The Restriction of Degree: Reform of Public School Management Models

2014 ◽  
pp. 103-114
Author(s):  
Kongzhen Li ◽  
Jingjing Zhang
Keyword(s):  
Public School ◽  
School Management ◽  
Management Models

scholarly journals Educational Administrators’ Perspectives of Democracy and Citizenship Education: Interviews with Educational Leaders.

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Jordan Long
Keyword(s):  
Public School ◽  
School Leadership ◽  
Citizenship Education ◽  
School Administrators ◽  
Educational Leaders ◽  
School Management ◽  
Structured Interviews ◽  
Learning Program ◽  
Educational Administrators ◽  
Phenomenological Methodology

Little is known about public school educational administrators’ perspectives of democracy and citizenship education and how those perspectives shape the learning that occurs in the schools they lead. This paper presents findings of a qualitative study that used semi-structured interviews of public school educational administrators’ perspectives of democracy and citizenship education in the province of Alberta, Canada. Four participants’ detailed responses were analyzed using an interpretive phenomenological methodology and coded into four themes. While all four participants felt that democratic and citizenship education were important, their conceptualizations varied widely and only one participant was found to lead in a way that encouraged democratically desirable education. Findings suggest that some educational administrators do not necessarily understand their role or responsibility in the education of democracy and citizenship within the schools they lead. Moreover, this study suggests that factors that hinder democratic and citizenship education are: school administrators’ preference to remain obedient to a top-down approach of school management; resource taxing administrative obligations and; a misunderstanding of ‘thick’ democracy. Factors that were found to facilitate democratic and citizenship education include: physical school and learning program design and; democratic school leadership.

scholarly journals The Coming Revolution in Public School Management

1969 ◽  
Vol 67 (5) ◽  
pp. 1017 ◽  
Author(s):  
Donald H. Wollett
Keyword(s):  
Public School ◽  
School Management

scholarly journals Profil Mutu Lulusan Madrasah

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Sumarni Sumarni
Keyword(s):  
Academic Achievement ◽  
Public School ◽  
Research Method ◽  
School Management ◽  
Quantitative Approach ◽  
Religious Activities ◽  
Teacher Characteristic ◽  
Building Condition

The research is conducted to know the quality of madrasah graduate profile seen from many aspects or variables, namely, “student academic” and “non-academic achievement”, and “the perception of consumer (parents and teachers) toward the graduate and profile of input” and the quality of madrasah graduate” such as learning medium, the student and teacher characteristic, and the school management as the supporting factors. the research method used is survey with quantitative approach. the result of the research indicates that generally madrasah graduates are not be able to complete with public school graduates-both academically and non-academically. however, the perception of educational consumer related to students’ attitude, participation I religious activities, student creativity, etc. is perceived as good enough. they feel satisfied enough to the madrasah graduate. the school management in madrasah is also good enough but it has not been supported by the infrastructurals input, namely such as physical building condition, library and laboratory, and so forth.

scholarly journals Mais Gerente e menos Gestor: uma análise do marco regulatório direcionado à gestão da escola pública paraense

2020 ◽  
pp. 1-20
Author(s):  
Cassio Vale ◽  
Gilmar Pereira da Silva ◽  
Francisco Williams Campos Lima
Keyword(s):  
Public School ◽  
Public Education ◽  
Private Sector ◽  
School Setting ◽  
Document Analysis ◽  
School Management ◽  
Regulatory Framework ◽  
The Public ◽  
Legal Texts ◽  
Educational Indicators

This paper deals with the public-school management in Pará state as it has been implemented through the “Pact for Education in Pará”, which is based on the logic of partnerships between the state and the private sector, manifesting a strategy of educational indicators improvement. The question consists of: how the Pact for Education regulatory framework directs the school manager’s action in a public-school setting? The methodology is anchored in bibliographical research, as approached by authors who discuss school management; document analysis, which had an important role regarding the documents from the Pact, such as decrees. Both procedures allowed our analyses, based on a critical and descriptive perspective. Results show that the Pact for Education in Pará regulatory framework drives school managers to have a profile mostly aligned with the figure of an administrator, which demands, surveils and accomplishes goals; in this manner, the job excellence starts with the choice of professionals who work within the managerial logic that has become part of public education in Pará, especially regarding the analyzed legal texts.

scholarly journals The Role of Forming a Management Model in Educational Organizations

2020 ◽  
pp. 145-149
Author(s):  
Dinara Zhulamanova
Keyword(s):  
Social Institutions ◽  
School Management ◽  
Management Model ◽  
Educational Organizations ◽  
Basic Principles ◽  
Management Models ◽  
Modern School ◽  
Foreign Countries ◽  
Main Ideas

The theory of modern school management is developed as part of the general theory of social institutions management. Very important changes are expected in the system of financing and management of education in accordance with modern requirements. The object and subject of management is a person. The article states that the basic principles and regularities of the management process are generally reflected in all public structures. However, when managing any organization at the request of the manager, the management model is applied to this organization and its staff. And modern management models differ in creating conditions for employees. Accordingly, the author considers the importance and relevance of forming their own management model in relation to the organization of education. The author analyzes the management models of various foreign countries, factors that determine the national management model and formulates their main ideas. Қазіргі заманғы мектепті басқару теориясы әлеуметтік мекемелерді басқарудың жалпы теориясының бір бөлігі ретінде дамиды. Заман талабына сай білім беруді қаржыландыру және басқару жүйесінде өте маңызды өзгерістер күтілуде. Басқарудың объектісі мен субъектісі – адам. Мақалада басқару үрдісінің басты ұстанымдары, заңдылықтары барлық қоғамдық құрылымдарда жалпылама түрде кездесетіні жайлы айтылған. Дегенмен кез-келген ұйымды басқару барысында басшының қалауы бойынша сол ұйымға және қызметкерлерге қатысты басқару моделі қолданылады. Ал заманауи басқару модельдері қызметкерлерге жағдай жасау арқылы ерекшеленеді. Сәйкесінше білім беру ұйымына қатысты өзіндік басқару моделін қалыптастыру маңыздылығы мен өзектілігі қарастырылады. Автор әртүрлі шет елдердің басқару моделдеріне, ұлттық басқару моделін анықтайтын факторларға талдау жасайды және олардың негізгі идеяларын тұжырымдайды.

scholarly journals A proposal for an Atmospheric Discharge Protection System (ADPS) for a Public School in the City of Manaus-AM

2019 ◽  
Vol 7 (11) ◽  
pp. 1030-1037
Author(s):  
José Augusto Da Costa Brandão ◽  
Livia Da Silva Oliveira ◽  
David Barbosa de Alencar ◽  
Carlos Alberto Oliveira de Freitas
Keyword(s):  
Public School ◽  
Field Research ◽  
School Management ◽  
Protection System ◽  
Electric Discharges ◽  
The Public ◽  
Atmospheric Discharge ◽  
The Subject ◽  
Atmospheric Discharges ◽  
The City

The present study sought to highlight the importance of protection against electric discharges to a school in the public school of the city of Manaus-AM, based on the basic recommendations and guidelines for making decisions presented in the elaboration of a ADPS proposal. The methodology of the work was based on the collection of information on the subject from the theoretical-bibliographic research, as well as the accomplishment of the field research in the school through the technical visits for data collection. The results of the research were presented in the technical verification report of the ADPS need at school, so the study carried out a detailed study on the protection risk management, the analysis of the risk components to the atmospheric discharges, general risk assessment, evaluation the design of the protection system. Based on the report, the research presented the appropriate recommendations to assist school management in decision making, considering the importance of protecting the public heritage from the damages caused by the atmospheric discharges.

scholarly journals O diretor enquanto gestor e as diferentes pressões e dilemas da prestação de contas na escola pública

Roteiro ◽  
2018 ◽  
Vol 43 ◽  
pp. 327
Author(s):  
Almerindo Janela Afonso
Keyword(s):  
Public School ◽  
Secondary Schools ◽  
School Management ◽  
The State ◽  
General Council ◽  
Ministry Of Education ◽  
Heterogeneous Processes ◽  
The Face ◽  
State Bureaucracy ◽  
Sobre Todo

Resumo: Em Portugal, as escolas públicas dos ensinos básico e secundário e os jardins de infância públicos foram, na sua maioria, integrados nos designados Agrupamentos de Escolas. Cada um desses agrupamentos, bem como as escolas que não foram integradas, regem-se por um modelo de administração no qual se sobressaem dois órgãos fundamentais: o Diretor, que é o órgão (unipessoal) de gestão, e o Conselho Geral, que é o órgão (colegial) de direção. Nesse último órgão participam os representantes de diferentes atores e interesses da Comunidade Educativa (internos e externos). O Diretor presta contas pelas suas decisões, quer ao Conselho Geral, quer, sobretudo, ao Ministério da Educação e outros serviços da burocracia do Estado com poder fiscalizador e hierárquico. Mas não apenas. Com efeito, em um contexto em que também é crescente o escrutínio ou controle das famílias e dos stakeholders sobre as escolas e agrupamentos de escolas, sobretudo em relação a resultados acadêmicos mensuráveis, as pressões que se exercem sobre o diretor colocam-no, ainda mais, perante formas diferenciadas (e, não raras vezes, contraditórias) de accountability (isto é, processos ambivalentes e heterogêneos de avaliação, prestação de contas e responsabilização). O foco neste artigo, no entanto, incide no pilar da prestação de contas.Palavras-chave: Gestão escolar. Diretor. Gerencialismo. Prestação de contas.El director como gestor y las diferentes pressiones y dilemas de la rendición de cuentas en la escuela públicaAbstract: In Portugal, public elementary and secondary schools and public kindergartens were mostly integrated into the so-called School Groupings. Each of these school grouping, as well as the schools that were not integrated, are governed by a model of administration in which two fundamental bodies stand out: The Director, who is the management body, and the General Council, which is the collegiate body of direction. The Director is accountable for his decisions to the General Council and above all to the Ministry of Education and other departments of the State bureaucracy, with supervisory and hierarchical power. But not only. Indeed, in a context where there is also increasing scrutiny or control of families and stakeholders on schools and school grouping, especially in relation to measurable academic results, the pressures exerted on the director place him even more in the face of differentiated (and not infrequently contradictory) forms of accountability (i.e., ambivalent and heterogeneous processes of evaluation, answerability, and responsibilization). This article, however, focuses mainly on the pillar of answerability.Keywords: School management. Director. Managerialism. Answerability.The director as manager and the different pressures and dilemas of answerability in the state public school Resumen: En Portugal, las escuelas públicas de la enseñanza no superior y jardines de infancia públicos se han integrado, en su mayoría, en agrupamientos escolares. Cada uno de estos agrupamientos, así como las escuelas que no fueron integradas, se rigen por un modelo de administración donde sobresalen dos órganos fundamentales: el Director, que es el órgano (unipersonal) de gestión, y el Consejo General, que es el órgano (colegial) de dirección. En este último órgano participan los representantes de diferentes actores e intereses de la Comunidad Educativa (internos y externos). El Director rendirá cuentas por sus decisiones, tanto al Consejo General, así como, sobre todo, al Ministerio de Educación y otros servicios de la burocracia del Estado, con poder fiscalizador y jerárquico. Pero no sólo. En efecto, en un contexto en que también es creciente el escrutinio o control de las familias y de los stakeholders sobre las escuelas y agrupamientos de escuelas, sobre todo en relación a resultados académicos mensurables, las presiones que se ejercen sobre el director lo sitúan, aún más, ante formas diferenciadas (y no raras veces contradictorias) de accountability (es decir, procesos ambivalentes y heterogéneos de evaluación, rendición de cuentas y responsabilización). El enfoque de este artículo, sin embargo, se centra principalmente en el pilar de la rendición de cuentas.Palabras clave: Gestión escolar. Director. Gerencialismo. Rendición de cuentas.

scholarly journals Políticas para a gestão da educação pública obrigatória na Ibero América: Apresentação

2020 ◽  
Vol 28 ◽  
pp. 34
Author(s):  
Ângelo Ricardo De Souza ◽  
Sebastián Donoso Diaz ◽  
Joaquín Gairin Sallán
Keyword(s):  
Public School ◽  
Public Education ◽  
Human Person ◽  
School Management ◽  
Educational Reforms ◽  
State Responsibility ◽  
Special Issue ◽  
The Public

This paper presents the dossier Policies for the Management of Mandatory Public Education in Ibero America, which addresses elements of mandatory public-school management in the macro-region such as educational reforms, policies of teachers and principals training, universalization and inclusion policies, experiences and innovative models and the public-private relationship in education. The article that presents the dossier shows that the readings sampled in this EPAA special issue deal with themes, theories and experiences that are consistent with the idea that education is a universal right of the human person, mandatory and free to all during some period of life, under State responsibility, secular and with guarantee of quality for all.

scholarly journals The impact of the management model on the principal’s leadership: the Portuguese case

2021 ◽  
Vol 26 ◽  
Author(s):  
João M. S. Carvalho ◽  
Paulo Delgado ◽  
Fernando Diogo
Keyword(s):  
Public School ◽  
Leadership Style ◽  
School Management ◽  
Management Model ◽  
Team Coordination ◽  
The Public ◽  
Systematic Sample ◽  
Central Actor ◽  
Management Experience ◽  
The Impact

ABSTRACT The Principal is a central actor in schools and their formal leader. The public school management model (PSMM) influences his/her leadership style and behaviours. This study intended to analyse Principal’s performance as a leader under the current PSMM, as well as the positive and negative aspects of the model. The data were collected through exploratory interviews with a random systematic sample of 30 Principals with a management experience of at least 4 years. The results showed that Principals seek to find a balance between their role as leaders and managers, privileging delegation and collegiality in team coordination, disagreeing with the current General Council configuration, and underlining the importance of values and ethics in school management. They demand more time for pedagogical management and monitoring, greater autonomy and less bureaucracy and denounce the lack of resources for the management of people, facilities, equipment and services.

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