Anatolian High School, established to oer education for advanced students who aim for excellent university entrance exam results, employs 30 teachers and has 436 students. The school has two physics laboratories and a computer laboratory for practical learning. Imam Hatip High School employs 28 teach- ers and has 183 students. The school has one biology laboratory, one chemistry laboratory, and one computer laboratory for practice. Following the gap analysis, both schools scored high on the checklist (137 and 131, respectively), indicating a high level of com- mitment to the OHS standards. We recom- mend the OHS teams from these schools conduct regular audits and inspections and implement corrective actions to maintain or improve current OHS practices. The science high school employs 26 teach- ers and has 348 students. Its chemistry, phys- ics, and computer laboratories, along with an art workshop, are important sites for the implementation of OHS practices. The sci- ence high school scored 120 points, but there are still some areas that need improvement. The vocational commercial high school employs 29 teachers and has 309 students and 4 laboratories for practical learning. This school scored 100 points. The medical high school employs 30 teachers and has 363 stu- dents. This school has several laboratories, including ones for chemistry, physics, and computer science, as well as three laborato- ries for work experience. This school scored 102 points. In view of the low scores, we rec- ommend the management of both schools pay more attention to the 13 clauses that were partially implemented or not implemented and conduct additional regulatory and super- visory activities. Overall, the findings of our gap analysis indicate the necessity for a comprehensive risk analysis and continuous monitoring of the OHS process in the schools. Therefore, regular collection, processing, integration, analysis, and reporting of health and safety data are of great importance. The analytical approach used in this arti- cle combined with the findings of the gap analysis represent a novel contribution to the existing literature, as this method diers from other analytical techniques that typically are used in the education sector. For instance, existing studies on this subject in the litera- ture predominantly apply the risk assessment
TABLE 2
Gap Analysis Checklist Score Content
Score Range
% Explanation
≤70 1–49 The educational institution needs to improve the management system and check the content of plans and procedures. 71–104 50–74 The educational institution still needs improvement in the management system and a review of management outputs. 105–141 75–100 The educational institution has done sufficient work on the management system for certification and sustainability.
easy to apply. As such, the checklist provided as part of the gap analysis was developed in consultation with five ISO 45001 experts to ensure the checklist was comprehensive and covered the key clauses and requirements of ISO 45001, including scope, leadership, planning, support, operation, performance evaluation, and continuous improvement. The resulting checklist comprised 47 clauses, each linked to another to ensure traceability. In addition, the checklist was specifically designed to help educational institutions conduct an objective and comprehensive assessment of their OHSMS, if one existed. By objectively scoring the clauses in the check- list in Table 1 and comparing the scores with Table 2, educational institutions can deter- mine their current status and identify any gaps in relation to the ISO 45001 standard.
option and dividing by the maximum value in each option. The higher the percentage, the better. The score ranges in Table 2 are based on the percentage calculations. An educational institution that fulfills all the items on the checklist would receive a total of 141 points. While any score between 75% and 100% is considered sucient for the corporate management system activities, institutions with a score between 50% and 74% will need improvement. For scores <50%, the institu- tion will need revisions and improvements in the management system. Results and Discussion This article aimed to get the opinion of edu- cational institution managers to assess the OHS works in their institution within the framework of the ISO 45001 OHSMS to iden- tify the dierence between their organiza- tion’s current situation and the targeted situ- ation. All of the 20 school ocials completed the checklist, in which they were asked to objectively assess the current OHS practices in their schools. The data values from five high schools of dierent types were: • Anatolian High School: 137 points (43 = done, 4 = almost done) • Imam Hatip High School (a religious voca- tional school): 131 points (37 = done, 10 = almost done) • Science high school: 120 points (33 = done, 8 = almost done, 5= needs to be done) • Vocational commercial high school: 100 points (19 = done, 15 = almost done, 13 = needs to be done) • Medical high school: 102 points (23 = done, 10 = almost done, 13 = needs to be done)
Methods
Data Collection and Analysis The data were collected via the checklist and through face-to-face interviews. The check- list was completed by 20 school ocials who were school administrators and school per- sonnel responsible for OHS practices from 5 high schools in the Merzifon District of Ama- sya Province in Turkey. The response options were assigned a numerical score to use in quantitative analy- sis, as follows: • Done (3 points) • Almost done (2 points) • Needs to be done (1 point) The scores were then converted into percentage values to determine the size of each school’s gap. These percentages were calculated by summing the scores for each
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