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The management of safety in schools is essential for creating safe and healthy learning environments for pupils and staff. Using descriptive research design, which involved qualitative data collection and analysis, this study explored pupils and teachers’ perspectives on classroom safety management in selected schools of Southern province of Zambia. The study used homogenous purposive sampling to select schools and participants for the study. A total of 4 schools were sampled. 8 teachers were sampled purposefully. More so, 16 pupils were sampled purposefully. The selection criteria included schools with a diverse range of pupil populations and teachers with varying levels of experience. Data was collected using in-depth interviews (teachers) and Focus Group Discussion (FGD) for pupils. Classroom observations were used to collect data on classroom behavior and interactions between pupils and teachers. A checklist was used to take note of missing items in classrooms. Document analysis was used to review school policies and procedures related to classroom safety management and to identify areas where improvements may be needed. The qualitative data collected from the in-depth interviews and FGD were analyzed using thematic analysis to identify patterns and themes in the data. From research evidence, the benefits of classroom safety management include improved academic performance, reduced absenteeism, and better mental and physical health outcomes for learners. However, managing safety classrooms in schools presented numerous challenges, such as risk assessment, emergency preparedness, and ongoing training and education for pupils, teachers and other stakeholders. To overcome the challenges and realize the benefits of safety management in classrooms, there is need for effective collaboration and communication among all members of the school community, including pupils, staff, parents, and community partners, is essential.

In business activities in Indonesia, contracts are the basic framework that is used as a framework for relationships for economic actors. The principle of contract law is regulated in the Civil Code. Contracts can give rise to rights and obligations for the parties making the contract. Thus contracts play an important role in doing business in Indonesia. Contract law has existed since the days of Egyptian and Mesopotamian society around 3-4 centuries before Christ and has always experienced developments until now. The development of contract law in countries that adhere to the Common Law system is based on the doctrine of Promissory Estoppel and consideration, where there is an agreement followed by certain legal actions to fulfill the agreement already able to claim compensation, and there is a reciprocal relationship. This development also occurred in the Netherlands where an agreement that was not final but already had legal actions to fulfill the agreement could also claim compensation based on the principle of good faith. The development of contract law in Indonesia is still based on fulfilling the requirements for the validity of the agreement stipulated in article 1320 of the Civil Code, so that it can be called classic contract law. Legal actions that have not been based on Article 1320 of the Civil Code do not yet have legal consequences, so that losses arising from pre-contracts do not receive compensation. Assessment of current contract law, it is necessary to pay close attention to other developments through the development of contract law in other countries or through statutory regulations, which where the aggrieved party at the time of the agreement can claim compensation.

Nigeria is one of the few nations in the world that prioritizes educational excellence. Teachers play an essential role in their students’ development both academically and personally; therefore, it is imperative that they possess qualities such as subject matter expertise, ethical and intellectual vigilance, a genuine interest in their students, and the competence to carry out their duties effectively. This is only possible with sufficient training and seminar participation. Teachers may benefit from going to a seminar in many ways, including improving their communication skills, learning new information, making new connections, and becoming re-inspired. In order to ensure that the stated goals are met, a teacher must take on several hats in the classroom. He takes on the responsibilities of a parent and a confidant in addition to those of a boss, depending on the circumstances. All of these can be modified to improve schooling standards. In light of this, this paper investigates how teachers’ pedagogical practices and participation in professional development opportunities like conferences and seminars contribute to improving education quality in Nigeria.

The studio has emerged as a preeminent approach in architecture education, offering students a hands-on opportunity to cultivate and apply their design talents. This review paper provides a comprehensive overview of the studio in architecture education. The paper starts with a brief historical overview of architecture education, tracing the origins of studio-based learning. The curriculum content of architecture education is scrutinised, and the different types of courses offered are analysed. The paper subsequently investigates the dual nature of the studio, both as a pedagogical approach and a physical space, highlighting the different studio learning models that have arisen. The paper also explores the characteristics of the studio, including its interactive design teaching and learning environment, its distinct culture, and its role as a design life space. The studio users are considered, including the interaction between peers, instructors, and students. The paper highlights the pivotal role of studio culture in shaping the education and values of future architects. Overall, this review paper provides a comprehensive account of the studio in architecture education, providing insights into its history, curriculum content, dual nature, learning models, characteristics, users, and culture. By providing a comprehensive overview of the studio in architecture education, this paper offers valuable insights for architects, educators, and policymakers seeking to enhance the quality of architecture education and its impact on the profession.

Geography education in schools plays a critical role in providing pupils with a comprehensive understanding of the world around them. Using descriptive research design, which involved qualitative data collection and analysis, this study explored pupils and teachers’ perspectives on benefits, challenges and prospects of learning and teaching geography in schools. The study used homogenous purposive sampling to select schools and participants for the study. A total of 4 schools were sampled. 8 geography teachers were sampled purposefully. More so, 16 pupils who studied geography were sampled purposefully. The selection criteria included schools with a diverse range of pupil populations and geography teachers with varying levels of experience. Data was collected using in-depth interviews (teachers) and Focus Group Discussion (FGD) for pupils. The qualitative data collected from the in-depth interviews and FGD were analyzed using thematic analysis to identify patterns and themes in the data. The study reviewed that geography promotes the development of critical thinking skills, global awareness, and a sense of environmental responsibility. However, teaching and learning geography in schools could also present significant challenges, such as limited instructional time and materials, inadequate resources, and a lack of teachers, among others. Despite these challenges, the study reviewed that there were many promising prospects for geography education, including improved digital literacy, increased interdisciplinary learning, and enhanced global citizenship.