social safety policy
Explanation: see e.g.: "Social safety policy Providing as socially safe an environment as possible for pupils and staff alike is a key responsibility of schools. The Inspectorate ensures that one of the preconditions - the implementation of a safety policy - is complied with. Recent years have seen a fluctuation in the percentage of schools that meet the (minimum) requirements imposed by the Inspectorate (the implementation of policy aimed at preventing and dealing with incidents and insight into the perception of social safety and incidents)." (The State of Education in the Netherlands – Highlights from the 2013/2014 Education Report @ http://goo.gl/18p6dx )
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"Trends over time can be used to formulate specific national policy goals and systematic multilevel support strategies, to encourage and facilitate school- level and pupil-level approaches to promote and verify each school’s own security and social safety with teachers and individual pupils. Item answer alternatives ranged from never=0 to always=9. In addition, they completed items on the school’s social safety policy, procedures to formulate rules of conduct and manage social behaviour problems and incidents, and internal and external school measures to counter violent behaviour. […] Onderwijs 2006 – 2008: Eindrapport [Social safety in secondary (special) education 2006–2008: Final report]. Nijmegen, The Netherlands: Radboud Universiteit, ITS." (School and Pupil Effects on Secondary Pupils’ Feelings of Safety in School, around School, and at Home @ http://goo.gl/bREErH )
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"2. Theory Multilevel social, emotional and cognitive learning processes and effects • Social safety policy and measures including self-regulation – School or school location level – Teachers and other staff – Pupils Experience of social (un)safety – School or school location level: incidents – Teachers / other staff and pupils: experiences with six types of violent behaviour: own role, other(s), frequency, repetition, where, how, why (16 motives „discrimination‟), report, effect, effectiveness, satisfaction" (Personal, family, and school influences on secondary pupils' feelings of safety at school, in the school surroundings, and at home European Conference on Educational Research 25 – 27th August 2010 Prof. dr. Ton Mooij @ http://goo.gl/4aEwKt )(yes, I know, the author is Dutch)
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"The Dutch Social Safety in Schools Act, (Wet sociale veiligheid op scholen) commonly called the Anti-Bullying Act, came into effect on 1 August 2015. This act makes it mandatory for school boards to ensure social safety in their schools. They may choose how to do this. The vast majority of schools already feel responsible for this. They have diligently worked on policies to counter bullying, discrimination, etc., and have a view of the perception of social safety and of incidents. The Social Safety in Schools Act now makes this explicit. What has changed? The act is not entirely new. It is an amendment of existing acts: the Primary Education Act, the Expertise Centres Act and the Secondary Education Act. The following obligations for school boards have been included in the new act: • implementing a social safety policy; • assigning someone the following tasks: coordinating the policy on bullying and acting as a point of contact in case of bullying; • monitoring the social safety of pupils in a way that provides an up-to-date and representative picture. This includes the wellbeing of pupils." (http://eigenwijzr.nl/en/wet-sociale-veiligheid/ )
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"The Netherlands Institute for Social Research | SCP at a glance: summaries of 17 SCP research projects in 2008 (SCP-publicatie (6)) Paperback – 24 Mar 2009 by Julian A. Ross (Translator), Julian Ross (Translator) Product Description From the Inside Flap The Netherlands Institute for Social Research supplies central government with information on the Dutch welfare state. For more than 30 years, the scp has been charting developments in the daily lives of the Dutch population: work, income, health, education, social security, housing, culture, how they spend their time and their opinions on a whole range of subjects. The scp also shows how government policy does or could influence these aspects. Each year, scp publishes around 50 reports. This book contains extensive summaries of a selection of sixteen recent publications which provide a good impression of the kind of research carried out by scp and the many social themes that scp covers in its research projects. This book offers the reader a varied cross-section of summaries of our research projects in areas such as the daily life of ethnic minorities, school dropout, monitoring elderly policy, part-time working in the Netherlands, the presumed and actual effects of social safety policy, trends and problems regarding informal caregiving, governance in primary and secondary education, public interest in cultural websites, and many more topics." (http://www.amazon.co.uk/Netherlands-Institute-Social-Researc... )
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"Title: Urban safety: problems, governance and strategies. Authors: VIJVER, Kees van der and TERPSTRA, Jan Source: Enschede, Netherlands: University of Twente, Institute for Social Safety Studies, 2004 IPIT 19. 244p., figs., bibliogs. Link: Notes: (HEA) 14 papers on the Netherlands, the UK, Belgium, France, Germany and Slovenia. (ABS) This book contains 14 of the papers presented at the IPIT conference on social safety in urban areas, held at Enschede in March 2003. Contributors are from the Netherlands, the UK, Belgium, France, Germany and Slovenia. The papers deal with urban safety as a social problem, the governance of urban safety, and strategies for controlling crime." (http://webcache.googleusercontent.com/search?q=cache:scI1vvv... )
Example sentence(s):- Trends over time can be used to formulate specific national policy goals and systematic multilevel support strategies, to encourage and facilitate school- level and pupil-level approaches to promote and verify each school’s own security and social safet
| Michael Beijer United Kingdom Local time: 13:09 Specializes in field Native speaker of: English PRO pts in category: 64
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