARKS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Fence NA NA AV AV NA NA NA AV NA NA NA NA NA NA AV NA NA NA NA NA Availability only in 4 out of the 20 schools visited Lockable main gate NA NA NA NA NA NA NA AV AV NA NA AV AV NA AV NA NA NA NA NA Available only in 2 out of the 20 schools visited Metal detectors NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA Not available in all 20 schools visited Close circuit TV cameras NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA Not available in all 20 schools visited Central security alarm NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA Not available in all 20 schools visited Well-equipped first Aid Box NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA Not available in all 20 schools visited Uniformed security personnel NA AV AV NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA Available in only in 2 out of the 20 schools visited Clearly marked designated entrance with metal detector doors NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA Not available in all 20 schools visited Fire extinguishers NA NA NA NA NA NA NA NA NA NA NA AV AV NA NA NA NA NA NA NA Available only in two out of the 20 schools visited Fire alarm NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA Not available in all 20 schools visited Lighting in & around school compound NA NA NA NA NA NA NA AV AV NA NA NA AV NA NA NA NA NA NA NA Available only in 3 out of the 20 schools visited Centrally located main office Classrooms with lockable windows and doors NA AV NA AV AV AV AV AV NA AV NA NA NA NA AV NA AV NA NA NA NA NA NA NA AV NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA Security barbwires NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA Available only in 4 out of the 20 schools visited Available only in 5 out of the 20 schools visited. Most windows and doors are either broken or in bad shape. Not available in all 20 schools visited Well fenced playground NA NA NA NA NA NA NA AV AV NA NA NA NA NA NA NA NA NA NA NA Available only in 2 out of the 20 schools visited Intercom system NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA Not available in all 20 schools visited Radio communication NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA Not available in all 20 schools visited Walky talky two way communication NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA Not available in all 20 schools visited Personal cell phones AV AV AV AV AV AV AV AV AV AV AV AV AV AV AV AV AV AV AV AV Available in all 20 schools visited Official cell phones NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA Not available in all 20 schools visited Security club NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA Not available in all 20 schools visited Safety & Security training programme for staff NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA Not available in all 20 schools visited Hanna Onyi Yusuf, Rukaiya Sa’ad Ahmed ASSESSMENT OF THE AVAILABILITY OF SAFETY AND SECURITY FACILITIES IN PUBLIC PRIMARY SCHOOLS IN KADUNA: IMPLICATION FOR UNIVERSAL BASIC EDUCATION CURRICULUM Table 3 indicates that most schools (95%) do not have basic safety and security facilities/equipment. For instance, only 3 (15%) schools out of 20 had a basic facility such as schools fence surrounding their compound and play ground. seventeen (17) i.e. 85% had no fence. This could make the schools very accessible to intruders. Only two schools out of the twenty (20) schools had lockable main entrance with uniform security personnel’s. Eighteen out of the twenty schools had no gates and no uniformed security personnel’s. Table 4: Adequacy of the safety, security, and facilities/equipment available Safety facilities S/No Safety and Security facilities Frequency Adequate Not adequate % % Total 1. Fence 3 15 85 100 2 Lockable main gate 2 10 90 100 3. Metal detector 0 0 100 100 4. Close circuit TV cameras 0 0 100 100 5. Central security alarm 0 0 100 100 6. Well-equipped first Aid box 0 0 100 100 7. Uniform security personnel 2 10 90 100 8. Clearly marked designated entranced with 0 0 100 100 Fire extinguishers 2 10 90 100 10. Fire alarm 0 0 100 100 11. Lighting in and around school compound 3 15 85 100 12. Main office centrally located 4 20 80 100 13. Classrooms with lockable windows and 5 25 75 100 security metal detector doors 9. doors 14. Security barbwires on fence 0 0 100 100 15. Well fenced play ground 2 10 90 100 16. Intercom systems 0 0 100 100 17. Radio communication 0 0 100 100 18. Walky talky Walkman 0 0 100 100 19. Cell phone 20 100 - 100 20. Security club 0 0 100 100 21. Safety and training programme 0 0 100 100 0 0 100 100 22. Table 4 shows that all the twenty one safety and security facilities/equipment listed were either not available or available but grossly inadequate. All schools visited had no security clubs for pupils and staffs are not trained on safety and security management. European Journal of Education Studies - Volume 2│ Issue 2│ 2016 128 Hanna Onyi Yusuf, Rukaiya Sa’ad Ahmed ASSESSMENT OF THE AVAILABILITY OF SAFETY AND SECURITY FACILITIES IN PUBLIC PRIMARY SCHOOLS IN KADUNA: IMPLICATION FOR UNIVERSAL BASIC EDUCATION CURRICULUM Conclusion The findings of this study have led to the conclusion that there is dearth of safety and security facilities/equipment in public primary schools in Kaduna, as there were only very few of such facilities/equipment available in the schools that were visited. Majority of the schools visited were not fenced, no main entrance gates, no armed security personnel’s, thus making the schools very porous and vulnerable to insurgent attacks. Most of the classrooms are in very bad shape with broken windows and doors. The presence of hawkers loitering around further poses additional security threats. Government and school authorities should, as a matter of urgency, provide all the necessary safety and security facilities/equipment in schools to make them safe for pupils, teachers and other school personnel’s. “ school environment devoid of crime, abduction, rape, violence and the likes is a place where meaningful, productive and impactful learning can take place. Implication for Universal Basic Education Curriculum  The Universal Basic Education Commission (UBEC) in collaboration with state Universal Basic Education Boards (SUBEBS) should invite curriculum experts to  a curriculum writing workshop on safety and security in schools . Curriculum planners and developers should ensure that the proposed Universal Basic Education Curriculum on Safety and Security is aimed at exposing children to fight for their rights against the following; child abuse, child molestation, child  sexual harassment, child trafficking and other forms of violence. In view of the fact that pupils at the Universal Basic Education levels (i.e. foundation level) are the most vulnerable in the society, there is the need for them to undergo vigorous training on how to be safe in school and in an insecure  world. The proposed new Universal Basic Education curriculum on safety and security should include among others, the following topics; security awareness, security conscious, security alert, security tools, crime, violence, terrorism, trauma, bullying, law enforcement agencies/agents and so on. Recommendations 1. Government and all school authorities concerned should as a matter of urgency provide all the necessary safety and security facilities/equipment such as fences European Journal of Education Studies - Volume 2│ Issue 2│ 2016 129 Hanna Onyi Yusuf, Rukaiya Sa’ad Ahmed ASSESSMENT OF THE AVAILABILITY OF SAFETY AND SECURITY FACILITIES IN PUBLIC PRIMARY SCHOOLS IN KADUNA: IMPLICATION FOR UNIVERSAL BASIC EDUCATION CURRICULUM with security barbwires, gates, metal detectors, windows and lockable windows and doors, fire extinguishers, fire alarm, central alarm, CCTV Cameras and the like equipment in all primary schools in Kaduna state. 2. School authorities of all public primary schools in Kaduna should beef up security in their schools by hiring uniform trained security personnel’s to the main entrance to all primary schools. They should also trim all trees and shrubs and providing adequate lighting in all hooks and corners of their schools. 3. Head teachers and other school personnel’s should be security conscious and alert at all times. 4. School authorities should strive to make their schools safe havens for teaching and learning by providing safety and security training programmes for pupils, teachers, and other school personnel’s. 5. Safety and security concepts should be included in the universal basic education curriculum across all classes to create the necessary awareness in the most vulnerable children in the society. 6. Security clubs should be established in all public primary schools to educate them on safety and security. 7. Pupils, teachers, other school personnel’s should be provided with ID card that must be worn at all times. This will keep outsiders and unauthorized persons from sneaking into the school. 8. Head teachers and teachers must conduct routine security inspections of the interior and exterior of their schools and report any suspicious activity to the appropriate quarters. 9. School authorities must prohibit hawking and loitering of unauthorized persons within and outside the school premises and its surroundings. References 1. Aminu, A. (2013). School massacre by insurgent, haunt Nigeria village. Mail and Guardian August 13, 2013. 2. “mnesty International . Keeping away from schools or we’ll kill you , Right to education under attack in Nigeria. London: Amnesty International Ltd. 3. Bako, H. . ”omb rib through Jos, Nigeria, killing and injuring… Retrieved on 25 June, 2014 from www.breakingchristiannews.com/article/d European Journal of Education Studies - Volume 2│ Issue 2│ 2016 130 Hanna Onyi Yusuf, Rukaiya Sa’ad Ahmed ASSESSMENT OF THE AVAILABILITY OF SAFETY AND SECURITY FACILITIES IN PUBLIC PRIMARY SCHOOLS IN KADUNA: IMPLICATION FOR UNIVERSAL BASIC EDUCATION CURRICULUM 4. Mayer, M., & Leone, P. disruption: . “ structural analysis of school violence and Implications for creating safer schools. Education and Treatment of Children, 22:3, pp.333-356. 5. The Guardian (2014). Nigerian bombings leave scores dead in city of Jos. Retrieved on June 16, 2014 from www.theguardian.com/word/2014/ 6. This day live . ”oko Haram’s deadly attacks take toll on education. Retrieved from This Day live Monday 2 June, 2014, http://www.thisdaylive.com 7. United States Department of Education (USDOE) (2002). Exemplary and Promising Programmes 2001, Safe, Disciplined and Drug-Free Expert Panel, Washington, D.C. 8. United States Department of Justice (USDOJ) (2003). Indicators of School Crime and Safety 2003, Bureau of Justice Statistics, Washington, D.C. 9. Ugwumba, E. U., & Odom, T. C. (2015). Boko Haram Insurgency: A peril to achievement of education for all in Nigeria . International Journal of Education, Learning and Development vol. 3 (1) United Kingdom. 10. Wikipedia, the Free encyclopedia (May 13, 2014), Thisday live (2014). 11. Yusuf, H. O. (2012). Fundamentals of Curriculum and Instruction. Kaduna, Nigeria: Joyce Printing Press. 12. Yusuf, H. O., Maina, B., & Dare, M. O. (2013). Assessment of the availability, utilization and management of ICT facilities in teaching English Language in secondary schools in Kaduna state, Nigeria Advances in Language and Literary Studies. University Putra Malaysia, 4 (1), pp. 20-26 January 2013. http://dx.doi.org/10.7575/aiac.alls Creative Commons licensing terms Author(s) will retain the copyright of their published articles agreeing that a Creative Commons Attribution 4.0 International License (CC BY 4.0) terms will be applied to their work. Under the terms of this license, no permission is required from the author(s) or publisher for members of the community to copy, distribute, transmit or adapt the article content, providing a proper, prominent and unambiguous attribution to the authors in a manner that makes clear that the materials are being reused under permission of a Creative Commons License. Views, opinions and conclusions expressed in this research article are views, opinions and conclusions of the author(s). Open Access Publishing Group and European Journal of Education Studies shall not be responsible or answerable for any loss, damage or liability caused in relation to/arising out of conflicts of interest, copyright violations and inappropriate or inaccurate use of any kind content related or integrated into the research work. All the published works are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0). European Journal of Education Studies - Volume 2│ Issue 2│ 2016 131