Untitled document.edited - 2023-11-22T183812.283

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School

University of Nairobi School of Biological Sciences *

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Course

ACC 560

Subject

Management

Date

Nov 24, 2024

Type

docx

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Uploaded by ChancellorPenguin2124

School Data Needs Assessment: SWOT Analysis Approach Introduction A SWOT assessment evaluation is expected to seek student feedback, review and act upon them where appropriate. A SWOT assessment will identify the positive factors to emphasize and areas that require improvement and enable teachers to create a healthy learning environment while concentrating on internal abilities and external aspects. Background and Rationale/ Needs Identification Strength: HCEC employed energy consumption data to identify areas that required improvement and implemented energy-efficient technologies such as LED lighting. Weakness: Lack of actual time data on temperature in the past affected HCEC's capability of actively addressing issues about climate control. To address this issue, HCEC had to implement temperature sensors and data logging systems to save historical temperature data used to identify patterns. Opportunities: Examining energy consumption figures can help HCEC uncover opportunities for climate betterment. Threats: constant and intense weather events. Methodology (Data Collection) Survey and feedback, Research metrics, Data collection Strengths: Survey participation enhanced diverse perspectives, flexibility of time or flexibility in questions (Alvarez, 2023). This approach considered academic achievements, community support and facilities, and faculty expertise to receive diverse perspectives. Weakness: Communication gaps and financial constraints. Opportunities: Survey participation helped the school understand their strengths, weaknesses and areas that required immediate improvement while uncovering insights like the well-being of every student. Threats: Response biasness where participants only gave responses that aligned with their perspectives. Findings and interpretation Strength: HCEC is successful in incorporating climate-related aspects, initiatives, and resources into its curriculum (Parker, 2022). For example, environmental student programs, integration of climate studies, the school finances in green infrastructure- for example, energy-efficient buildings, and others.

Weakness: HCEC is facing a challenge with initiating climate initiatives due to several aspects, for example, Gender imbalance (the schools' population is 123 females and 61 males) and limited integration of technology for environmental supervision. Opportunities: HCEC has several opportunities for enhancing climate-based initiatives, for example, collaboration with environmental organizations. HCEC can explore partnerships with local and global environmental cooperation to acquire resources and funding opportunities. Threats: When initiating climate-based initiatives into the school curriculum, HCEC might experience resistance from both students and the administration staff (Sanchez et al., 2022). HCEC might also undergo financial constraints, affecting the schools' ability to invest in these programs. Recommendations, implementation strategies, monitoring and evaluation HCEC can implement transparent communication channels like newsletters, evaluate alternative funding sources and monitor protocols of frequent data recording (Dutta & Sahney, 2022). Additionally, HCEC can implement strategies for risk assessments to identify potential threats. Conclusion In conclusion, HCEC High School has fostered a tradition of environmental awareness and responsibility among the administration and students by integrating climate-related aspects into their curriculum, for instance, environmental student programs. By addressing these weaknesses, exploiting opportunities and effectively handling threats, the school can create a better learning environment for its students. Recommendations like evaluating alternative funding sources can help the school incorporate climate-based studies and projects into their curriculum.

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