Relevant bibliographies by topics / Education organisation

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education organisation'

Author: Grafiati
Published: 28 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Education organisation"

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Lawrence, Neal. "Designing Educational Organisation in a Christian Context." Journal of Education and Christian Belief 2, no. 2 (September 1998): 115–26. http://dx.doi.org/10.1177/205699719800200206.

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IS IT NECESSARY or even possible to design educational organisation after a distinctly Christian pattern? How Christian an organisation is surely depends on more than attaching the label ‘Christian’ or even the carrying out of a Christian mission. There is perhaps an unspoken assumption by Christians that when they organise to carry out a Christian purpose, they will inevitably do so in a Christian way. Ultimately, all Christian organisations have an educating agenda of some sort, ranging from formal school education to a multiplicity of other educating activities. But is a Christian oganisational framework innately present in the carrying out of a Christian educational purpose? This paper explores these issues through several metaphorical perspectives on organisations and seeks to identify some elements of a useable organisational framework for Christian schools.
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Walaszczyk, Ludmiła. "Culture education-based model for the modern organisation." Journal of Education Culture and Society 12, no. 2 (September 25, 2021): 153–66. http://dx.doi.org/10.15503/jecs2021.2.153.166.

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Aim. The aim of the research is to support the organisation’s management through raising awareness on cultural diversity in the multicultural environment, and presenting a complex model covering the cultural issues in the multicultural organisation. Methods. The model has been developed based on the research carried out between 2018 and 2021 in the Cultural Risk in the Organisation in the Globalisation Era – Competences vs. Reality project. The author used literature review and a survey questionnaire as research methods. To develop the model for staff management at a multicultural organisation, a survey questionnaire directed to 154 staff members of multicultural organisations in five countries (Poland, Italy, Latvia, Cyprus, and the UK) was used. Results. As a result of the analysis, the following key areas have been identified: cross-cultural awareness, understanding different cultures, stereotypes, communication, teamwork, leadership and hierarchy, learning styles, and qualities in the workplace. The improvement of the staff in the aforementioned areas makes them more aware of the cultural diversity in organisations and of different cultural risks that may occur. Conclusions. There is a strong need for a continued consideration and improvement of the awareness regarding cultural diversity, as it is an element of modern and changing economy which may influence the continuity of every organisation. Cognitive value. Key topics related to competences for mitigating cultural risks were identified. They were used as elements of the complex model which can be used at a multicultural organisation in the process of training the staff in the area of cultural diversity.
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Garnett, Jonathan, Selva Abraham, and Param Abraham. "Using work-based and work-applied learning to enhance the intellectual capital of organisations." Journal of Work-Applied Management 8, no. 1 (March 1, 2016): 56–64. http://dx.doi.org/10.1108/jwam-08-2016-0013.

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Purpose The purpose of this paper is to show how work-based and work-applied learning (WAL) can enhance the intellectual capital of organisations. Design/methodology/approach The paper draws organisational learning- and work-based learning literature and case study illustrations. Findings To achieve major strategic change in organisations requires working at senior level within the organisation to develop the capability of the organisation to learn and apply that learning strategically. WAL is explicitly geared to bring about change and enhance the learning capability within the organisation. Research limitations/implications There is a need for further longitudinal studies of organisations that have used the work-based and WAL approaches. Practical implications The conclusions reached have implications for higher education and non-award bearing executive education. Social implications The alignment of individual learning with organisational objectives positions learning as a co-operative part of working life rather than just individual preparation for employment. Originality/value The paper positions work-based learning and WAL as appropriate responses to the learning needs of organisations as well as individuals.
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Čerkez, Anes, and Emir Avdagić. "Funkcija marketing menadžmenta u organizacijama za obrazovanje odraslih." Obrazovanje odraslih/Adult Education, no. 1 2018 (2018): 49–71. http://dx.doi.org/10.53617/issn2744-2047.2018.18.1.49.

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After adoption of the legal framework in the feld of adult education in Sarajevo Canton, interest of educational institutions for operating in this field is higher and higher. However, due to a very non-stimulating environment and a lack of experience in the field, there is a huge number of organisations for adult education that need professional and financial support to survive. Therefore, in this paper work we examine the ways in which marketing management function is organised in three successful, intentionally selected, organisations for adult education, as well as how they create their marketing mix and what do they consider as less or more important in that process. At the beginning of the work, the theoretical base of adult education concept and marketing management, necessary for understanding of obtained results of the research, is presented. Later, after the presentation of methodological framework, we analysed and interpreted the results for each of three defned tasks of the research: determine and describe the type of organisation of marketing management function and the process of marketing decision-making within levels of organisational structure; determine the approach of an organisation in creating single elements of marketing mix through description of main characteristics of each element; and determine opinions of managers towards the importance of every single element of marketing mix for creating positive image of an organisation. In the absence of appropriate literature that links and explains a relation between these two fields, marketing management and adult education, the work can serve as a guide for adult education organisations in decision-making about the aspects covered by this work.
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Glennon, Russ, Ian Hodgkinson, and Joanne Knowles. "Learning to manage public service organisations better: A scenario for teaching public administration." Teaching Public Administration 37, no. 1 (October 15, 2018): 31–45. http://dx.doi.org/10.1177/0144739418798148.

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In the context of public value, it is argued that there is a need to adopt the learning organisation philosophy to manage public service organisations better. For collaborative work with public sector managers or in management education, a fictitious scenario is presented to develop the concept of the learning organisation as paradox. Faced with multiple and conflicting demands, public managers find it difficult to change organisational behaviour in response to new knowledge. The scenario demonstrates how learning organisation philosophy can be used to translate new knowledge into new behaviours. Key skills required for public managers to exploit the knowledge of all organisational members and confront the challenges of a contested concept, such as public value, are developed and comprise summarising evidence, making judgements, sharing thought processes on a contentious issue, and arriving at a consensus together. Contributions to public administration theory and practice are discussed.
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Urbancová, Hana, and Lucie Vnoucková. "Application of talent and knowledge management in the Czech and Slovak Republics: First empirical approaches." Ekonomski anali 60, no. 205 (2015): 105–37. http://dx.doi.org/10.2298/eka1505105u.

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This paper endeavours to extend existing theories on talent and knowledge management by applying theoretical concepts on real management of organisations. The examination of different definitions of talent management and knowledge management is crucial for capturing their practical impact on central human resource development practices such as education, training, and development. The main aim of the paper is to identify key factors that describe the main approaches to talent management (TM) and ensuring knowledge continuity (EKC), based on analysis of current approaches of organisations in the Czech and Slovak Republics. The results reveal three possible approaches to employees and organisational development. The first type of organisation develops employees within their own organisational rules, the second type of organisation does not support development of employees in any way, and the third type of organisation does not affect employees? development but the employees develop themselves - these can be characterized as ?knowledge employees?. The paper identifies the practical benefits for organisations resulting from talent management and ensuring knowledge continuity. Knowledge continuity and its development guarantee that knowledge is retained within an organisation. Knowledge needs to be transferred to relevant successors who can participate in a talent management programme.
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Meshari, Abdulrahim Zaher, Majed Bin Othayman, Frederic Boy, and Daniele Doneddu. "The Impact of Learning Organizations Dimensions on the Organisational Performance: An Exploring Study of Saudi Universities." International Business Research 14, no. 2 (January 25, 2021): 54. http://dx.doi.org/10.5539/ibr.v14n2p54.

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The education sector is crucial to any nation committed to building future human capital. The Higher Education sector in the Kingdom of Saudi Arabia (KSA) is at the centre of transforming the nation's future in a radical move to end oil-dependency. But this is only possible if universities make a decisive change and start working as learning organisations in all employee's levels. The present study investigates the direction of higher education in becoming learning organisations. We collected data from 840 staff members in 20 public Saudi universities. We designed a questionnaire exploring the seven dimensions of learning organisation found in the literature.  Regression analyses were used to assess the impact of those dimensions on the organisational performance. Results showed that universities that adhered most to the learning organisation principles demonstrated a better organisational performance, particularly concerning research and knowledge performance. We recommend that universities should (1) use change agents to help transform effectively and meet rising demands and (2), promote continuous learning for all employees to increase productivity.
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Mr. N. Sundarapandiyan, Mr. N. Sundarapandiyan, and Dr S. Babu. "Talent Management practices with reference to Talent Retention in India." International Journal For Research In Business, Management And Accounting (ISSN: 2455-6114) 2, no. 4 (September 30, 2017): 31–37. http://dx.doi.org/10.53555/bma.v2i4.1703.

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An organisational strategic plan defines an organisational direction and leads to an effective talent management planning. Planning of talents for the future of an organisation is not a onetime activity; it is a systematic continuous process. Talent Management includes Talent Attraction and Sourcing, Talent Development, Talent Retention and Succession Planning of an organisation. Organisational assessment brings out the gap between where the organisation is now and where it is expected to be in the future. This involves analysing the organisation’s strength, weakness, opportunity and threat and prioritising the corporate vision, mission and values. Based on this, there is a requirement to put in plan and map the talent requirements of today and finding future stars is the responsibility of corporate leaders in transforming the organisation’s success. This paper focuses on the Talent Management issues faced by corporates today and analysis of various possible practices to overcome the challenges for their organisational strategic transformation. This paper also suggests incorporating Talent Management in higher education courses to coach and develop and enhance the potential graduate’s competencies to meet the future organizational needs.
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Khairul Anuar Bin Mohd Ali, Sulaiman Bin Mohammed Khalid, and Zafir Khan Bin Mohamed Makhbul. "Impact of Service Quality on Malaysian Polytechnic Sustainability Using Modified HEdPERF Model: An Empirical Study." Asia Proceedings of Social Sciences 7, no. 2 (March 28, 2021): 159–63. http://dx.doi.org/10.31580/apss.v7i2.1799.

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Current literature in higher education service quality and organisational performance depicts that adequate application of modified HEdPERF (Higher Education PERFormance) in the organisation daily operation will generate high performance activities that subsequently will increase organisation performance. Although many previous investigations have studied the association between service quality and organisation performance in higher education, the role of modified HEdPERF education specific model as a critical factor for improving organisation performance among managers has been poorly discussed. The goal of this work is to assess the effect of modified HEdPERF service quality model and organisation performance relationship among heads of department of Malaysian polytechnics. This study employed random sampling method through self-administered questionnaires collected from 192 Heads of Department covering academic and non-academic departments within Malaysian polytechnics. The results have shown that programme issues, academic aspects and access are significant antecedents for organisational performance at Malaysian polytechnics. Conversely, non-academic and physical facilities were not able to improve organisational performance. The study outcomes confirm the ability of organisation to correctly execute modified HEdPERF which covers programme issue, academic aspects and access in daily operations as important measure to improve the performance of the organisation.
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Wright, Susan, and Davydd J. Greenwood. "Universities run for, by, and with the faculty, students and staff: Alternatives to the neoliberal destruction of higher education." Learning and Teaching 10, no. 1 (March 1, 2017): 42–65. http://dx.doi.org/10.3167/latiss.2017.100104.

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After analysing the organisational pathologies and societal ills created by the neoliberalisation of universities, the article engages in an organisational critique of the pseudo-business model currently in use. It poses as a solution the re-creation of universities as trusts, with a model of beneficiary ownership, a matrix form of organisation and renewed relations with society. For inspiration it looks to beneficiaryrun organisations on the model of the John Lewis Partnership or the Mondragón University. The article explains why such beneficial matrix organisations are superior to current universities and how they offer an opportunity to recreate universities for the public good.
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Dissertations / Theses on the topic "Education organisation"

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Strauch, Kerry Elizabeth, and Ks_kes@ozemail com au. "Capturing innovation : entrepreneurial activity within an education organisation." RMIT University. Industry, Professional and Adult Training, 2005. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091028.095450.

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The 1990's in Victoria saw a political and economical shift away from the social justice themes of previous years to an economic rationalist approach to public sector services. Like other countries, educational reform initiatives focused on the introduction of market-oriented commercial practices. These were characterised by increased accountability for expenditure, pressure to supplement publicly funded income with commercial ventures, rationalisation of staff, privatisation of some services and a business-oriented approach to service provision. As part of this shift TAFE Institutes in Victoria were actively encouraged to embark on a business-based, entrepreneurial approach to training delivery in a competitive, user-choice market. This changing external environment is the context for this 'practitioner research' investigative project - the development of a motorsports program as a case study of innovation and entrepreneurship at Wodonga Institute of TAFE. A participant-observer research approach was applied to examine the perceptions of the stakeholders about the development of the program. Data was collected through semi-formal interviews with stakeholders, maintaining a reflective research journal and reviewing related literature. Analysis of the data identified emergent themes (enabling factors and barriers), reflecting at a micro level, similar themes and issues from current research and debate at national level. The themes are similarly reflected in literature on innovation, organisational change and entrepreneurship. The products generated from the investigative research project are:  Capturing Innovation: Entrepreneurial Activity Within a Publicly Funded Educational Organisation, an exegesis examining innovation and entrepreneurship at Wodonga Institute of TAFE through a case study (the motorsports program)  What a Great Idea! Where to From Here?, a set of guidelines for Wodonga Institute of TAFE practitioners about what is required in presenting their ideas to Senior Management (Appendix 1 and Appendix 2), and  a Professional development workshop agenda to support promotion of the guidelines (Appendix 2)  recommendations to Wodonga Institute of TAFE Directorate (Director/CEO and two Deputy Directors) for supporting the development of innovative ideas (Chapter 6). These outcomes aim to increase the success rate of innovative ideas being captured and developed into training programs and products at Wodonga Institute of TAFE.
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Klug, Heide. "Hochschulreformen und Informationssysteme : Organisation - Personen - Technik /." Baden-Baden : Nomos, 2008. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016434351&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Chambers, Angela, and not supplied. "Human rights - education and implementation in a commercial organisation." RMIT University. Management, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070207.163032.

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This case study explored the process of incorporating human rights into the operation of an international commercial organisation. Constructing a dialogue to bridge the gap between human rights discourse and commercial realities, this case study identified the unique roles required to develop dialogue and created a model as a diagnostic and educational tool. The roles specific to human rights consulting, of interpreter, Champoin and Enabler afforded effective penetration into the participating industry partner's operational levels. These roles emerged from the process of constructing a human rights discourse and tensions therein where the existing theory of organisational change and consulting was found to be inadequate for human rights intervention. Based on the data of industry partner's existing practices and human rights concerns and on the process of collecting and analysing this data, the model for education and implementation was constructed. It is a flexible tool for examining human rights practices from bottom up as well as top down of an organisation. This research showed that having a comprehensive picture of the complexities involved sas an effective method of exploration and making sense of human rights education and implementation in a multinational industrial setting. The construction of the roles and of the model relied on the central premise of willingness of a multinational corporation to examine its practices and take an autonomous position of corporate citizenship and responsibility. This was consistent with the participatory research design of the study. Theretically this research challenges the appropriateness of traditional organisational change concepts when dealing with human rights; provides a diagnostic and educational tool for human rights consulting; and points to further research in this area.
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Jennbacken, Anna, and Katja Hildén. "Mångfaldsarbete i skolans organisation och undervisning." Thesis, Södertörn University College, Lärarutbildningen, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1106.

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The purpose of this thesis is to clarify the concept of “managing diversity” and to describe how it appears in the Swedish school, in the classroom as well as in the organisation. To support the study, interviews have been carried out with principals and teachers in three different Swedish schools.

The thesis is divided into two sections; a literature study and an interview section where we describe the thoughts and knowledge of principals and teachers. From a diversity point of view, we discuss the relationship between documents, organisation and teaching.

The study described in this thesis shows that managing diversity has not yet had its break-through in a Swedish school context. The official curriculum of the Swedish school system values diversity, although the directives are unclear as to how the managing of diversity is to be carried out in reality. The teachers and principals we have interviewed lack the necessary knowledge of how the management should be designed to produce the best results. Therefore, the diversity is not successfully managed in the Swedish school, which re-establishes discriminative norms and values.

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Leitch, Claire M. "Executive education in the learning company." Thesis, University of Ulster, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342413.

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Ohlhaver, Frank. "Schulwesen und Organisation : Gestalt und Problematik staatlicher Schulregulierung /." Wiesbaden : VS, Verl. für Sozialwiss, 2005. http://www.loc.gov/catdir/toc/fy0707/2005438505.html.

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Yalew, I. "The provision and organisation of continuing professional education in Ethiopia." Thesis, University of Ulster, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378671.

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Engstam, Maria, and Margareta Lindquist. "Specialpedagogisk organisation i en kommun." Thesis, Stockholm University, The Stockholm Institute of Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7916.

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Denna studie av den specialpedagogiska organisationen i Strömstad kommun bygger på litteratur, dokument och intervjuer av föräldrar, politiker och personal på Resurscentrum. Resurscentrum startades 1990 med ett projekt mellan socialförvaltning och skola och har under tiden utvecklats till att bli kommunens centrum för alla barn i behov av stöd och deras familjer. Under det senaste året har även Mödravård, Barnavårdscentral och Öppna förskolan flyttat in i samma lokaler som Resurscentrum och socialförvaltning. Alla är samlade under samma tak i Familjehuset. Inom Resurscentrum samverkar förvaltningarna och har en gemensam budget. Familjerna har kontaktpersoner, spindlar, som håller samman och följer upp insatser för barnen. På Resurscentrum samlas de för barnets utveckling viktiga personerna, både yrkesprofessioner och andra, till Resurscentrum möten. Studien syftar till att studera det karaktäristiska för modellen av den specialpedagogiska organisationen i en kommun. Studien är en fallstudie av kommunens samverkansmodell (Stensmo, 2002). Under fem dagar i oktober var vi på plats, i Strömstad, för att studera modellen. Vi har använt oss av en kvalitativ metod för att på det sättet få djupare kunskaper om vårt undersökningsområde (Patel & Davidsson, 2003). Vi har genomfört strukturerade intervjuer med politiker, ledningspersonal, specialpedagoger och andra berörda yrkeskategorier samt med föräldrar. Vi intervjuade totalt tretton personer vid tio intervjutillfällen. Av resultatet framgår att Resurscentrum arbetar utifrån de gällande styrdokumenten, att ge barn/elever stöd i sin skolmiljö. Genom tidiga insatser för barn skapas goda förutsättningar för utveckling och lärande. För kommunen bör detta ses som en vinst menade både politiker, personal och föräldrar. Resurscentrum startades av några ”eldsjälar”. För att modellen ska bestå krävs att det karismatiska ledarskapet befästes. Resurscentrums enkät till föräldrar visade att de som varit i kontakt med Resurscentrum var nöjda. De tre föräldrar vi intervjuade hade alla barn med olika grader av funktionshinder inom autismspektrum. Två av dem uttryckte stor vanmakt över att inte ha fått det stöd och den hjälp de tyckte sig behöva. Kommunen ansåg att samverkan var både mänskligt och ekonomiskt lönsamt. Svårighet med den gemensamma budgeten kunde vara att, om det kom till ytterligare ett barn som behövde vård dygnet runt kunde de ekonomiska ramarna för Resurscentrum skakas. Hur kommunen organiserar och riktar sitt stöd till barn och elever med behov av särskilt stöd är av betydelse för hur demokratin i en kommun fungerar och hur man ser på maktförhållanden mellan invånaren och besluten.

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Persson, Anton. "Strategic Management of Higher Education Enterprises." Thesis, Linköping University, Department of Management and Engineering, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9905.

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Educational institutions are becoming increasingly important for regional and national economies. Recent developments in Europe have drawn attention to the need for elite institutions. After a long domestic debate, Germany appointed three of its universities to Eliteunis in the fall of 2006. Similar discussions and initiatives have taken place in Finland and Denmark. In 2007, the Swedish university chancellor, Anders Flodström, initiated a public debate about improving the Swedish system of higher education by concentrating it to fewer institutions of higher quality. As a contribution to these discussions, it is of general interest to understand why and how educational institutions become successful. The purpose of this study is therefore to investigate what strategy and external factors that has made one particular institution – Massachusetts Institute of Technology – successful. The findings of the study show that MIT’s success depends on the possession of several important strategic resources: faculty and student quality, endowment, reputation and campus location. Thanks to these resources, in combination with some external factors, primarily the influx of large amounts of federal research funding and the (entrepreneurial) success of MIT alumni, the Institute has been able to attract: federal and private research funding, donations and more high quality faculty and students. Faculty are motivated to excel through a well-devised promotion and incentive system. There is a strong virtuous cycle dynamic between the resources. For example, an institution with strong reputation will attract good students and faculty. This will lead to increasing faculty and student quality which will improve the reputation further. To enter the virtuous cycle, significant financial resources are required. MIT, received much of these resources through the immense research efforts that were funded by the U.S. government during World War II, the Space Race and the Cold War. This enabled MIT to attract excellent faculty and build its reputation.

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Starken, Katja. "Individual gendered experiences of organisational elements impacting on knowledge creation processes in a knowledge-intensive organisation." Thesis, Northumbria University, 2013. http://nrl.northumbria.ac.uk/11368/.

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This thesis explores individual gendered experiences of organisational elements impacting on knowledge creation processes of management consultants in an international management consultancy. There have been calls to gain further insights into knowledge creation by exploring the impact of social aspects such as work practices, participation and organisational conflict on knowing and learning processes. These calls have been addressed mainly by considering single aspects of the organisational context and their impact on knowledge creation processes or by considering a range of different aspects of the organisational context but neglecting their interrelationship. This current research explores management consultants’ experiences of various social aspects, which are understood as organisational elements, impacting on knowledge creation processes and the interrelationships between these aspects. According to the social-constructionist perspective on knowledge and learning, social interaction is integral to knowing and learning. Since gender is understood to impact on social interaction, in this thesis it is acknowledged that knowledge creation, which is inherent to knowing and learning processes, is influenced by gender. Previous research tended to neglect the impact of gender on individual experiences of knowledge creation processes. More recently, women’s inclusion and exclusion from knowledge creation processes in organisations has been explored through a theoretical analysis of a single organisational aspect, knowledge creation through networking. Drawing upon a social-constructionist perspective on knowing and learning and gender in organisations, this thesis contributes to theory in the area of knowledge creation and gender in organisations by placing special emphasis on the role of gender whilst exploring various key aspects of the organisational context impacting on individual experiences of knowledge creation processes. The theoretical potential of this research is developed through an exploratory case study of 15 men and women consultants working for the case study organisation. Through semi-structured interviews, accounts of individual gendered experiences of organisational elements impacting on knowledge creation processes were explored. Here, women, who have been neglected in previous research, received the same attention as men. New insights are offered by not only exploring women’s experiences and the potential differences between women’s and men’s experiences but also considering the differences within the women’s and men’s accounts. Following an autoethnographic approach this research also offers a view from the ‘inside’ by including the researcher’s own experiences as an insider management consultant, thus offering a further contribution. This thesis argues that career opportunities, individual acknowledgement within the organisational context, motivation and trustful relationships are key aspects impacting on knowledge creation experiences of women and men management consultants. These aspects are interlinked and impact on each other. The research offers career opportunities and individual acknowledgement as key influences to the field of knowledge creation. Further, it illustrates how individuals’ experiences of organisational elements that impact on knowledge creation processes in a knowledge-intensive organisation are gendered.
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Books on the topic "Education organisation"

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Huddersfield, Polytechnic of. Organisation of the School of Education. Huddersfield: Polytechnic of Huddersfield, 1990.

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Jerling, Karen. Education, training, and development in organisation. Pretoria: Kagiso, 1996.

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Pierre, Jon. Skolan som politisk organisation. Malmö: Gleerup, 2007.

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Ken, Spours, ed. Education and training, 14-19: Curriculum, qualifications, and organisation. Los Angeles: SAGE, 2008.

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Northern Ireland Council for Educational Research., ed. Secondary school organisation and pupil progress. (Belfast): Northern Ireland Council for Educational Research, 1985.

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Education for development: Social awareness, organisation, and technological innovation. New Delhi: Manohar, 1989.

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Spours, Ken. Curriculum and organisation: Issues in post-16 education. London: University of London, Institute of Education, Post-16 Education Centre, 1988.

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Wirral. Metropolitan Borough Council. Education Department. School organisation plan for Wirral Local Education Authority. Birkenhead: Wirral Borough Council, 1999.

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Authority, Inner London Education. The organisation of the education service in London. London: ILEA, 1987.

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Schulwesen und Organisation: Gestalt und Problematik staatlicher Schulregulierung. Wiesbaden: VS Verlag für Sozialwissenschaften, 2005.

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Book chapters on the topic "Education organisation"

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Murdock, Graham. "Authorship and Organisation." In The Screen Education Reader, 123–43. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22426-5_9.

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Langford, Glenn. "The Organisation of Education." In Education, Persons and Society, 45–78. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-17860-5_3.

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Bishop, A. J., and F. Goffree. "Classroom Organisation and Dynamics." In Perspectives on Mathematics Education, 309–65. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4504-3_8.

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Townsend, Andrew. "Networks and the social ontology of education." In Organisation und Pädagogik, 57–64. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-20372-6_5.

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Merab Kagoda, Alice. "Improving teacher education through organizational learning and networks." In Organisation und Pädagogik, 261–67. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-20372-6_24.

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Baugh, W. E. "The Organisation of Education Today." In Introduction to the Social Services, 146–53. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18834-5_11.

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Baugh, W. E. "The Organisation of Education Today." In Introduction to Social and Community Services, 135–42. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-22154-7_11.

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Göhlich, Michael. "Theories of Organizational Learning as resources of Organizational Education." In Organisation und Theorie, 11–21. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-10086-5_2.

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Grogan, Margaret, and Claudia Fahrenwald. "Networks between universities and community organizations in teacher education." In Organisation und Pädagogik, 241–50. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-20372-6_22.

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Morris, Stuart. "Every Organisation Needs A Mole!" In Global Lean for Higher Education, 289–95. Boca Raton : Taylor & Francis, 2020. | “A Routledge title, part of the Taylor & Francis imprint, a member of the Taylor & Francis Group, the academic division of T&F Informa plc.”: Productivity Press, 2019. http://dx.doi.org/10.4324/9780429399688-17.

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Conference papers on the topic "Education organisation"

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Covacio, Silvia. "Misinformation: Understanding the Evolution of Deception." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2656.

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The ensuing discussion of the evolutionary principles surrounding misinformation describes how misinformation creates similar mindsets and behaviour patterns. The evolutionary process of misinformation is often a battle of opposing entities or forces - the rhythm of domination and subservience, altruism and egoism. For misinformation to succeed it requires all interrelated actors to remain, inadvertently or voluntarily, silent and cooperative with the misinformation sender. The negativity breeds negativity, which creates an unstable organisational environment leading to the collapse of the system supported on a misinformation foundation. Many organisations are based on this rhythm, and Michel Foucault affirms that organisations are repressive systems that require misinformation to control and dominate through knowledge management. The dominating organisational forces often include the use of unethical practices utilizing misinformation to dominate individuals, committees, other organisations, and the market. The hope of survival lies in the rise of Comte’s altruistic and ethical behaviour patterns beginning on an individual level, spreading within the unethical organisation to related organisations, and governments.
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"Organisation." In 2015 16th International Conference on Research and Education in Mechatronics (REM). IEEE, 2015. http://dx.doi.org/10.1109/rem.2015.7380363.

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Rrahmani, Florent. "Rejecting Imposition Through Self-Organisation in Education." In 2nd International Conference on Research in Humanities. Acavent, 2019. http://dx.doi.org/10.33422/2nd.icrh.2019.11.761.

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Fatkullina, Lira. "Aspests Of Organisation Of Extracurricular Activities In Primary Education." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.101.

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Sithole, Mukateko, Clive Smith, and Cashandra Mara. "ORGANISATION CULTURE OF A SUCCESSFUL LIMPOPO SECONDARY SCHOOL." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0902.

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Linton Van Der Vyver, Glen, and Michael Lane. "Using the New Generation of IS Development Techniques in Effective Group Learning: A Pilot Study of a Team-Based Approach in an IT Course." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2715.

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Adaptive and fluid applications development methodologies such as Prototyping, RAD, FAD and Extreme Programming have emerged in recent years in response to organisational realities that include rapid change, uncertainty and ambiguity. These methodologies are well suited to the team-based approach that has become so important in the modern organisation. Yet, many educational programmes in the West still focus on individual learning and assessment. This paper reports on a pilot study where team-based methods are incorporated into a demanding undergraduate I.T. course. An attempt is also made to create a learning environment that incorporates elements of the ‘real world.’ It is established that a team-based approach, where there is a focus on interdependency and group learning, can lead to some dramatic improvements in the performance of IT students but a number of unexpected problems emerge.
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Christofil, Nikolena, Marta Filipa Cortesao, Egle Brovkaite, and Aggeliki Marini. "European Education Trends and BEST as an Open Social Learning Organisation." In The 4th Electronic International Interdisciplinary Conference. Publishing Society, 2015. http://dx.doi.org/10.18638/eiic.2015.4.1.483.

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Olszak, Celina, and Ewa Ziemba. "Business Intelligence Systems in the Holistic Infrastructure Development Supporting Decision Making in Organisations." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3011.

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The paper aims at analysing Business Intelligence Systems (BI) in the context of opportunities for improving decision-making in a contemporary organisation. The authors - taking specifics of a decision-making process together with heterogeneity and dispersion of information sources into consideration - present Business Intelligence Systems as some holistic infrastructure of decisionmaking. It has been shown that the BI concept may contribute towards improving quality of decision-making in any organisation, better customer service and some increase in customers’ loyalty. The paper is focused on three fundamental components of the BI systems, i.e. key information technologies (including ETL tools and data warehouses), potential of key information technologies (OLAP techniques and data mining) and BI applications that support making different decisions in an organisation. A major part of the paper is devoted to discussing basic business analyses that are not only offered by the BI systems but also applied frequently in business practice.
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Blumberga, Solveiga, and Dace Kalberga. "IMPROVEMENT OF PERSONNEL E-LEARNING ENVIRONMENT IN GOVERNMENTAL FINANCIAL ORGANISATION." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0707.

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Serbin, Vsevolod, Galina Serbina, Nadezhda Zilberman, and Vyacheslav Zasedatel. "ORGANISATION OF MOBILE LEARNING AT TOMSK STATE UNIVERSITY: STUDENTS’ PERSPECTIVE." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1195.

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Reports on the topic "Education organisation"

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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, February 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
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North, Amy. Global obligation for gender equality in education, regulation and global organisations. Institute of Education, University of London, 2009. http://dx.doi.org/10.35648/20.500.12413/11781/ii067.

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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, July 2020. http://dx.doi.org/10.53832/edtechhub.0028.

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The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.
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Vasanth K, Pooja, and Dwaipayan Banerjee. Operations SOP: How to Organise COVID Vaccination for 200-Person Educational Institutions / Small Organisations. Indian Institute for Human Settlements, 2021. http://dx.doi.org/10.24943/opssop.072021.

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This document details the Standard Operating Procedures (SOP) which can be followed by any small organisations/educational institutions/ apartment complexes (approximately up to 200 individuals) for organising an on-site COVID-19 vaccination drive for their staff, students, residents and family. The sections detail the basic design and process workflow that can be planned within the premises to ensure elimination of unproductive waiting time on one hand and also provide maximum safety for all beneficiaries from chances of cross transmission of COVID-19 infection. The document captures details about the manpower planning, zone demarcations and roles and responsibilities of stakeholders, which can be used as a guideline for setting up similar initiatives. The COVID-19 safety protocols have also been covered to ensure adherence of processes as a safeguard against infections. A section has been added at the end on lessons learnt, which provides an insight on how to further improve the existing process and account for additional aspects which need to be considered for an improved experience and enhanced safety.
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Haider, Huma. Mainstreaming Institutional Resilience and Systems Strengthening in Donor Policies and Programming. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/k4d.2021.101.

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This rapid review synthesises evidence on key aspects of mainstreaming institutional resilience and systems strengthening in donor policies and programming in FCAS (Fragile and Conflict-affect States) contexts, particularly in nutrition (food security), health, WASH and the economic sector. Institutional resilience is the ability of a social system (society, community, organisation) to absorb and recover from external shocks, while positively adapting and transforming to address long-term changes and uncertainty. Investing in strong, well-functioning and adaptable social systems, such as health, education and social protection systems, can build resilience, as this help to cushion the negative economic and social effects of crises. While development actors have established guidance on how institutions can be made more effective, inclusive and accountable, there is much less literature on institutional resilience and how development actors can help to foster it. Much of the literature notes a lack of systematic evidence on applying the concept of resilience. These gaps extend to a dearth of guidance on how development actors can mainstream institutional resilience and systems strengthening into their policies and programmes. This rapid review draws on common factors discussed in the literature that are considered important to the strengthening of resilience and particular systems. These may, in turn, provide an indication of ways in which to mainstream institutional resilience and systems strengthening into development policy and programming
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Kaye, Tom, Caspar Groeneveld, Caitlin Moss, and Björn Haßler. Nepal “Ask me anything” Session: Responses to audience questions. EdTech Hub, May 2020. http://dx.doi.org/10.53832/edtechhub.0014.

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On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.
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Hepworth, Nick. Reading Pack: Tackling the Global Water Crisis: The Role of Water Footprints and Water Stewardship. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/k4d.2021.109.

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The K4D professional development Reading Packs provide thought-provoking introductions by international experts and highlight the emerging issues and debates within them. They aim to help inform policies that are more resilient to the future. K4D services are provided by a consortium of leading organisations working in international development, led by the Institute of Development Studies (IDS), with the Education Development Trust, Itad, University of Leeds Nuffield Centre for International Health and Development, Liverpool School of Tropical Medicine (LSTM), University of Birmingham International Development Department (IDD) and the University of Manchester Humanitarian and Conflict Response Institute (HCRI). For any enquiries, please contact helpdesk@k4d.info
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Cabrita, Maria Teresa, Ana David, and Gonçalo Vieira. Portuguese Polar Program Annual Report 2020. Centro de Estudos Geográficos, Universidade de Lisboa, 2021. http://dx.doi.org/10.33787/ceg20210001.

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The Portuguese Polar Program - PROPOLAR is funded by the Fundação para a Ciência e a Tecnologia ( based at Instituto de Geografia e Ordenamento do Território ( of the University of Lisbon ( The coordination of PROPOLAR is led by the Centro de Estudos Geográficos from Instituto de Geografia e Ordenamento do Território University of Lisbon (CEG/IGOT ULISBOA), under a Coordinating Committee that includes members from 4 other research centres, namely the Centro de Ciências do Mar University of Algarve (CCMAR UALG), the Centro de Ciências do Mar e do Ambiente University of Coimbra (MARE UC), the Centro de Química Estrutural from Instituto Superior Técnico University of Lisboa (CQE/IST ULISBOA), and the Centro Interdisciplinar de Investigação Marinha e Ambiental University of Oporto (CIIMAR U PORTO) Gonçalo Vieira (CEG/IGOT ULISBOA) is the Head of the program The remarkable effort and commitment of the Portuguese Polar scientists, within the framework of the International Polar Year ( 2007 08 were key to promote awareness of the importance of Polar science and research for Portugal A strategic plan encompassing three main objectives was then set out to i creating a Portuguese Polar Program focused on polar research and innovation and supporting the young generation of Polar scientists,scientists,( signing the Antarctic Treaty, and ( implementing a national Polar education and outreach program With the support of the FCT, PROPOLAR started in 2007 Portugal ratified the Antarctic Treaty in 2010 and the Madrid Protocol in 2014 and has established liaisons with major international Polar scientific and management organisations and networks PROPOLAR in close connection with the FCT, has ensured consolidation and sustainability of the development of Portuguese Polar science
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The Initiative Project on the Guideline of the Understanding Framework on the Veterinary Profession in ASEAN (GUFVA 2014). O.I.E (World Organisation for Animal Health), June 2014. http://dx.doi.org/10.20506/standz.2791.

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To facilitate an initial discussion regarding the ASEAN Mutual Recognition Agreement (MRA) for the Veterinary Profession, Faculty of Veterinary Science and the ASEAN Studies Center, Chulalongkorn University, Veterinary Council of Thailand and Department of Livestock Development, Ministry of Agriculture and Cooperative, Royal Thai Government, in collaboration with World Organisation for Animal Health (OIE) Sub-Regional Representation for South-East Asia, and the Federation of Asian Veterinary Associations (FAVA), organised the GUFVA 2014 in Bangkok, Thailand on 25-27 June 2014. The meeting was attended by the ASEAN Secretariat, representatives from the Veterinary Educational Establishments (VEEs) and Veterinary Statutory Bodies (VSBs) of the ASEAN Member States, as well as the organising institutions and organizations (OIE SRR SEA, FAVA, SEAVSA, and Veterinary Associations). The meeting was supported by the Innovative Thai-ASEAN Academic Co-operation at Chulalongkorn University: ITAAC@CU).
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Theory of change: The Safer Gambling Movement. Addiction Recovery Agency, Beacon Counselling Trust, January 2021. http://dx.doi.org/10.33684/2021.001.

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Addiction Recovery Agency (Ara) and Beacon Counseling Trust (BCT) provide critical safer gambling education and treatment services for the West of England, North West England, and Wales. Their respective dedication to the safer gambling field and commitment to enhancing system integration led to a natural partnership between the two organisations. Drawing from Ara and BCT’s significant expertise, they partnered to develop a suite of safer gambling programmes. As the suite of innovative programmes grew, they recognised a need to articulate and share their leadership in transforming the safer gambling landscape in England and Wales. The Safer Gambling Movement describes Ara and Beacon’s leadership in developing a grassroots movement to build momentum for a national public health approach in Great Britain by first building this capacity in England and Wales. GREO was brought on as the evaluation partner to help create a theory of change to describe this work and lay the foundation for future evaluations.
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