Design Approach to Enhancing Safety and Accessibility in Vocational School

Daniel; Vigor; Chiemezie; Ramota; Stephen-Obalga

doi:10.56201/ijgem.vol.12.no1.2026.pg62.72

📄 Download Paper

Design Approach to Enhancing Safety and Accessibility in Vocational School

Daniel, Vigor, Chiemezie, and, Ramota, Stephen-Obalga

Abstract

Accessibility in education refers to the design of educational environments, resources, and services that are usable by all students, including those with disabilities. This study highlights design strategies that can enhance safety by practically avoiding or minimizing the chances of accidents occurring in workshops. This study aims to incorporate design strategies for enhancing safety and accessibility in vocational schools, which will improve students’ learning outcomes and staff productivity. The objectives of this study are: to identify key safety hazards and accessibility barriers in vocational schools, to determine design strategies for improving safety in vocational learning environments, to understand the folding rules and key design principles for accessibility and universal design, and to develop a safe and accessible design for students to learn vocational skills. The research method adopted for this study is a mixed-method. Case studies were adopted, literatures were reviewed, and physical observations were also made. The site for this project is situated at Aluu community in Rivers State. Results from the findings revealed that safety in vocational workshops is a key issue that needs to be addressed, particularly in Nigeria, where poorly maintained machines and equipment’s often malfunction and lead to accidents. In addition to that, workshops lack ample spacing, as well as wayfinding around the facilities; these factors limit accessibility within the space. To solve this problem, the design incorporates active safety systems (fire suppression systems, fire alarm, sprinklers, etc.) and passive safety measures (fire- resistant materials, sound dampeners, etc.) to ensure that the facility strategically minimises the risk of accidents and protects lives. Also, universal design features that support accessibility and inclusion, such as ramp access, wheelchair accessible toilets, spacious corridors and lobbies, were integrated to support persons with non-am

Keywords

vocationAccessibilitysafety

References

Abrar, Baloch and Ghouri (2010), Attitude of secondary schools’ principal, and teachers’ education: Evidence from Karachi, Pakistan, European Journal of Social Sciences. 15(4),573-582. Adegbite, P.O. (2000). Technical and vocational education in Nigeria. A critical Analysis. Paper presented at the seminar on TVE in Nigeria. Abuja, Nigeria. Adeyinka, A.A. (n.d). Current problems of Educational Development in Nigeria. Afolabi, O. S. (2023). Challenges and Prospect of Vocational Technical Education and Training in South-South Nigeria. Vocational and Technical Education Journal, 2(1), 112-125. https://acjol.org/index.php/votej/article/download/397/378 Ajayi, I.A., and Ayodele, I.B. (2002). History and development of education. Ado-Ekiti: PETOA. Akwara, A.F. (1998). Issues in Nigeria Politics and Government: A Comprehensive Approach to citizenship Education in Nigeria. Idah: Aquara and Co. Akpan & Usoro, n.d. (2015) The Evolution of Vocational Education in Nigeria and Its Role in National Development Architects, L. (2011, 03 28). Ed Roberts Campus. (ArchDaily) Retrieved 11 30, 2023, from https://www.archdaily.com/122507/ed-roberts-campus-leddy- maytum-stacy-architects Ayeni, A. O. (2015). Technical and Vocational Education in Nigeria: Issues, Challenges and a Way Forward. Journal of Education and Practice, 6(3), 113-118. https://files.eric.ed.gov/fulltext/EJ1089786.pdf Bandaranayake, T. (2012). Understanding research philosophies and approaches. Retrieved from http://www.slideshare.net/thusharabandaranayake/understanding-research-philosophy Biao, I. andTawo, R.E (2007). Psychological Principles of Adult Education; Calabar, Nigeria, Center for Universal Design. (1997). The principles of universal design. North Carolina State University. https://design.ncsu.edu/research/center-for-universal-design/ Connell, B.R.; Jones, M.; Mace, R.; Mueller, J.;Mullick, A.; Ostroff, E.; Sanford, J.; Steinfeld, E.; Danso, A. K., Tudzi, E. P., & Ocloo, M. A. (2017). Accessibility and inclusion in TVET infrastructure. Kwame Nkrumah University of Science and Technology Press. Datal, I. G., Danwanzam, E. G., Nyapsen, C. G., et al. (2004) Fundamentals of Colleges. Pankshin: Akins Press and Services Duman, Ü., & Uzuno?lu, K. (2021, 05). The Importance of Universal Design for the Disabled in Public Buildings: A Public Building in Northern Cyprus as a Case Study. Retrieved0112,2024,fromhttps://www.researchgate.net/publication/351585581_The_Imp ortance_of_Universal_Design_for_the_Disabled_in_Public_Buildings_A_Public_Buildin gin_Northern_Cyprus_as_a_Case_Study Ebikake-Nwanyanwu, M. A., & Woripre, T. D. A. (2025). The legal framework for occupational health and safety in the manufacturing sector: Assessing compliance and enforcement mechanisms in Nigeria. Ebikake-Nwanyanwu, M. A., & Woripre, T. D. A. (2025). The legal framework for occupational health and safety in the manufacturing sector: Assessing compliance and enforcement mechanisms in Nigeria. ResearchGate. https://www.researchgate.net/publication/389489979 Farrington, C. A., Nagaoka, J., Porter, S., & Meader, A. (2019). Equity-centered design: A framework for education. University of Chicago Consortium on School Research Farrington, C. A., Nagaoka, J., Porter, S., & Meader, A. (2019). Equity-centered design: A framework for education. University of Chicago Consortium on School Research. IIARD International Journal of Geography & Environmental Management Federal Republic of Nigeria (2004). National Policy on Education. Lagos; NERDA Press. Fisher, K. (2016). Emerging Evaluation Knowledge in New Generation Learning Environments. Evaluating Learning Environments pp 165-179 Fleischer, D. Z., & Zames, F. (2011). The disability rights movement: From charity to confrontation (Updated ed.). Temple University Press. Fletcher, H. (2008). The principles of inclusive design. CABE, 20. Goldsmith, S. (2000). Universal design: A manual of practical guidance for architects. Architectural Press. Groce, N. &Kett, M., (2014) Youth with Disabilities, Working Paper Series: No. 23Leonard Cheshirez Disability and Inclusive Development Centre, University College London Full Working Paper Series: Gyamfi, N, Mprah, W. K., Edusei, A. K., Dogbe, J. A., & Owusu, I., (2015). Relevance of Vocational Training Programme for Persons with Disabilities in the Ashanti Region of Ghana. Journal of Disability Studies, 2015,1(2), 69-76. ©IS Publicationshttp://www.pubs.iscience.in/jds Haddon, W. (1980). Advances in the epidemiology of injuries as a basis for public policy. Public Health Reports, 95(5), 411–421.

Design Approach to Enhancing Safety and Accessibility in Vocational School

Abstract

Keywords

References

More Articles from IIARD INTERNATIONAL JOURNAL OF GEOGRAPHY AND ENVIRONMENTAL MANAGEMENT