Academic literature on the topic 'School organisation'
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Journal articles on the topic "School organisation"
1
Brzychcy, Katarzyna. "The school institution viewed as an organisation and its environment." WSB Journal of Business and Finance 53, no. 1 (February 1, 2019): 107–17. http://dx.doi.org/10.2478/wsbjbf-2019-0011.
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Abstract Despite the fact that they are public institutions and that they seem to have the status quo of their functioning already established, schools are still exposed to various internal and external organisational changes. The article comes as a broad reflection on schools viewed as organisations and their environment, including activities that are undertaken in favour of development of such organisations. First, the article presents an explanation of the essence of an organisation. On the basis of some definitions provided by expert literature, schools are presented as organisations. Some particular attention is focused on the problem related to school environment in its micro- and macro-dimensions; it specifically refers to the establishment and maintenance of organisation–school relations. Theoretic considerations underlie the discussion of the essence of the presented survey and its results. The aim of the survey has been to identify entities that cooperate with contemporary schools and the environment in which such cooperation takes place and also to indicate the consequences that result from the interpretation of schools as organisations and their relations with the environment, viewed from the perspective of resources. The material for the research survey has been collected with the methods involving questionnaire forms and interviews. The results of the research come as a part of a more extensive research process.
2
Dormann, Markus, Stefan Hinz, and Eveline Wittmann. "Improving school administration through information technology? How digitalisation changes the bureaucratic features of public school administration." Educational Management Administration & Leadership 47, no. 2 (October 25, 2017): 275–90. http://dx.doi.org/10.1177/1741143217732793.
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Digital media and digital data processing have substantially influenced public institutions in recent years and changed their efficiency, effectiveness and organisational set-up (nature of organisations). Based on Fountain’s Technology Enactment Framework (TEF), this paper argues that, firstly, in a circular process, digital requirements transform the bureaucratic features of school organisation, and that the effects of digital technologies on the performance and efficiency of schools as bureaucratic organisations are ambivalent. We use interview data from a sample of 51% of the head teachers of vocational school centres in the jurisdiction of Bavaria in order to substantiate these assumptions by means of structured qualitative analysis. Email technology seems particularly significant from a quantitative perspective. Indications for the transformative nature of objective digital technologies with regard to the school bureaucracies can be found for all bureaucratic categories under consideration in this analysis, particularly for the feature ‘standardisation’. The examples presented here seem to highlight that gains in efficiency or reductions of losses in efficiency caused by digitalisation are mostly caused by the concrete use of digital technology within the respective school organisation.
3
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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Barnard, Peter Alexander. "Developing secondary schools as learning organisations: a systemic contribution." International Journal of Educational Management 36, no. 3 (March 1, 2022): 233–46. http://dx.doi.org/10.1108/ijem-03-2021-0100.
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PurposeThe purpose of this paper is threefold: first, to explain the link between traditional same-age school structure and the impact this has on a school’s capacity for individual and organisational learning; second, to explain why attempts to develop schools as learning organisations (LOs) invariably reify existing structures and practice, and finally, to provide an example of how and why schools that have adopted a multi-age form of organisation, a vertical tutoring (VT) system, have stumbled upon an embryonic form of LO.Design/methodology/approachThis conceptual paper draws on a critical review of the LO literature and its defining characteristics. The paper adopts a multi-disciplinary approach combining autopoiesis and complexity science to explore differences in learning capacity between traditional same-age schools (year or grade-based structure) and schools that have transitioned to multi-age organisation (vertical tutoring system).FindingsThe traditional form of same-age organisational “grammar” used in secondary schools is highly resistant to change, and any attempts at reform that fail to focus on organisation only reify existing systemic behaviour. VT schools change their form of organisation enabling them to create the capacity needed to absorb the unheard voices of participant actors (staff, students, and parents) and promote individual and organisational learning (constituent features of the LO).Originality/valueThis conceptual paper argues that for secondary schools to develop any semblance of an LO, they must abandon the restrictions on learning caused by their same-age form of organisation. The VT system provides the kind of organisational template needed.
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Markowitsch, Jörg. "Is there such a thing as school quality culture?" Quality Assurance in Education 26, no. 1 (February 5, 2018): 25–43. http://dx.doi.org/10.1108/qae-07-2015-0026.
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Purpose The purpose of this paper is to clarify the concept of “school quality management culture” in relation to the general notion of “school organizational culture” and to review empirical studies that scrutinised the relation between organisational culture and quality management practices in education and business. Design/methodology/approach The paper builds on an extensive literature review that was conducted as part of a project, which intends to develop an instrument to diagnose schools’ quality management culture in initial vocational education. Findings The paper demonstrates that school quality (management) culture exists and differs from school (organisational) culture. A pluralist view of culture and a differentiation perspective are more appropriate to explain the complex relationship between culture and quality practices than unified or integrated approaches. However, they also pose a challenge to empirical studies because they call for longitudinal and multi-method research designs. Research limitations/implications The reciprocal relation between quality practices and school culture asks for a longitudinal and comparative research design. The findings also suggest using multi-perspective and multi-method approaches, and recommend cooperation between different but comparable fields such as education, health or social work. Practical implications This paper offers a literature base and a theoretical model to improve existing data collection tools to support quality management in vocational and other educational institutions. Originality/value Apart from the ideological question on whether “culture” is something an organisation is or an organisation has, the paper examines the question as to whether more “quality”-conducive cultures can be discerned from less conducive ones in schools. Furthermore, it deliberates on whether an organisation’s quality management culture is part of, or different from, an organisation’s overall culture and presents models to guide empirical analyses.
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Dogus, Yurdagul. "A qualitative research on organizational peace in schools." Cypriot Journal of Educational Sciences 14, no. 4 (December 31, 2019): 661–75. http://dx.doi.org/10.18844/cjes.v11i4.4486.
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The concept of organisational peace is a dynamic situation that can develop through open communication, whose main elements are justice, trust and goodwill, and affect the peace and happiness of individuals. Organisational peace consists of two dimensions such as ‘internal organisational peace’ and ‘external organisational peace’. ‘Internal organisational peace’, which is formed by relations and conditions within the organisation itself, is influenced by four factors such as individual, organisational, managerial and job characteristics. The ‘external organisational peace’, which is formed by the organisation's relations with others, stems from the direct–indirect, optional or obligatory interactions of the organisation. External organisational peace is influenced by five factors such as hierarchical relations, close environment, other organisations, society and global relations. This research is the first study that provides a conceptual framework for the concept of organisational peace and examines the concept of organisational peace empirically. The aim of this study is to determine the views of teachers in the ‘internal organisational peace’ dimension in schools. The research was carried out in the phenomenological design of qualitative research methods. The study group consisted of 10 teachers selected by the criterion sampling method. Teachers explain the concept of organisational peace with happiness, common goals, cooperation, justice, comfort, democratic values, harmony, respect and healthy communication. Factors that promote ‘internal organisational peace’ are positive personality, job satisfaction, fair practices, effective organisational communication, competencies of managers and good physical conditions of the job. Factors that prevent ‘internal organisational peace’ are negative personality, violent behaviour, unfair management, closed communication and bad physical conditions of the job.
Keywords: Organisational peace, school, Turkey.
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Barnard, Peter A. "Secondary school structure, organisational learning capacity and learning organisations: a systemic contribution." International Journal of Educational Management 34, no. 8 (May 7, 2020): 1253–64. http://dx.doi.org/10.1108/ijem-01-2020-0037.
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PurposeThe purpose of this paper is to explain the influence of a school's operational structure on organisational learning capacity (OLC), and how this either supports or disables any aspiration as a learning organisation.Design/methodology/approachTwo organisational working models are described, one based on same-age structure and another that uses multi-age organisation. These are systemically examined to test for OLC and subsequent potential to develop as learning organisations.FindingsSchools using same-age organisational structure have restricted feedback mechanisms that inhibit their ability to develop OLC. Schools that have adopted multi-age structures have extensive information feedback mechanisms; consequently, they have a higher OLC and the potential to develop as a quasi learning organisation.Practical implicationsThis paper intervenes at a time when interest in the concepts of OLC, transformative learning, and the idea developing schools as learning organisations is increasing. The danger of this development is to repeat the reformational mistakes of the past by failing to reflect on ingrained organisational assumptions. This paper encourages schools to reflect on their organisational strategy.Originality/valueThis paper fills a gap in the research literature by offering a practical analysis of two organisational systems, to show how structure impacts on OLC and aspirations to develop as a learning organisation.
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Anghel, Gabriela Alina, and Mariana Dogaru. "MOTIVATION AND PERFORMANCE IN SCHOOL ORGANISATION-STRATEGIES." International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 2, no. 2 (2018): 281–85. http://dx.doi.org/10.26520/mcdsare.2018.2.281-285.
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Meroni, Claudia, Laura Fagnani, Emanuela Confalonieri, Davide Baventore, and Veronica Velasco. "The Italian School Psychologists’ Role: A Qualitative Study about Professional Practices and Representations." European Journal of Investigation in Health, Psychology and Education 11, no. 4 (September 24, 2021): 1134–55. http://dx.doi.org/10.3390/ejihpe11040084.
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School psychologists’ relevance has been broadly affirmed. However, there is no shared definition of their professional role, and more efforts are needed to promote an organisational and whole-school approach. The present study aims to investigate practices and representations of Italian school psychologists, advance knowledge of the status and development of school psychology, and learn more about the approaches currently adopted in schools. A qualitative method was used and 11 focus groups with a total of 86 participants were carried out. Ad hoc instruments were defined. The results highlighted that school psychologists are more focused on building one-on-one relationships, whereas relationships with the organisation as a whole appear to be more difficult. However, participants reported a wide range of activities, targeted to both the individual and the organisation. Moreover, efforts to strengthen the relationships with school principals and the entire school community were described. Specific needs emerged and the necessity to better define the school psychologists’ role was reported by the participants. More efforts are needed to promote an organisational approach among Italian school psychologists and specific training should be offered.
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Seiser, Anette Forssten, and Ulf Blossing. "Actions and practice architectures for realising sustainable development by restructuring school organisations." Forskning og Forandring 3, no. 2 (December 15, 2020): 69–88. http://dx.doi.org/10.23865/fof.v3.2457.
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Sustainability is increasingly being understood as vital for school improvement. The objective of this study is to expand our knowledge of practice architectures that enable and constrain the realisation of sustainable development by restructuring school organisations to facilitate professional learning. In this follow-up study, we return to one of the three municipalities that were involved in an earlier project from 2009 to 2011. The theory of practice architectures is used as an analytic tool to identify and analyse actions that have an impact on the municipality’s efforts to realise sustainable school improvement. The results reveal dissimilarities between the investigated municipality’s school organisation and the preschool organisation. In the case of the school organisation, the dominating practice architectures disrupt the realisation of sustainable development, while in the case of the preschool organisation they are continuous and foster the same. One disruptive practice architecture in the school organisation is the idea of the autonomous principal, which disturbs the progression of a distributed leadership. In the preschool organisation, the superintendents are crucial for facilitating participation in professional learning.
Dissertations / Theses on the topic "School organisation"
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Deece, Alan T., University of Western Sydney, of Arts Education and Social Sciences College, and School of Education. "Secondary school organisation : a view through the lens of a principal." THESIS_CAESS_EDU_Deece_A.xml, 2004. http://handle.uws.edu.au:8081/1959.7/583.
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The research articles presented in this portfolio originate from questions and concerns about the organization, leadership and practices of government secondary schools in NSW. There are presently 395 high schools and 66 central schools providing secondary education in government schools (DET, 2004 Directory, p.55). Of these high schools, 98 are specialised in some way – selective, performing arts, sports, technology, senior and multi campus (Vinson, 2002, p. 126). Over one quarter of schools are now specialised in some way, leaving just under 300 comprehensive high schools. Of these, 30 are single sex. The Department of Education and Training in NSW now says that it does not offer a system of comprehensive high schools, but a comprehensive system of high schools (Vinson, 2002, p.127). The specific focus of the research is to examine how NSW government secondary schools came to be where they are today. Change in secondary schools from both the systemic and school level is examined. The issue of the selection of a school by parents and students is also considered. And finally, development of an initial learning culture in a new high school was also a focus for researchDoctor of Education (D. Ed.)
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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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Stern, Lawrence Julian. "Developing schools as learning communities : towards a way of understanding school organisation, school development and learning." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10020384/.
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Grounded in philosophy, organisations theories and ideas of learning, three themes are developed in this thesis. First, seeing schools as systems (more specifically as communities), implying a need for the research to discover evidence of this systematic nature and how it might change. Second, investigating the nature of hierarchy in schools (and how this relates to schools as developing systems), again, implying a need for the research to discover evidence for and explore the nature of hierarchies. Third, trying to understand learning in schools (learning by individuals and groups in schools, including student teachers, and how this learning is related to school development), implying a need for the research to explore the use of the views of school participants in a dynamic, changing, system. These three themes came together in the work on schools as distinctive types of communities, as learning communities. From a concern with therapeutic models, developed a number of methodological approaches including the use of 'real' and 'ideal' understandings, and the use of 'sincerity' in research. In this context, three sets of primarily qualitative school based and university based studies were completed, in order to: * * develop and pilot techniques for discovering the views of members of the school community (including student teachers), as ways of exploring the nature of school organisation and exploring school and individual development; investigate the use of the views of members of a school community, to contribute to the development of schools and individuals. The research found evidence supporting the significance of the idea of school as a community (as described by John Macmurray), hierarchically structured in some ways like the state (in Aristotle's sense). In these ways, schools are seen as having a special role in making people more real.
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Martoo, Gladys Vivian. "Reculturing a school as a learning organisation: investigative narratives in two Queensland schools." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16294/1/Gladys_Martoo_Thesis.pdf.
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The focus of this study has been to connect the idea of developing schools as learning organisations with the notion of developing learning leaders and building school capacity for our knowledge economy. Therefore, this action-inquiry self-study has examined the issues of curriculum reform in the context of more general organisational reform. It has explored the notion of schools being recultured or reconstructed to work as learning organisations in a climate that focuses on the improved social and academic learning outcomes of their students.
This self-study represents two significant chapters in my professional life and captures approximately four years of professional snapshots. It has allowed me to examine my practice of partnering, conversing, arranging and developing shared vision across two schools. This study recognized these as powerful reculturing mechanisms and affirmed that conversations about learning, shared beliefs mission and vision, enabling leadership that reflects parallel learning relationships and enabling organisational arrangements are critical for sustainable reform. Consequently the exploration of the relationship between teacher learning, teacher leadership and a professional learning culture has been the main focus for this research.
Analytical processes for this study first explored the relationship between teacher learning, teacher leadership and a professional learning culture through an examination of current curriculum reforms. This is followed by a layered analysis of the two narratives based on my leadership in two different school settings. A rigorous mapping and scanning process then assisted the analysis of these narratives. This process was supported by a number of specific conceptual frameworks that underpin the school reculturing process and reflect key qualities of schools that work as learning organisations.
Six significant snapshots emerged from the analysis of the two narratives. The deeper analysis of these snapshots, which have been referred to as close-ups, formed a number of my first tentative propositions. These layers of investigation were also supported by the responses of several key snapshot participants and reader respondents, before the final propositions were made. These responses recognised that an organisation that works together, learns together; and that there is strength and powerful learning when leadership can assist practitioners to work as a learning community. These qualities were found to be directly related to this study's proposed reconstructed model for developing schools as learning organisations.
The reconstructed model recognised a number of other less visible elements that can be seen in a school working as a learning organisation. These elements relate directly to enabling/capacity building leadership and the associated relationship skills of leaders. They were found to be necessary elements for effective collaboration and for creating spaces for conversation, reflection, spontaneity and risk-taking.
This study also recognised that any deconstruction and reconstruction of a school as a learning organisation is first a reconstruction of core beliefs and values. These beliefs and values are reflected in a school's culture and are inclusive of the visible and less visible elements. The constant examination of one's assumptions, ideas, values and beliefs has been considered to be essential to the analysis process, as well as to the process of reform and achieving organisational change. The study revealed, therefore, that enabling/capacity-building leadership is a key to the process of reculturing a school as a learning organisation. The data from respondents also indicates that this notion of leadership as being enabling/capacity building has also been a primary focus for answering the second of the key research questions: 'How does a process of deconstruction and reconstruction take place?'
The additional points of difference/interest that emerged from the various respondents suggest that the process of deconstruction and reconstruction of a school as a learning organisation would be assisted by realising that energy and passion are needed for enabling/capacity building leadership. This form of leadership requires moving from being top-down and become more parallel with renewed learning relationships. This study affirmed that this focus on establishing parallel learning relationships assists in the development of parallel learning leadership and parallel learning partnerships.
Enabling/capacity building leaders working in parallel with their teachers can also play an important role in developing/supporting flexible and imaginative school organisation. In this way enabling/capacity building leaders can work as learning leaders and brokers to assist the development of other learning partnerships/alliances. This community building strategy can consequently develop opportunities for teachers to work and learn collaboratively as learning leaders.
Enabling/capacity building leadership is correctly placed as the key to considering how the deconstruction and reconstruction process takes place. Further, the reconstruction process taking place reflect a culture of dynamic inquiry. This is made possible when enabling/capacity building leaders share and commit to similar notions of schools working as learning organisations and teachers are assisted/brokered to work collaboratively for professional alliances and professional growth.
Consequently this study proposes that teachers cope better with the ever-increasing demands of curriculum reforms if:
* schools can work as learning organisations
* schools allow teachers to work as learning leaders
* administrative leaders support/enable and model risk-taking, spontaneous and collaborative practices
* there are shared beliefs, mission and vision; organisational arrangements/support; conversations for learning; shared approaches to pedagogy, and parallel relationships
* enabling/capacity-building leadership for learning alliances allows for a professional culture of dynamic inquiry that can evolve with a renewed focus on conversations for learning.
The findings of this study have theoretical, methodological and practical significance. In the first instance it presents as theoretical significance, the reconstruction of a theoretical framework for schools working as learning organisations. The methodological significance is reflected in this study's emphasis on theorising through layers. The methodological contribution acknowledges a legitimate and rigorous form of practitioner research, revealing self-study methodology at a level that is more then mere self-indulgence. In presenting its final contribution, the thesis acknowledges the practical contribution of the study by emphasising the process involved in creating a culture of dynamic inquiry. The transformative nature of this action- inquiry self-study is therefore confirmed in this study. The layered analysis reflects a process of making sense of the messiness of practitioner research, and consequently provides a true sense of this established form of practical theorising in the teaching profession. These characteristics should be seen not as limitations, but rather as authentic strengths.
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Martoo, Gladys Vivian. "Reculturing a school as a learning organisation: investigative narratives in two Queensland schools." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16294/.
Full textAbstract:
The focus of this study has been to connect the idea of developing schools as learning organisations with the notion of developing learning leaders and building school capacity for our knowledge economy. Therefore, this action-inquiry self-study has examined the issues of curriculum reform in the context of more general organisational reform. It has explored the notion of schools being recultured or reconstructed to work as learning organisations in a climate that focuses on the improved social and academic learning outcomes of their students. This self-study represents two significant chapters in my professional life and captures approximately four years of professional snapshots. It has allowed me to examine my practice of partnering, conversing, arranging and developing shared vision across two schools. This study recognized these as powerful reculturing mechanisms and affirmed that conversations about learning, shared beliefs mission and vision, enabling leadership that reflects parallel learning relationships and enabling organisational arrangements are critical for sustainable reform. Consequently the exploration of the relationship between teacher learning, teacher leadership and a professional learning culture has been the main focus for this research. Analytical processes for this study first explored the relationship between teacher learning, teacher leadership and a professional learning culture through an examination of current curriculum reforms. This is followed by a layered analysis of the two narratives based on my leadership in two different school settings. A rigorous mapping and scanning process then assisted the analysis of these narratives. This process was supported by a number of specific conceptual frameworks that underpin the school reculturing process and reflect key qualities of schools that work as learning organisations. Six significant snapshots emerged from the analysis of the two narratives. The deeper analysis of these snapshots, which have been referred to as close-ups, formed a number of my first tentative propositions. These layers of investigation were also supported by the responses of several key snapshot participants and reader respondents, before the final propositions were made. These responses recognised that an organisation that works together, learns together; and that there is strength and powerful learning when leadership can assist practitioners to work as a learning community. These qualities were found to be directly related to this study's proposed reconstructed model for developing schools as learning organisations. The reconstructed model recognised a number of other less visible elements that can be seen in a school working as a learning organisation. These elements relate directly to enabling/capacity building leadership and the associated relationship skills of leaders. They were found to be necessary elements for effective collaboration and for creating spaces for conversation, reflection, spontaneity and risk-taking. This study also recognised that any deconstruction and reconstruction of a school as a learning organisation is first a reconstruction of core beliefs and values. These beliefs and values are reflected in a school's culture and are inclusive of the visible and less visible elements. The constant examination of one's assumptions, ideas, values and beliefs has been considered to be essential to the analysis process, as well as to the process of reform and achieving organisational change. The study revealed, therefore, that enabling/capacity-building leadership is a key to the process of reculturing a school as a learning organisation. The data from respondents also indicates that this notion of leadership as being enabling/capacity building has also been a primary focus for answering the second of the key research questions: 'How does a process of deconstruction and reconstruction take place?' The additional points of difference/interest that emerged from the various respondents suggest that the process of deconstruction and reconstruction of a school as a learning organisation would be assisted by realising that energy and passion are needed for enabling/capacity building leadership. This form of leadership requires moving from being top-down and become more parallel with renewed learning relationships. This study affirmed that this focus on establishing parallel learning relationships assists in the development of parallel learning leadership and parallel learning partnerships. Enabling/capacity building leaders working in parallel with their teachers can also play an important role in developing/supporting flexible and imaginative school organisation. In this way enabling/capacity building leaders can work as learning leaders and brokers to assist the development of other learning partnerships/alliances. This community building strategy can consequently develop opportunities for teachers to work and learn collaboratively as learning leaders. Enabling/capacity building leadership is correctly placed as the key to considering how the deconstruction and reconstruction process takes place. Further, the reconstruction process taking place reflect a culture of dynamic inquiry. This is made possible when enabling/capacity building leaders share and commit to similar notions of schools working as learning organisations and teachers are assisted/brokered to work collaboratively for professional alliances and professional growth. Consequently this study proposes that teachers cope better with the ever-increasing demands of curriculum reforms if: * schools can work as learning organisations * schools allow teachers to work as learning leaders * administrative leaders support/enable and model risk-taking, spontaneous and collaborative practices * there are shared beliefs, mission and vision; organisational arrangements/support; conversations for learning; shared approaches to pedagogy, and parallel relationships * enabling/capacity-building leadership for learning alliances allows for a professional culture of dynamic inquiry that can evolve with a renewed focus on conversations for learning. The findings of this study have theoretical, methodological and practical significance. In the first instance it presents as theoretical significance, the reconstruction of a theoretical framework for schools working as learning organisations. The methodological significance is reflected in this study's emphasis on theorising through layers. The methodological contribution acknowledges a legitimate and rigorous form of practitioner research, revealing self-study methodology at a level that is more then mere self-indulgence. In presenting its final contribution, the thesis acknowledges the practical contribution of the study by emphasising the process involved in creating a culture of dynamic inquiry. The transformative nature of this action- inquiry self-study is therefore confirmed in this study. The layered analysis reflects a process of making sense of the messiness of practitioner research, and consequently provides a true sense of this established form of practical theorising in the teaching profession. These characteristics should be seen not as limitations, but rather as authentic strengths.
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Brahmasubha, Ariya. "BOR WORN home, temple and school (HTS) organisation : the learning organisation in the communities of Thailand." Thesis, University of Hull, 2012. http://hydra.hull.ac.uk/resources/hull:6058.
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This study investigates BOR WORN-HTS Organisation as a learning organisation which is the way to provide knowledge, education and learning to the community and also transfer Thai local knowledge and culture to the next generations to achieve the goals for learning and strengthening the community with knowledge and morality. This study is a qualitative research in cultural anthropology. An ethnographic research method with unstructured interviewing and participant observation were used to gather qualitative data from four communities in rural areas across Thailand where HTS organisation has been operating and is still alive. The gathered information is presented in four main themes (BOR WORN-HTS Organisation, OL/LO, LIC, and TLK&CT. The community of practice was the research concept used to analyse data, together with qualitative document analysis. The findings of the study revealed that the HTS Organisation has been in Thailand for many years. It is an ideal organisation that represents the collaboration between people from three main institutions in the community; home, temple and school. HTS Organisation occurs automatically in the social context when the members of the community come to take part in the activities created by three mains institutions (H-T-S). The people participate in community activities for two reasons: because they respect their religion so try to sustain and carry its values on to the future generation and because they trust and believe in an individual person such as a monk or community leader. HTS Organisation is a learning organisation (LO). The learning process, both individual and social learning, as well as global knowledge and local knowledge (OL), happens when members of an organisation join together in community activity. Theory of learning and social practice in communities of practice is the fundamental process of HTS. Thus, HTS Organisation acts as a community of practice in a unique combination of three fundamental elements: the domain, the community and the practice. HTS Organisation encourages people of all ages to communicate, participate and create learning processes within the social context and apply the concept of communities of practice as a management tool to explore and help people to achieve the expected outcomes of the community, that is, learning and strengthening community and maintain the national heritage in Thai society and transmitting it to the further generations. As a result, application of the concept of HTS Organisation brings many benefits while needing little investment. The advantages of the HTS Organisation are not only the benefit for the community (knowledge based society, well-being, strengthening, sufficiency economy and sustainable community) but it is also good for people, especially the country’s children and youths, who have great potential in the future to be skilled, talented, proficient people and be filled with knowledge and morality or Kwam Roo Koo Kun-Na-Tham.
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Thorp, John N. "Managing to survive : the organisation of small school support." Thesis, University of Aberdeen, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295583.
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The purpose of the research reported in this thesis has been to investigate some of the consequences of schemes of 'support' for small primary schools. In particular, attention has focused on the development of identified teacher cooperation among groups of small schools. An introductory part one provides an overview of the range of issues encompassed in what is sometimes referred to as the small school 'problem'. A deficit view of small rural schools is identified in 'official discourse': an official documentary reality is outlined, summarised under headings of 'curriculum' and 'cost'. Conflicting evidence from the research literature is presented to counter the official view of deficit. An attempt is made to locate a consideration of the small school problem within the context of discussion about 'community': in particular, the processes of decision-making which may contribute towards a view of a 'healthy' community and a role for education in community development. The notion of support for small schools was thought to reside in the official pathology. The research focuses initially on the provision of Education Support Grant (ESG) funding for specific officially approved projects to support groups of small schools. The frequency with which support has been organised across groups of small schools, usually referred to as 'clusters' or 'federations', led to its identification as conventional wisdom. Non-funded Headteacher initiatives to set up similar groupings of small schools without large scale funded support reflects the extent of this thinking. The research focuses on the development of cooperation among teachers working in these various groupings of small schools. In comparing funded projects and non-funded Headteacher initiatives the dual meaning of 'managing' in the title of this thesis becomes clear.
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Govindsamy, Krishna. "Modelling optimal communication for the school as an organisation." Thesis, University of Zululand, 2002. http://hdl.handle.net/10530/802.
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A thesis submitted in fulfilment of the requirements for the degree of
MA in Communication Science at the University of Zululand, 2002.In this thesis I will apply the principles of organisational communication to school management to develop a communication model that principals can use as part of managing schools as organizations. In the first phase I will do a literature review of organizational communication to help me design a communication model for schools. In the second phase I will do an empirical survey of principals' understanding of organizational communication, and oftheir present communication practices.
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au, kclark@bcgs wa edu, and Katherine Clark. "The pastoral academic divide: Impacts and implications for pastoral care." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081002.94914.
Full textAbstract:
Secondary schools in Australia routinely develop organisational constructs to
fulfil their dual obligations of academic teaching and the pastoral care of students.
Although these obligations are closely interrelated, school organisational structures
are frequently dichotomous, differentiating between the academic roles of teachers
and their pastoral responsibilities and can result in a functional divide between the
two sides of the school. Teachers find themselves wearing two hats; a subject
teacher and a pastoral carer and thus are required to work in two separate domains,
the academic and the pastoral, each with distinct and different tasks, expectations and
line management. The limited amounts of research available suggest that such an
organisational divide can hinder the work of teachers and lead to some organisational
confusion within the school. This research took the form of a qualitative case study,
based in an independent secondary school in Western Australia. It investigated the
impacts and implications of the notional division between the pastoral and academic
dimensions of the school. The thesis begins with a review of the understanding and
development of pastoral care in schools. The construct of an enabling bureaucracy is
then explored and adopted as a theoretical lens with which to examine the pastoral
care system from the perspective of teachers, students and senior managers.
Narratives are used to present the data. The research findings indicate that alignment
of the pastoral and academic structures, both functionally and culturally, can be
achieved if an enabling approach is employed. Such alignment allows the pastoral
care system to support the primary function of a school which is learning, whilst
retaining its fundamental duty of student care. The study concludes with a
consideration of how an enabling school culture may improve the provision of
pastoral care in schools.
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Deece, Alan Thomas. "Secondary school organisation a view through the lens of a principal /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20051220.130153/index.html.
Full textBooks on the topic "School organisation"
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Camden (England). Education Department. School organisation plan. London: Camden LEA, 2000.
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Directorate, Lambeth (England) Education. School organisation plan. London: London Borough of Lambeth, 1999.
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Organisation, Irish National Teachers'. Effective school organisation. Dublin: Irish National Teachers' Organisation, 1996.
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Stockton-on-Tees (England). Education, Leisure and Cultural Services Department. Draft school organisation plan. Stockton-on-Tees: Stockton-on-Tees Borough Council, 2002.
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Camden (England). Education Department. Draft school organisation plan. London: Camden LEA, 1999.
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Erinosho, Stella Yemisi, M. O. Arikewuyo, and B. J. Ogunkola. Issues in school organisation. Edited by African Cultural Institute (Lagos, Nigeria) and Olabisi Onabanjo University. Institute of Education. [Lagos]: Published by the African Cultural Institute, Lagos for the Institute of Education, Olabisi Onabanjo University, Ago-Iwoye, 2005.
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Service, Bristol (England) Education. School organisation plan 2000. Bristol: Bristol City Council, 2000.
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Stockton-on-Tees (England). Education, Leisure and Cultural Services Department. Draft school organisation plan. Stockton-on-Tees: Stockton-on-Tees Borough Council, 2000.
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Department, Stockton-on-Tees (England) Education. School organisation plan: Draft. Stockton-on-Tees: Stockton-on-Tees Borough Council, 1999.
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Stockton-on-Tees (England). Education, Leisure and Cultural Services Department. Draft school organisation plan. Stockton-on-Tees: Stockton-on-Tees Borough Council, 2001.
Find full textBook chapters on the topic "School organisation"
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King, Ronald. "Organisation and experience." In School and College, 173–87. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003296799-11.
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Smyth, John, Barry Down, and Peter McInerney. "Introduction, Argument and Organisation." In The Socially Just School, 1–19. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9060-4_1.
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de la Bedoyere, Catherine, and Catharine Lowry. "Planning organisation of the groups." In School Start Year 1, 8–11. Abingdon, Oxon; NewYork, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780203701348-2.
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Rundshagen, Volker. "Practical Wisdom vs Functional Stupidity: Toward an Inspired Business School." In Wirtschaft – Organisation – Personal, 111–29. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-23521-5_7.
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Brydon-Miller, Mary. "Lessons from the School of Disobedience: Responsibility and/for Resistance in Higher Education." In Organisation und Verantwortung, 15–22. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-26248-8_2.
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Harber, Clive. "School as an Organisation: Compulsion, Control and Corruption." In Post-Covid Schooling, 37–69. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-87824-5_2.
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Bollerslev, Peter. "Focus Group 3 — Schooling, school culture, organisation of the school, school in the information-rich society." In Information and Communication Technologies in Education, 315–17. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-0-387-35403-3_27.
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Smith, Christopher. "The Organisation of the Government Code and Cypher School." In The Hidden History of Bletchley Park, 15–39. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137484932_2.
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Perna, Giuseppe, Luisa Varriale, and Maria Ferrara. "Assistive Technology for the Social Inclusion at School: A Portrait of Italy." In Lecture Notes in Information Systems and Organisation, 161–76. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34269-2_13.
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Borri, Samuele. "From Classroom to Learning Environment." In Makers at School, Educational Robotics and Innovative Learning Environments, 51–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_7.
Full textAbstract:
AbstractThe concept of “space as the third teacher” suggests that the learning environment is as important as the teacher in the learning process. A constructivist pedagogical paradigm requires student-centered learning processes and learners to be autonomous and active. Therefore, more and more stakeholders and policy makers interested in school innovation put school buildings and learning environments at the top of their agendas. The Organisation for Economic Co-operation and Development (OECD), the European Commission and many universities all over the world are observing case studies and promoting guidelines to implement new ways to design and furnish schools. Indire is leading a research project on educational architectures, which promotes a support framework, entitled “1 + 4 Learning Spaces for a New Generation of Schools.” It is aimed at architects, municipalities, school principals and other stakeholders involved in the design, development and use of innovative learning environments.
Conference papers on the topic "School organisation"
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Langa, Claudiu. "Managing conflict situations within the school system organisation." In 2018 10th International Conference on Electronics, Computers and Artificial Intelligence (ECAI). IEEE, 2018. http://dx.doi.org/10.1109/ecai.2018.8678940.
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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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Eyt-Dessus, Annora, and Leonard Houx. "Excellence in design for online business." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0145.
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The Business School is one of the UK’s top ranked business schools, renowned for its expertise in Finance in particular, and its location in the heart of London. The School has been steadily expanding for more than a decade but was reaching the limits of its physical campus space. However, there remained the desire to develop innovative learning, expand and reach new audiences. Developing a new distance program, that built on the School’s existing reputation for Finance, showcased its world-class faculty and had a global reach was identified as the ideal opportunity to explore a new strategic direction. We built a fully online program with a high rate of engagement, satisfaction and achievement. Its enrolment continues to grow, increasing our international diversity. Online learning is now embedded as a core part of the School’s strategy and is seen as key to future expansion. Beyond this, our organisation cultivated far more expertise and best practice to draw on in a time of crisis than if we had outsourced. This shows the high impact an excellent learning design can make to the culture and capacity of an organisation.
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Debrenlieva-Koutsouki, Anna. "The role, the function and the organisation of school libraries in Greece." In 1st International e-Conference on Studies in Humanities and Social Sciences. Belgrade: Center for Open Access in Science, 2018. http://dx.doi.org/10.32591/coas.e-conf.01.05053d.
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Vasilevičienė, Rita, and Remigijus Bubnys. "MANIFESTATION OF REFLECTIVE PRACTICE IN THE GENERAL EDUCATION SCHOOL AS A LEARNING ORGANISATION." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0872.
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Vavilala, Mounika Prashanthi, Tanu Shukla, and Virendra Singh Nirban. "Development of School Learning Organisation Scale and its Validation in the Indian Context." In ICEEL 2021: 2021 5th International Conference on Education and E-Learning. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3502434.3502466.
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Borisova, Natalia, Tatyana Zakharova, and Larisa Pepik. "The Organisation of Comprehensive Remote Support of Pre-school Children with Speech Disorders." In IX International Scientific and Practical Conference “Current Problems of Social and Labour Relations" (ISPC-CPSLR 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220208.011.
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Masters, Geoff. "Keynote: How education gets in the way of learning." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_1.
Full textAbstract:
The formal structures and processes of school education – including the organisation of the school curriculum, processes for assessing student learning, methods of reporting performance, and the uses to which student results are put – are often inconsistent with what is now known about the best ways to promote human learning. Rather than being designed to maximise every student’s learning, these structures and processes often reflect 20th century priorities, including the use of school education to sort and select students into different education and training destinations, and future careers. This sorting function of schooling is becoming increasingly irrelevant in knowledge economies that now look to their school systems to provide every student with high levels of knowledge, understanding and skill, including skills in critical and creative thinking, problem-solving, using new technologies, and working collaboratively with others. The challenge is to ensure that every student reaches the levels currently achieved by only some. However, the structures and processes of today’s schools are often poorly designed to meet this challenge.
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Girdzijauskienė, Rūta, Liudmila Rupšienė, and Eglė Pranckūnienė. "Usage of Digital Learning Tools to Engage Primary School Students in Learning." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.20.
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The article focuses on the usage of digital learning tools by primary school teachers in order to enhance student engagement in learning. Based on the data obtained in the focus groups of educators teaching at primary school, ways to identify and enhance student engagement in learning through digital learning tools were identified. The analysis of the research data proved that the use of the said tools enhanced students’ cognitive, emotional and behavioural engagement in learning. To this end, teachers reconstructed common educational practices, anticipated the hindrances to engagement caused by digital technologies and the ways to overcome them, exploited the opportunities provided by digital learning tools, and applied effective means to ensure classroom management and interaction between students. To conclude, the enhancement of learners’ engagement in learning required effective teaching and learning strategies, innovative methods, and apt and value-based organisation of the educational process.
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Uys, Philip, and Mike Douse. "The post-pandemic blended university in the time of digitisation." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0104.
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This paper documents the inevitable emergence of the ‘Global School’, assesses how the COVID-19 pandemic is hastening that transformation, and then focusses upon how these elemental educational developments may apply at the post-school level. Digitisation involves a pivotal leap in human potential as profound as the wheel in terms of development, as significant as the book in relation to information, and as iconoclastic as anything dreamed up by the deepest analyst/therapist in terms of the human psyche. Given that we are moving inexorably and joyfully into the One World One School situation, do we envisage the one global and blended university – where universal access and organisation are intermingled with local needs, cultures and priorities? Are we also progressing towards a blended post- secondary assessment and learning pedagogy in which the digital is dominant? And, if so, how will the pandemic – and the responses to it – pave the way towards that desirable destination?
Reports on the topic "School organisation"
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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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Bano, Masooda. International Push for SBMCs and the Problem of Isomorphic Mimicry: Evidence from Nigeria. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/102.
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Establishing School-Based Management Committees (SBMCs) is one of the most widely adopted and widely studied interventions aimed at addressing the learning crisis faced in many developing countries: giving parents and communities a certain degree of control over aspects of school management is assumed to increase school accountability and contribute to improvements in learning. Examining the case of Nigeria, which in 2005 adopted a national policy to establish SBMCs in state schools, this paper reviews the evidence available on SBMCs’ ability to mobilise communities, and the potential for this increased community participation to translate into improved learning. The paper shows that while local community participation can help improve school performance, the donor and state supported SBMCs struggle to stay active and have positive impact on school performance. Yet for ministries of education in many developing countries establishing SBMCs remains a priority intervention among the many initiatives aimed at improving education quality. The paper thus asks what makes the establishment of SBMCs a priority intervention for the Nigerian government. By presenting an analysis of the SBMC-related policy documents in Nigeria, the paper demonstrates that an intervention aimed at involving local communities and developing bottom-up approaches to identifying and designing education policies is itself entirely a product of top-down policy making, envisioned, developed, and funded almost entirely by the international development community. The entire process is reflective of isomorphic mimicry—a process whereby organisations attempt to mimic good behaviour to gain legitimacy, instead of fixing real challenges. Adopting the policy to establish SBMCs, which is heavily promoted by the international development community and does not require actual reform of the underlying political-economy challenges hindering investment in education, enables education ministries to mimic commitment to education reforms and attain the endorsement of the international community without addressing the real challenges. Like all cases of isomorphic mimicry, such policy adoption and implementation has costs: national ministries, as well as state- and district-level education authorities, end up devoting time, resources, and energy to planning, designing, and implementing an intervention for which neither the need nor the evidence of success is established. Additionally, such top-down measures prevent state agencies from identifying local opportunities for delivering the same goals more effectively and perhaps at a lower cost. The paper illustrates this with the case of the state of Kano: there is a rich indigenous culture of supporting community schools, yet, rather than learning why local communities support certain kinds of school but not state schools, and trying to replicate the lessons in state schools, the SBMC model introduced is designed by development agencies at the national level and is administratively complicated and resource-intensive. The opportunity for local learning has not been realised; instead, both the agenda and the implementation framework have been entirely shaped by international aid agencies. The paper thus demonstrates how apparently positive policy interventions resulting from pressure exerted by the international community could be having unintended consequences, given the national-level political-economy dynamics.
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Lovyanova, I. V. On Specific Character of Mathematical Education Content Selection at Subject-Specialised School. [б. в.], 2013. http://dx.doi.org/10.31812/0564/2377.
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The article dwells upon the issues of mathematics teaching as a subject training organisational process. Historical principles and tendencies concerning subject-specialised school creation in particular as well as Russian and soviet school practice are analysed in the article. Experience of differentiation process on the high stage of school education in such countries as France, Japan and the USA has been investigated. The main functions of a subject matter mastering conception at high school have been pointed out. Mathematical education is considered to be the principal component of comprehensive education as well as the factor influencing the quality of education at a higher educational establishment on the whole run. The peculiarities of mathematical education content at a subject-specialised school in different directions of mathematical training have been illuminated in the article along with the deep consideration of succession problem of both secondary comprehensive and higher school educational processes correspondingly, which, in their turn, are regarded as the possible ways of education quality improvement in terms of higher educational establishment (HEE). The constructional principles of educational courses in various mathematical subjects are defined in the article.
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Hwa, Yue-Yi, and Lant Pritchett. Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs). Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/02.
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How can education authorities and organisations develop empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning? This challenge is particularly acute in many low- and middle-income education systems that have successfully expanded school enrolment but struggle to help children master even the basics of reading, writing, and arithmetic. In this primer, we synthesise research from a wide range of academic disciplines and country contexts, and we propose a set of principles for guiding the journey toward an empowered, effective teaching profession. We call these principles the 5Cs: choose and curate toward commitment to capable and committed teachers. These principles are rooted in the fact that teachers and their career structures are embedded in multi-level, multi-component systems that interact in complex ways. We also outline five premises for practice, each highlighting an area in which education authorities and organisations can change the typical status quo approach in order to apply the 5Cs and realise the vision of empowered teaching profession.
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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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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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Arif, Sirojuddin, Risa Wardatun Nihayah, Niken Rarasati, Shintia Revina, and Syaikhu Usman. Of Power and Learning: DistrictHeads, Bureaucracy, and EducationPolicies in Indonesia’s Decentralised Political System. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/111.
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This paper examines the politics of education policies in a decentralised political system. Under what conditions does decentralisation promote learning-enhancing policies? Despite the numerous works that have been written on decentralisation and education, little is known about how politics influenced local education policies. To address this problem, this paper looks at the linkages between local politics, bureaucratic capacity, and the development of learning-enhancing policies in Indonesia’s decentralised political system. More specifically, it assesses how regional variation in the discretionary power of district heads over employment decisions in the state bureaucracy explains the variation in local education policies in four districts in Indonesia. The primary data were collected through in-depth interviews with political leaders, bureaucrats, district education councils, school principals, teachers, teacher organisations, parents, non-government and community-based organisations, journalists, academicians, and other relevant informants. Using Mill’s method of difference, the comparative analysis presented in this paper demonstrates that institutional constraints on the discretionary power of the district head over employment decisions in the state bureaucracy do matter for the development of learning-enhancing policies. Such constraints can pave the way for the development of the bureaucratic capacity required for governments to pursue learning-enhancing policies. Absent constraints on the discretionary power of district heads over employment decisions in the state bureaucracy, the extent to which districts implement learning-enhancing policies will depend on district heads’ commitment to student learning.
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Kerrigan, Susan, Phillip McIntyre, and Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Bendigo. Queensland University of Technology, 2020. http://dx.doi.org/10.5204/rep.eprints.206968.
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Bendigo, where the traditional owners are the Dja Dja Wurrung people, has capitalised on its European historical roots. Its striking architecture owes much to its Gold Rush past which has also given it a diverse cultural heritage. The creative industries, while not well recognised as such, contribute well to the local economy. The many festivals, museums and library exhibitions attract visitors from the metropolitan centre of Victoria especially. The Bendigo Creative Industries Hub was a local council initiative while the Ulumbarra Theatre is located within the City’s 1860’s Sandhurst Gaol. Many festivals keep the city culturally active and are supported by organisations such as Bendigo Bank. The Bendigo Writers Festival, the Bendigo Queer Film Festival, The Bendigo Invention & Innovation Festival, Groovin the Moo and the Bendigo Blues and Roots Music Festival are well established within the community. A regional accelerator and Tech School at La Trobe University are touted as models for other regional Victorian cities. The city has a range of high quality design agencies, while the software and digital content sector is growing with embeddeds working in agriculture and information management systems. Employment in Film, TV and Radio and Visual Arts has remained steady in Bendigo for a decade while the Music and Performing Arts sector grew quite well over the same period.
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Barrera-Osorio, Felipe, Samuel Berlinski, and Matías Busso. Effective Evidence-Informed Policy: A Partnership among Government, Implementers, and Researchers. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/035.
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Evidence matters for the effectiveness of public policies,but important informational frictions—that is, resistanceto obtaining or using information on the subject at hand—sometimes prevent it from shaping policy decisions.Hjort et al. (2021) showed that reducing those frictionscan change not only political leaders’ beliefs but alsothe policies they implement. One-way information, fromresearch to policy, may sometimes be insufficient, though.Policymakers may be agnostic about the effectiveness ofan intervention, or they may not know which of its featuresrequire adjustment. A process of policy experimentationmay be needed (Duflo 2017), in which policies arerigorously evaluated at a small scale, the findings of those evaluations inform the policy design, and a new evaluation determines the effectiveness of a fine-tuned version of the intervention, with the assessment continuing until the program is ready to be scaled up. This process requires very close collaboration among government, implementers, and researchers. The means by which evidence is produced is also important. A frequent criticism of researcher-designed interventions is that results may not be relevant. One reason is that pilot programme’s participants or circumstances may be atypical, with the result that the experimental treatment, even if implemented with fidelity, may not achieve similar outcomes in other settings (Al Ubaydli et al. 2017; Vivalt 2017). A second reason is that governments may lack the capability to implement with fidelity interventions tested in randomized control trials. A partnership between policymakers and researchers can help attenuate these concerns. A recent experience in Colombia provides a good example of such a partnership at work. “Let’s All Learn to Read” is an ambitious programme to improve literacy skills among elementary schoolchildren (Grades K–5). Spearheaded by the Luker Foundation, a local nongovernmental organisation, in collaboration with the Secretary of Education of Manizales (Colombia), the programme began with a systematic data collection effort in the municipality’s public primary schools to understand why students were failing to acquire the most basic academic skills. This led to several interventions over many years during which multidisciplinary teams of researchers working in close collaboration with local stakeholders and policymakers designed and evaluated different features of the programme.
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Moro, Leben, and Alice Robinson. Key Considerations: Cross-Border Dynamics between Uganda and South Sudan in the Context of the Outbreak of Ebola, 2022. Institute of Development Studies, December 2022. http://dx.doi.org/10.19088/sshap.2022.045.
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This brief summarises key considerations concerning cross-border dynamics between South Sudan and Uganda in the context of the 2022 outbreak of Ebola in Uganda, and the risk of the spread of the virus into South Sudan. It is one of four briefs exploring cross-border dynamics in the context of the outbreak, alongside Kenya, Rwanda and Tanzania. The outbreak is of the Sudan strain of Ebola (Sudan Virus Disease, SVD). SVD is used in this paper to refer to the current outbreak in East Africa, whereas outbreaks of Zaire Ebolavirus disease or general references to Ebola are referred to as EVD. The outbreak of SVD began in Mubende, Uganda, on 19 September 2022. At the time of writing (25 November), there had been 141 confirmed cases and 55 deaths, including seven health workers. Infections had been confirmed in nine districts in Uganda, including in Kampala – a major transport hub. Vaccines used in previous Ebola outbreaks are effective against the Zaire strain of Ebola, and vaccines that could work against the Sudan strain remain under investigation. As of November 2022, there have been no confirmed cases of SVD imported into South Sudan, although several alerts have been investigated. However, the fear that travellers from Uganda might bring the disease into South Sudan has spurred preparations by government institutions and partner organisations, building on the experiences acquired during past outbreaks, particularly Ebola and COVID-19. An EVD High Level Taskforce has been formed, chaired by the Minister for Cabinet Affairs and co-chaired by the Minister of Health. The South Sudan Ministry of Health (MoH) has activated the Public Health Emergency Operation Centre (PHEOC) and Incident Management System (IMS). A national EVD Readiness Plan has been developed and endorsed by the government. A free hotline (number 6666) is in place, which can be used either to report suspected cases or for information on Ebola. Training of staff at border entry points has started. This brief is based on a rapid review of published and grey literature, and informal discussions with the South Sudan Red Cross, IOM, academics from University of Juba, and the PHEOC. It was requested by the Collective Service and was written by Leben Nelson Moro (University of Juba) and Alice Robinson (London School of Economics). It was reviewed by colleagues at the University of Bath, the PHEOC, Internews, Anthrologica, the Institute of Development Studies and the Collective Service. The brief is the responsibility of the Social Science in Humanitarian Action Platform (SSHAP).