A PUPIL FROM A SOCIO-ECONOMICALLY DISADVANTAGED ENVIRONMENT AS AN ACTOR IN THE EDUCATIONAL CONCEPT OF PROTECTION AND SECURITY

Year 2020, Proceedings of The Third Economics, Business And Organization Research (EBOR) Conference, 490 - 517, 31.12.2020

Lukáš Stárek

Abstract

Each of us in our lives will face emergencies, whether a fire, accident, traffic collision or natural disaster, and it is crucial that we know how to recognise them and how to adequately react. The legally-guaranteed protection in the case of emergencies and for the protection of life and health of the citizenry or property is primarily the remit of the integrated emergency response system. Protection provided by the integrated emergency response system does not arrive in mere seconds, and a person is thus forced by necessity to deal with the situation and help as well. For this reason, it remains necessary to support and perfect the education and training of citizens, and it proves effective that this process is supported by schools or educational institutions.
The main research aim is to determine the knowledge level in protection and safety among primary school pupils from the first to third grade in socioeconomically marginalised localities. Building upon these findings, it will apply the topic module of the project weeks and determine the knowledge level of the given target group.
The empirical part follows from the project – Development of Civic Competencies in Safety and Protection of the Citizenry among Pupils from Socioeconomically Disadvantaged Backgrounds – where thematic project weeks that concluded with a test/questionnaire were, among others, implemented. The thematic areas/modules should be aimed at increasing the knowledge of pupils, specifically so that a pupil would understand the evident danger connected with risks of everyday life (traffic, chemical substances in the home, electric current, sports and hobbies), with fire and with an emergency, then know how to call for help (using any of the learned methods) and, last but not least, to know how to use emergency numbers to make calls and master basic communication methods with the operator (suitable for their age).
Equal opportunity and fair access to quality education of children/pupils/students should be among the basic pillars of human rights. A considerable influence, not only in social, economic and cultural terms, is the family, which impacts the results of the school success rate of pupils, the educational process and, last but not least, the life and professional course. School can also be included among the crucial pillars that have an undoubtable impact on education and the whole development of an individual.
The current system only shows the possibilities and what path is selected and whether attention will be paid to a topic in a given faith so that is would be attractive to the pupils depends on the teachers themselves. Therefore, the question remains whether the teaching materials for the teaching staff should be unified. Despite the wide spectrum of tests and aids, certain areas are prepared differently and do not always suit the given time and reflect the social events that may cause a threat. Therefore, unifying and updating materials would reinforces the topic and support the lesson. Multimedia and interactive textbooks can be used to make topics appealing.
The research done shows that it is suitable to inform and guide pupils in the first grade in the area of protect and safety in the form of games and exercises before memorising theoretical material itself. It is evident from this that we would target deepening theoretical knowledge with practical exercises in first aid during second grade. The basics of first aid and calling aid should be integrated into the whole cross-curricular education of protection of the citizenry. Further topics are obviously also necessary.

Keywords

Educational Process, Emergencies, Pupil

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