Primena video nadzora u unapređenju bezbednosti škola, opšti principi i iskustva

Abstract

Bezbednost škole se može uspostaviti kroz pažljivo planirano i kontinuirano razvijanje mehanizama preveniranja i reagovanja na sve oblike ugrožavanja dece i nastavnog procesa. U savremenim školama se sve proširenije koriste brojna tehnološka sredstva i procedure kojima se ostvaruje neki oblik nadzora. U radu ćemo pokušati da predstavimo dosadašnja saznanja o osnovnim principima, kao i da sumiramo ključne izazove i iskustva u korišćenju različitih tipova tehnoloških procedura za unapređenje bezbednosti škola. Posebno ćemo izložiti principe primene video-nadzora kao jedne od najčešće praktikovanih bezbednosnih tehnologija. U nedostatku obuhvatnijih istraživanja postojećeg stanja u našoj zemlji, ponudićemo pregled glavnih nalaza iz relativno bogate istraživačke prakse uspostavljene u razvijenim zemljama u kojima se video-nadzor duže i obuhvatnije primenjuje. Na kraju ćemo prikazati dva integrisana plana bezbednosti koja se primenjuju u američkim školama, kao primere dobre prakse u ovoj oblasti

School security can be established through carefully planned and continuously developed mechanisms for preventing and responding to all forms of threats directed at children and teaching process.In contemporary schools a growing number of technological tools and procedures are being used to gain some form of surveillance. Previous knowledge about the basic principles of the surveillance in enhancing school security is presented. Th e key challenges and experiences in using diff erent types of technological solutions for improving security and safety in the schools are summarized.In particular, we will explain in detail the principles of video surveillance as one of the most commonly used security technologies. Considering the absence of more extensive research of the current situation in our country, an overview of the main fi ndings from the relatively rich research practice established in developed countries in which video surveillance has been applied more comprehensive is presented. Finally, integrated security plans applied in two American school districts, as examples of good practice in the fi eld, are presented.