TABLE 1
ISO 45001: 2018 Gap Analysis Checklist for the Education Sector
Clauses/Criteria *
Done Almost Done
Needs to Be Done
Occupational Health and Safety (OHS) Policy 1 OHS policies that are easy to understand are formed, announced, and shared by top management of the educational institution. 2 Establishment of an OHS board by top management in the educational institution (for educational institutions with >50 employees). 3 OHS targets of the educational institution are determined in line with the ISO 45001 management system. 4 A particular focus of top management is obtaining regular feedback on OHS issues from various partners within the educational institution—including administrators, teachers, and other staff. 5 Administrators, teachers, and other staff are listened to by top management for improvement of the OHS management system. 6 Involvement and support of managers and administrators within the educational institution are encouraged in the implementation of OHS. 7 Creating teams for the OHS risk assessment. 8 Preparing a contingency plan. 9 Creating teams for search-and-rescue, first aid, communication, evacuation, and protection. 10 Sharing information on emergency contact personnel with all staff members. Planning 11 Top management disseminates OHS materials to employees by electronic or non-electronic means. 12 OHS instructions for the use of machinery, equipment, and other tools used in the educational institution are prepared and explained to relevant personnel. 13 Within the scope of the OHS management system, activities such as training, mentoring, or job changes are carried out in line with the competence and training requirements of personnel. 14 To fulfill their OHS obligations, employees should receive regular training. 15 Management ensures that activities (e.g., meetings, seminars, conferences, trainings) are organized to increase OHS competencies of staff, students, and parents. 16 Activities (e.g., meetings, seminars, conferences, trainings) on emergency management (e.g., preparing for possible emergencies, reducing the likelihood of their occurrence, taking countermeasures, managing the emergency with minimum damage) are organized at regular intervals for all partners in the institution. 17 Supplemental OHS training is provided to personnel associated with special education and counseling services. 18 Relevant personnel are made aware of any potential risks and dangers to the health and safety of themselves and others in the facilities and buildings of educational institutions. They are also informed of the appropriate procedures to be followed in the event of an emergency. 19 The educational institution ensures all participants are provided with appropriate and adequate personal protective equipment (PPE). 20 Staff are provided with sufficient information and practical training on how to use PPE, for what risks PPE is needed, and for how long PPE must be worn. 21 Establish a protocol for notifying relevant parties in the event of an emergency or nonconformity.
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Gap Analysis The gap analysis method encompasses both proactive and reactive approaches. It can function as a preliminary analysis or a situ- ational analysis, in which a systematic exami- nation of the relevant context is conducted. A gap analysis can be designed around a specific
issue, thereby enabling the identification of areas or aspects that require repair. The eec- tiveness of the gap analysis can be augmented by the use of a comprehensive checklist that is tailored to the specific subject matter under consideration and prepared meticulously and professionally. Moreover, the checklist must
be hierarchical when analyzing an issue, cov- ering the key clauses and providing a com- prehensive picture of the issue or category being assessed. In this article, we used a checklist to aug- ment the existing gap analysis method, which is regarded as eective, comprehensive, and
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October 2024 • Journal of Environmental Health
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