Post secondary training program

Over the years, CPI has continuously expanded its technical training programs and services to include continuous day, evening, and weekend schedules. Technical training at CPI serves a workforce seeking new careers and workers in need of skills-upgrade training. As a result of its impact on economic and workforce development, CPI strives to be a leader in post-secondary technical training in Pennsylvania today. Qualified instructors and curricula based on industry standards and certifications are CPI hallmarks.

Its convenient location along the I corridor and adjacent to I affords CPI an opportunity to function as a regional workforce training facility. Please call the Post-Secondary Education Office at It is important for these students to develop and practice self-advocacy skills in high school as they will be expected to independently negotiate for needed services and accommodations after high school. This requires knowledge about Section , ADAA, reasonable accommodations, providing needed documentation when requesting services and accessing the disability service office on campus.

ADAA mandates documentation of a disability. For hearing loss, this is verified by a recent audiological evaluation. When there is a secondary disability, such as vision loss, cognitive processing disorder, psychological disorder, etc.

Support services personnel for students with disabilities on college campuses have different titles and work out of different offices from campus to campus. Students should bring a list of questions when meeting with the disability specialist. The following definitions relate to the educational supports provided in the postsecondary setting:.

It can also be a costly one. Financial aid is available to help students and their families pay for or supplement payment of educational expenses after high school. Common forms of financial aid include grants, loans, work-study, and scholarships. Plans for safety from fire are central as they increase the level of management preparedness in the event of a fire onset. Accidents occurring due to unsafe acts can be attributed to absence of skills and know- how including wrong attitude of the workers Information on potential hazards regarding the rules and how to avoid them or mitigate their effects is passed on through, training on Safety The mode of training for school managers on disaster risk management is very crucial in preparing them to deal with such events if and when they may occur.

Every government should develop a curriculum for reduction of peril, promote the education on reduction of adversity on large scale and train educators widely As contained in that report, approaches to training of teachers should comprise: lectures delivered through face-to-face discussions and activities, pre-service training, i.

On-the-job training: the courses are taught over the week- ends or short time to practicing personnel, institutional based seminars or any other appropriate forums and process repeated for a period of time. Training the populations on management of risks caused by disasters helps to reduce the proportional destruction and losses arising from calamities and even in a number of instances they may be stopped altogether.

Professional Trainees should be imparted with adequate knowledge and requisite skills for reduction of risks brought about by disasters. Furthermore, there should be a campaign to educate all families, school children, school communities, teachers and school managers on the skills of management and recovery from disaster risk throughout the country Higher education programs for training of teachers and school managers should incorporate education for disaster resilience through durable and maintainable capacity-building in order to ensure that schools remain safe.

The goals would best be achieved if there can be a move to Partner with all pedagogic institutions For the programs to remain relevant they should be continuously monitored and evaluated, reviewed and enhanced after implementation. School principals, who are responsible for ensuring effective operationalization and management of school curriculum, require appropriate training and preparation on leadership skills for the management and mitigation of impacts of risks prompted by disasters.

Training the populations on management of risks caused by disasters helps to reduce the proportional destruction and losses arising from calamities and even in a number of instances may be stopped altogether.

A number of case studies have revealed that some programs for disaster risk reduction are available for local school administrators and QASO in such countries as: Madagascar, Maldives, Philippines; and the Lao PDR. The study was mixed methodology using Concurrent Triangulation Design. The process of gathering quantitative data was through questionnaires while qualitative data was collected through interviews.

Instrument consistency was determined according to Pearson Moment Correlation and a correlation coefficient of 0. Quantitative statistics was evaluated descriptively and results shown in figures and tables. The conclusions of this study are: school managers of public secondary schools in Nairobi have not been trained on managing risks caused by disaster. Recommendation: The Government of Kenya should develop a policy on disaster risk management in schools. Develop a curriculum on management of disaster risk.

Train school managers, teachers, students and communities on management of disaster risk. These findings imply that school managers of public secondary schools in Nairobi are trained in different ways on safety management regarding DR while others are not. Further, the Government of Kenya does not emphasize on training school managers on management of disaster risks, yet national institutes are disposed to tragedies This leaves public secondary school managers with no option but to seek training on their own; hence dealing with emerging circumstances in an ad hock manner, a situation that exposes students, staff, school communities and the entire school facilities to high disaster risks.

Similarly, Sallee 21 , found that school head teachers were neither trained nor inducted on DRM and that there were no capacity building programs for them. They did not even possess basic First Aid skills. Moreover, according to, UNICEF 16 , the mode of training for school managers on disaster risk management is very crucial in preparing them to deal with such events if and when they may occur. Furthermore, the suggested approaches to training of teachers should comprise lectures delivered through face-to-face discussions and activities, pre-service training, such as providing regular training for teachers in the institutions, teaching academies as well as schools; usually leading to the awarding of certificates.

Other methods include the on-the-job training where courses are taught over the week-ends or short time to practicing personnel, institutional based as well as seminars or any other appropriate forums and process repeated for a period of time. The findings in Figure 1 indicated that, This implies that there is no available organized curriculum for training school managers on management of risks prompted by disaster in Kenya.

If there was a comprehensive Curriculum for training on management of disaster risks, there would not be these variations in training on aspects of school safety, given the importance of DRM in schools and the country at large.

Clearly, there is a lack of a training model for trainers on DRM, leaving school managers to train on what they feel is most comfortable for them, thus losing focus on very critical aspects such as identification of disaster early warning signs, preparation, prevention, mitigation and recovery.

As Chien and Wen 22 , aver, the education on prevention and reduction of disaster should be integrated into the regular school curriculum; Education for training of teachers on prevention of disasters on campus should be provided. Nakitto and Lett 15 , also have contributed a voice in the importance of DRM training in schools by observing that training is important as it increases the level of management in case of a fire disaster.

Lastly, according to 75 The largest number This disparity is explained by the fact that some school managers had been trained on aspects of DRM in the school safety training, while others had not. As Ozmen 17 , opines, education institutional managers are expected to oversee the curriculum instruction and managing the institutions under their care, and therefore, require appropriate training on reduction of risks caused by catastrophe to facilitate cases of mitigation of disaster risks and recovery.

Every government should develop a curriculum for reduction of risks arising from disaster, train teachers as well as promote the teaching of reduction of risks prompted by disaster on large scale Furthermore, Turkmen et al. The report further noted that the same form of DRM training had been practiced with fruitful results in countries like, Kazakhstan, Turkey, Indonesia and Madagascar.

Responses from the school managers concerning the two variables were captured using various questions including a five-point Likert scale which included: strongly disagree, disagree, neutral, strongly agree and agree. The strong correlation between the dependent and independent variables is however negative as indicated by the results.

This means since they have not undergone any training on DRM, then the training received by the school managers has had a negative influence on management of disaster risk. A Study by Turkmen, et al.

The Chi-square test showed that there was a robust association involving the managers training and management of disaster risk. Results get supported by the National Disaster Management Authority of India which pioneered training to three hundred teachers from colleges linked to the university. The teachers were supposed to pass skills to the students of their colleges The Times of India, This means there is great need to train the school managers, teachers, students and school communities on disaster risk management in Kenya as well.

Their interviews showed that the mode of training was wanting and needs to be improved. The participants were also consistent in saying that the training received by school managers was very elementary.

The training lasted for less than a week. This training according to them could not necessarily translate into better management of disasters in schools. There was a general feeling among the interviewees concerning the mode of training of school managers on DRM and management in schools. According to them, the mode of training received was found to influence DRM. Interviewees noted that school managers training on DRM, influenced disaster risk management in schools. Installation of cameras and fire extinguishers were some aspects of DRM influenced by managers training.

The outcomes showed that school managers were not adequately trained on disaster risk management. The training that was conducted for some school managers was so short that it could not impart the requisite information and abilities on prevention and management of disaster. The influence was however, negative in most instances as school managers had negligible levels of training on DRM. Turkmen, et al. Both the Emergent norm theory and Risk management theories which were cited to guide this study recognize that disaster risk management in any setting is influenced by a myriad of factors.

Only 8. The training on school safety received by school managers enables them to administer First Aid during emergencies and prevention of fire outbreak. Generally, the mode of training greatly influenced disaster risk prevention, mitigation and recovery. They are much more likely to accept the plan once they understand the rationale behind it.

Campbell however did not specifically focus on school managers training on managing risks caused by disaster and its influence. Furthermore, The School safety management training received by school managers has enabled them administer First Aid during emergencies and prevent fire outbreak. The researcher concludes that public Secondary school managers in Nairobi County are not trained on management of disaster risks in schools.

There is a need for public secondary school managers to improve their knowledge on disaster risk management through appropriate training. The Government of Kenya should also provide a specific policy for training school managers, teachers, students and school communities on management of disaster risks; focusing on: identification of disaster warning signs, prevention, mitigation and recovery. This training would be best offered as a standalone item on the Curriculum owing to the magnitude of harm by disaster on human life.

Disasters are everywhere in human life including the most familiar and comfortable surroundings. In fact, disaster and human beings are inseparable. The Government of Kenya should develop a course for managing risks caused by disaster in institutions of learning. The researcher wishes to acknowledge the participants for their cooperation in providing data for this study. Munyiri, Ruth W. Thinguri and Paul Edabu. This work is licensed under a Creative Commons Attribution 4.

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