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Journal articles on the topic 'School organisation'
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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.
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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.
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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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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.
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Kāposta, Iveta. "EDUCATIONAL INSTITUTION AS LEARNING ORGANISATION." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 30, 2015): 232. http://dx.doi.org/10.17770/sie2013vol1.532.
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An educational institution by its structure, the mission and the mission and the composition of the staff and their competencies, as well as requirements on the quality of the education likely are according of the learning organization characteristics. Learning organization and its influence could be seen from various development levels: global, regional, organizations, teams, individual. For all the schools in Latvia now is a very important regional and organizational level. The school to be created as a learning organization, has everything necessary objective conditions. Empirical research shows that the learning environment for teachers in schools are provided, but required for school leaders using the learning outcomes target-based school development, and also make it visible to the teachers themselves.
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Bekker, Michiel Christiaan. "Project governance: "Schools of thought"." South African Journal of Economic and Management Sciences 17, no. 1 (February 11, 2014): 22–32. http://dx.doi.org/10.4102/sajems.v17i1.595.
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The terminology, definition and context of project governance have become a focal subject for research and discussions in project management literature. This article reviews literature on the subject of project governance and categorise the arguments into three schools of thought namely the single-firm school, multi-firm school and large capital school. The single-firm school is concerned with governance principles related to internal organisational projects and practice these principles at a technical level. The multi-firm school address the governance principles concerned with two of more organisations participating on a contractual basis on the same project and focus their governance efforts at the technical and strategic level. The large capital school consider projects as temporary organisations, forming their own entity and establishing governance principles at an institutional level. From these schools of thought it can be concluded that the definition of project governance is dependent on the type of project and hierarchical positioning in the organisation. It is also evident that further research is required to incorporate other governance variables and mechanisms such as transaction theory, social networks and agency theory. The development of project governance frameworks should also consider the complexity of projects spanning across international companies, across country borders and incorporating different value systems, legal systems, corporate governance guidelines, religions and business practices.
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Orunbon, Nurudeen Olalekan, and Isaac-Pihlips Margaret Modupe. "School Organisational Silence, Teachers’ Job Commitment and Productivity in Senior Secondary Schools Education District I of Lagos State, Nigeria." Journal of Educational Sciences 5, no. 3 (July 24, 2021): 569. http://dx.doi.org/10.31258/jes.5.3.p.569-583.
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The purpose of this study is to determine the relationship between school organisational silence and teachers’ job commitment and productivity. Two hypotheses (tested at 0.05 level of significance) were formulated to guide the study. With the study’s foundation anchored on correlational and descriptive research designs, its population comprised all teachers. The sample size was 300 teachers. Analysis was carried out using inferential statistics. The data of the study were obtained by questionnaire. Pearsons Product Moment Correlation Analysis was used to test the two hypotheses. Findings indicate that a positive and non-significant relationship existed between school organisational silence and teachers’ job commitment in Lagos State Education District I (r = -0.035, ρ>0.05) and the study also found that there was a negative and non-significant relationship between school organisational silence and teachers’ productivity in Lagos State Education District I (r = 0.770, ρ>0.05). It is concluded that organisational silence is present in Lagos State Education District I senior secondary schools, as evidenced in the study. The study therefore recommended that school leaders/managers should always engaging school teachers in communication and entering them into discussions and decisions in order to reduce silence in the organisation of the school, so as to enhance teachers’ job commitment. School as organisation should pay attention to not only the professional knowledge of the applicants but also to their personal characteristics, hence this can boost the teachers’ productivity.
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Frolova, M. A., and A. P. Krasavchikova. "Major aspects of the organisation of school meals." Tovaroved prodovolstvennykh tovarov (Commodity specialist of food products), no. 8 (August 1, 2020): 56–60. http://dx.doi.org/10.33920/igt-01-2008-09.
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he article outlines the main problems in the organisation of school meals. Diseases associated with malnutrition of schoolchildren were analysed. The organisation of school meals is considered by the example of individual schools in the city of Kostroma. The parent survey data on school nutrition and healthy lifestyles for their children are described. The reasons for refusal of school meals and parents’ proposals as for the resolution of these issues are identifi ed.
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Adolfsson, Carl-Henrik, and Daniel Alvunger. "The nested systems of local school development: Understanding improved interaction and capacities in the different sub-systems of schools." Improving Schools 20, no. 3 (June 3, 2017): 195–208. http://dx.doi.org/10.1177/1365480217710874.
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In school systems around the world, there is an increasing focus on students’ academic achievement. The challenge of how to improve schools is an important issue for all levels in the school system. However, a central question of both practical and theoretical relevance is how it is possible to understand why (or why not) school-development efforts are successful. The purpose of this article is to explore the ecology of local school development through the case of a medium-sized municipality in Sweden, based on empirical data from two follow-up research projects. The analytical framework draws from organisational theory and new institutional theory, where focus is directed towards how different sub-systems of the school organisation interact with and respond to aspects of development work and the implications for outcomes of school-development initiatives. Findings show that great investment of resources from the central level in the local school organisation necessarily does not lead to changes in teaching practice. School-development initiatives are unlikely to be successful unless they engage and re-couple the involved sub-systems. Finally, we discuss how the introduction of Expert Teachers as a new sub-system has the ability to work as a link between other sub-systems and to promote school development.
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Agranovich, Yelena, Amina Amirova, Larissa Ageyeva, Larissa Lebedeva, Sholpan Aldibekova, and Elmira Uaidullakyzy. "The Formation of Self-Organizational Skills of Student’s Academic Activity on the Basis of ‘Time Management’ Technology." International Journal of Emerging Technologies in Learning (iJET) 14, no. 22 (November 29, 2019): 95. http://dx.doi.org/10.3991/ijet.v14i22.11755.
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This article is devoted to the study of self-organisational academic activity of future teachers of primary schools. The purpose of this study is to provide a theoretical basis and methodological support for the self-organisation of the educational activities of a future teacher of primary education based on the time management technology. The study describes theoretical and practical principles of self-organisation academic activity of bachelor students, examines the different approaches of scientists to the concept of ‘self-organisational academic activity’, given the characteristics of this phenomenon from the point of view of pedagogical science, including functions, components of this phenomenon; considered the pedagogical possibilities of technology ‘Time management’ in self-organisation of educational activity of future teachers. The ‘Time management’ technology is presented as the organisation of bachelor student’s life aimed for the most rational planning of the learning process and professional development. The theoretical studies are confirmed by experimental research related to the diagnostic and improvement skills of future elementary school teachers’ self-organisation. On the basis of theoretical, empirical research methods, as well as methods of statistical processing of research results, the results of a search study of students’ self-organisation are presented. The presented experimental results show the feasibility of using a variety of time-management technology tools in training sessions in the process of preparing specialists.
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Merkulova, T. V., T. V. Peresypkina, O. H. Avdiievska, and H. M. Cherniakova. "TO THE QUESTION OF ORGANISATION SCHOOL FEEDING." Клінічна та профілактична медицина 2, no. 12 (May 28, 2020): 54–61. http://dx.doi.org/10.31612/2616-4868.2(12).2020.02.
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Along with physical activity and psycho-emotional status, nutrition is one of the most important indicators of the quality of life, which affect the human body from the moment of birth to the last moments of life. The problem of inadequate nutrition and alimentary-dependent diseases is especially acute in school age. According to official statistical data diseases of the digestive system occupy a leading place among schoolchildren in all age categories.
Aim. Assessment of the prevalence of digestive diseases among schoolchildren, determination of the features of catering in educational institutions, study of the nutritional behavior of modern schoolchildren.
Materials and methods. Determining the structure of pathological lesions of schoolchildren according to the "Center for Medical Statistics of the Ministry of Health of Ukraine". Questioning of 588 parents of elementary school students of two schools in Kharkov on the nutritional behavior of children.
Results and discussion. According to official statistics in 2017 digestive diseases occupy the second ranking place among schoolchildren (7.9% among children 7-14 years old, 8.3% among teenagers 15-18 years old) and have tend to increase among teenagers in the dynamics of 5 years. One of the most likely important reasons for the deterioration of children's health is a violation of the nutritional structure and a decrease in its quality. So, (3.6 ± 0.8) % of primary schoolchildren eat only twice a day. Most children eat fish only once a week and 4.5% of schoolchildren have not eaten fish in the last 30 days. Only 43.4% of schoolchildren consume milk and dairy products daily. Assessment of the actual state of school feeding showed the inconsistency in the work of the medical service and teachers in the basic issues of its organization, quality control, distribution of duties and responsibilities.
Conclusions. There are high incidence rates for certain classes of diseases аmong school-age children, in particular the digestive system. A negative sign of schoolchildren’s eating behavior is the deficiency of basic nutrients in their daily diet in accordance with physiological needs. The modern state of catering in educational institutions necessitates the implementation of system monitoring of its quality, usefulness, safety, and the physiological needs of direct consumers.
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Cheng, Eric C. K. "Knowledge management strategies for capitalising on school knowledge." VINE Journal of Information and Knowledge Management Systems 47, no. 1 (February 13, 2017): 94–109. http://dx.doi.org/10.1108/vjikms-08-2016-0045.
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Purpose This paper aims to explore the extent to which knowledge management practices, that is the process of developing and sharing organisational knowledge, can enhance intellectual capital (IC) in the context of school education. Design/methodology/approach A mixed-method approach was adopted as the research strategy. A cross-sectional quantitative survey was conducted to collect data from 445 teachers at 13 primary schools in Hong Kong. A structural equation model (SEM) was applied to confirm the predictive effective of knowledge strategies on school IC. Interviews were conducted in a case school to explore the process for capitalising the knowledge by Lesson Study. Findings The result of the SEM shows that personalisation and codification strategies are predictors of human capital and structural capital at schools. The findings from interviews with the principals and teachers show that personalisation and codification strategies could be put into operation as a Lesson Study to leverage knowledge for school development. Originality/value This paper contributes to the management practices of school organisation for enhancing their IC by conducting Lesson Study for the development of their schools effectively.
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Lee, Suk Yeol. "Analysis of the Effect of School Organizational Culture and Professional Learning Communities on Teacher Efficacy." Integration of Education 24, no. 2 (June 30, 2020): 206–17. http://dx.doi.org/10.15507/1991-9468.099.024.202002.206-217.
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Introduction. The aim of the study is to find ways to expand teacher efficacy by examining how the teacher’s efficacy varies according to the school organisation culture and the level of the professional learning community. Materials and Methods. Survey methods were used to collect the data from 400 in-service teachers at elementary, middle, and high schools in South Korea, with five schools selected from each region, respectively. This study utilizes the data from 359 teachers. This study used a random sampling method, taking the location of the school into consideration. Descriptive statistics were used to examine the overall trends in school organisation culture. T-test was used to examine differences among research variables depending on the personal background of gender and teacher level, and the F-test and Scheffe tests were used for school level and teaching experience. Results. First, school’s organization culture is transforming and evolving into a more ideal and model culture. As schools increasingly transform into innovative schools, innovative cultures and group cultures gradually form. Second, a school is a type of organization system that elicits responses elicits a variety of responses from the teachers depending on their personal background and characteristics. Third, professional learning communities have a positive effect on teacher efficacy. Therefore, school organisation culture can be seen as a better predictor of teacher ef ficacy than a professional learning community. Discussion and Conclusion. The article is of interest to the managers of the school educat ion system.
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Manduku, Joshua G. "Improving school performance through performance management: A critical review." Journal of Education Management and Leadership (JEML) 1, no. 1 (October 18, 2022): 58–66. http://dx.doi.org/10.51317/jeml.v1i1.290.
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This study aimed at enhancing performance management in schools: A model for effective school management. Performance management as a management process is designed to link the organisational objectives with those of individual employees in such a way as to ensure that the individual and corporate objectives are as far as possible met. It is a systematic process of planning work and setting expectations, continually monitoring performance, developing the capacity to perform and periodically rating performance. Performance management involves taking desirable and effective actions that are a critical link between a school’s work output and outcomes aimed at facilitating efficiency and effectiveness. Managers must also interact with a variety of colleagues, peers, and co-workers inside the organisation. Understanding attitudinal processes, individual differences, group dynamics, intergroup dynamics, organisation culture, and power and political behaviour can help managers handle such interactions more effectively. This paper was based on library research, where literature regarding performance management was reviewed. Based on KPI’s theory, the paper demarcated performance management, explicated the four main stages of performance management, elucidated features of a successful performance management system and finally offered suggestions on how schools can improve their performance by adopting a successful performance management model.
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Lee, Les Tien Shang, and Franco Gandolfi. "A tertiary school organisation on the road to become a Learning Organisation." International Journal of Innovation and Learning 4, no. 3 (2007): 290. http://dx.doi.org/10.1504/ijil.2007.012383.
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JONES, JUSTIN. "‘Signs of churning’: Muslim Personal Law and public contestation in twenty-first century India." Modern Asian Studies 44, no. 1 (December 15, 2009): 175–200. http://dx.doi.org/10.1017/s0026749x09990114.
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AbstractFor many Muslims, the preservation of Muslim Personal Law has become the touchstone of their capacity to defend their religious identity in modern India. This paper examines public debate over Muslim Personal Law, not as a site of consensus within the community, but rather as an arena in which a varied array of Muslim individuals, schools and organisations have sought to assert their own distinctiveness. This is done by discussing the evolution of the All India Muslim Personal Law Board, the most influential organisation to speak on such matters since the 1970s, with particular focus on its recent disintegration at the hands of a number of alternative legal councils formed by feminist, clerical and other groups. These organisations have justified their existence through criticism of the organisation's alleged attempts to standardise Islamic law, and its perceived dominance by the Deobandi school of thought. In truth, however, this process of fragmentation results from a complex array of embryonic and interlinked personal, political and ideological competitions, indicative of the increasingly fraught process of consensus-building in contemporary Indian Muslim society.
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Lynch, David, Richard Smith, Tony Yeigh, and Steve Provost. "A study into “organisational readiness” and its impacts on school improvement." International Journal of Educational Management 33, no. 2 (February 4, 2019): 393–408. http://dx.doi.org/10.1108/ijem-07-2017-0181.
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Purpose The purpose of this paper is to compare measures of socio-economic status (Index of Community Socio-educational Advantage values (ICSEA)), school performance, school funding and school readiness in terms of their impact on student performance. In this respect, the paper tests the proposition – given research that suggests the teacher is the important ingredient in improved student learning performance – that a school principal who has strategical worked to “ready” their teachers for a whole of school teaching improvement agenda will generate increased student learning results than those who have not and further this improvement will occur irrespective of the circumstance of the socio-economic circumstance of the school. Design/methodology/approach In total, 22 Government schools from a single school district in Australia participated in the study, after having been involved in a system sponsored “teaching improvement program”. A survey, consisting of 30 seven-point Likert-style scale items, was administered to all teachers and school leaders in the school district. The survey was designed to rate levels of staff perceived alignment, capability and engagement to the programme as it was implemented by the Head in each school. The information regarding each school’s ICSEA value, funding per student and student learning performance, was obtained from the database provided by the relevant authority (ACARA). All statistical analysis was completed using SPSS Version 22. Findings The findings of this study indicate that high levels of organisational readiness, as defined by the alignment, capability and engagement (ACE) approach, are associated with effective teaching and improvement in student outcomes. In turn, the authors interpret this to mean that the internal organisation of a school has important effects on student achievement that are independent to external factors such as school funding or even the socio-educational positioning of the school. Research limitations/implications The findings of this study indicate that high levels of organisational readiness, as defined by the ACE approach, are associated with effective teaching and improvement in student outcomes. The implications are that the ACE provides a framework for what the school leader needs to focus on when whole of school teaching improvement is the goal. The study did not investigate what the school leader did in each school to ready their staff. Practical implications These findings indicate the importance of leadership in a school and provide an insight into what the school leader needs to focus on when whole of school teaching improvement is the intended goal. This focus can thus be understood as the leader working to ensure all staff members are ACE to the improvement agenda. Social implications The improvement of educational outcomes is a global goal of governments. In this respect, Organisation for Economic Cooperation and Development (OECD) school systems in particular have linked education system performance and international competitiveness in ways that place pressure on the “black box” of individual schools. Reports, such as the Programme for International Student Assessment and local testing regimes testify that governments and communities are interested in the academic performance of students within and across schooling systems. The benefits of high performing schools contribute to the standard of living of citizens and the well-being of a society more generally. This paper investigates propositions that focus the work of the school leader to achieving such inherent goals. Originality/value The paper introduces the concept of school readiness. The premise is considered important to the current research because it represents the ability of schools to participate in reform agendas that are characteristic of government policy positions. The “school readiness” approach lies outside the education literature, motivated by the idea that the literature on turning around failing organisations in sectors outside of education provides clear guidelines for reforming schools. The implications for turnaround leadership are particularly encouraging and important particular organisational factors, in common with sectors outside of education, are of significant importance in enhancing teacher motivation, teacher learning and consequential improvements in student outcomes. This paper seeks to add empirical evidence in support of these approaches by adopting what the authors refer as organisational “readiness” for reform developed by Schiemann (2014).
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Subramanian, Vidya K. "From Government to Governance." Contemporary Education Dialogue 15, no. 1 (December 18, 2017): 21–50. http://dx.doi.org/10.1177/0973184917742247.
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The Teach for India (TFI) programme, an important offshoot of the Teach for All/Teach for America global education network, began as a public–private partnership in 2009 in poorly functioning municipal schools in Pune and Mumbai. Like its American counterpart, the programme in India has similar ideas of reform and recruits college graduates and young professionals to serve as teachers in under-resourced government schools and low-cost private schools as part of a two-year fellowship. Over the past 7 years, the organisation has expanded its reach to five other cities in the country—Delhi, Bangalore, Hyderabad, Chennai and Ahmedabad—and is emerging as a focal point in a growing network of urban not-for-profit organisations seeking to infuse new logics of reform in municipal school administrative bodies. This article situates the emergence of the TFI programme in the Indian context and maps its links to local, national and global actors and organisations using Social Network Analysis (SNA). Through the use of SNA, the article highlights the growing network of non-state institutions in metro cities, most notably Mumbai and Delhi, which are playing a key role in school reform focusing on school management, school leadership, advocacy and teacher training.
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Craig, Ian. "Whatever happened to educational management? The case for reinstatement." Management in Education 35, no. 1 (October 7, 2020): 52–57. http://dx.doi.org/10.1177/0892020620962813.
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‘Leadership’ has now become one of the most over-used terms in school organisation, so much so that it is now difficult to find mentions of ‘management’ and ‘administration’ in school organisation literature. Papers published in Educational Management, Administration and Leadership and Management in Education over the last few years confirm this view. This article argues that although there is a significant overlap between them, leadership, management and administration are different from each other and this should be recognised when talking and writing about school organisation and development, with not all three being subsumed under the banner of ‘leadership’. In particular, the article argues for the re-establishment of management as a major element in the development and training of heads and prospective heads of schools and colleges.
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Buksnyte-Marmiene, Loreta, Agne Brandisauskiene, and Jurate Cesnaviciene. "The Relationship between Organisational Factors and Teachers’ Psychological Empowerment: Evidence from Lithuania’s Low SES Schools." Social Sciences 11, no. 11 (November 16, 2022): 523. http://dx.doi.org/10.3390/socsci11110523.
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Teacher psychological empowerment is one of the main aspects of their effective job performance, job satisfaction and students’ higher academic achievement. Unfortunately, there is still little research analysing different organisational factors fostering teacher psychological empowerment. To address this gap, this study asks the following question: how is teacher psychological empowerment associated with organisational factors? The research was performed in 33 schools from 9 municipalities with low SES contexts in Lithuania, and 292 teachers participated in the study. The results of the study show that the school should be viewed as a system in which organisational factors are interrelated and connected with teacher psychological empowerment. It was determined that the purposes of school as organisation predict the general psychological empowerment and teachers’ perceived meaning of work. Two organisational factors—purposes and leadership—predict teacher psychological empowerment to make decisions, and teachers’ confidence in competence is predicted by three organisational factors: purposes, relationships, and rewards.
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Hutchinson, Barry, and Peter Whitehouse. "Action Research, Professional Competence and School Organisation." British Educational Research Journal 12, no. 1 (March 1986): 85–94. http://dx.doi.org/10.1080/0141192860120107.
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Ritchie, Margaret, Pamela S. Angelle, and Ian Potter. "School leaders in England transition through change: Insider and outsider perspectives." Journal of Educational Leadership, Policy and Practice 36, no. 1 (March 1, 2022): 40–58. http://dx.doi.org/10.2478/jelpp-2021-0003.
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Abstract Schools in the 21st century have grown increasingly complex and government mandates have compounded this complexity as principals have looked beyond their school to embrace stakeholders and authorities who view education from myriad perspectives. This qualitative case study examined the personal perspectives of leaders, reflecting upon their transition from organisational governance change through the formation of a multi-academy trust. Findings revealed that while the creation of a new school system offered school leaders opportunities for interorganisational transfers and promotions, the internal transition experienced was unexpected and often unaddressed. Leaders expressed their difficulty in reconciling their desire to address the needs of the schools and community through consolidation while maintaining their own health as an individual leader. Findings from this study offer lessons in the importance of examining change both within the organisation through a personal lens as well as an external lens.
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YULIANTINI, Tine, Daru ASIH, Achmad SUDIRO, Intan APRIADI, Agung YUNIARINTO, Jazuli SURYADHI, and Deden KURNIAWAN. "ONLINE-LEARNING PROGRAM TO DEVELOP LEADERSHIP ON STUDENT COUNCIL ORGANISATION." ICCD 3, no. 1 (October 27, 2021): 303–7. http://dx.doi.org/10.33068/iccd.vol3.iss1.366.
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The COVID-19 pandemic is a global pandemic that disturbs all levels of society around the world. All segments of human life on earth are disturbed, without exception education. Many countries have decided to close schools, colleges and universities, including Indonesia in an effort to break the chain of spreading Covid-19. The teaching and learning process is carried out independently online and avoids face to face. Student Council Organization (OSIS) is a means of developing student interests and talents in the internal school environment. The existence of OSIS is very beneficial for schools and the community. OSIS is also a major component of the pilot school for development in that school. The problem is, many student councils do not show their existence as a driving force in the development of schools and students. The vacancy of OSIS activities is more due to the COVID-19 pandemic and also the low understanding of management and leadership concepts, so that prospective members cannot be managed properly. This community service activity is carried out by providing online training and program assistance for 1 month on building character leadership. The result of this activity is the increasing existence of OSIS in schools and benefits for students and the community as a forum for forming leadership character and improving OSIS organizational management capabilities and contributing to human development.
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Benda, Vladimir N. "Problems of material and technical support of the first military schools in the early 18th century." Vestnik of Kostroma State University, no. 4 (2019): 20–24. http://dx.doi.org/10.34216/1998-0817-2019-25-4-20-24.
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This article deals with the problem of organisation of activities and provision of the educational process in the first military special schools (military schools), created in the Russian state in the early 18th century. Special attention is paid to the financial support of Moscow school of engineering and artillery and the maintenance of its students at the state expense. The work analyses the work of state and military administration bodies and their leaders on the organisation of systematic provision of all kinds of allowances for the successful activity of military special schools. The author comes to the conclusion that the material support of pupils and activity of the Moscow engineering and artillery school in comparison with the school of mathematical and navigation sciences was much worse. A significant number of previously unpublished sources are being introduced into scientific circulation.
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Dominic, Elizabeth, Vijay Victor, Robert Jeyakumar Nathan, and Swetha Loganathan. "Procedural Justice, Perceived Organisational Support, and Organisational Citizenship Behaviour in Business School." Organizacija 54, no. 3 (August 1, 2021): 193–209. http://dx.doi.org/10.2478/orga-2021-0013.
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Abstract Background/Purpose: The effectiveness of a Business School depends on the extra role behaviours or Organ-isational Citizenship Behaviour (OCB) of its committed academics. The social exchange theory postulates that employees tend to display OCB when they know how their organisation would treat them. As B-School academics’ inclination towards OCB is less understood, this study examines the interaction between Procedural Justice (PJ), Perceived Organisational Support (POS) and Organisational Citizenship Behaviour (OCB) among B-School academics. Methods: A survey was carried out to collect data from B-School academics, 378 responses were collected from B-Schools from the state of Kerala, India. Data validity and reliability analyses, and direct and indirect effects of research variables were tested using Partial Least Square (PLS) path modelling. Results: The results indicate PJ positively influences POS as well as dimensions of the OCB for B-School academics. Contrary to previous OCB studies, this study finds that POS do not significantly relate to Courtesy. The findings also show that POS fully mediates PJ’s relationship with Altruism, Conscientiousness and Civic Virtues of B-School academics. Conclusion: This research explains the dynamics of PJ and POS towards OCB in a B-School setting. The academic setting of this study provides more insight into the relationships and provides insights into enhancing the organisational citizenship behaviour of academics in enhancing educational outcomes. Further, it also adds to existing understanding of organisational behaviour theory.
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Bennett, Nigel, and Alma Harris. "Hearing Truth from Power? Organisation Theory, School Effectiveness and School Improvement." School Effectiveness and School Improvement 10, no. 4 (December 1, 1999): 533–50. http://dx.doi.org/10.1076/sesi.10.4.533.3492.
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Puts, Kerrie, and Jan Mattrow. "Healthy Primary School Canteens." Australian Journal of Primary Health 6, no. 1 (2000): 111. http://dx.doi.org/10.1071/py00012.
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Initiated by Berwickwide Community Health Service (BCHS), the Healthy Canteens Project commenced in June 1997. Initiatives were completed in December 1999. BCHS focused on primary school canteens as potential leading advocates for healthy eating within the primary school setting and the broader school community. The Health Promoting Schools concept (National Health and Medical Research Council, 1996) was a main guiding framework in this project with particular attention in the areas of 'Organisation Ethos and Environment' and 'Partnerships'. Schools were encouraged to examine and develop a healthy canteen environment and to network with other health/welfare agencies and schools. Although not addressed in detail due to limited resources, the importance of the third area of focus in the Health Promoting Schools concept, 'Curriculum', was emphasised where possible throughout the project. The project targeted key people with an interest and a role in the school canteen, to ensure greater involvement and more likelihood of positive outcomes. A 'healthy canteen' was defined as one that was safe, clean, profitable and providing a range of high nutritional value foods. Strategies were directed at enabling schools to work towards meeting this definition. Approaches used in the project included community consultation and participation, structural change, a review of settings, health education, intersectoral collaboration, skill development, policy development and striving for sustainability. The project highlighted the importance of community participation during the planning, implementation and evaluation stages of a project. It also showed that the formation of partnerships between organisations and across sectors greatly increases an initiative's chances of reaching its target group and achieving positive outcomes.
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Lee, Albert, Lawrence St Leger, and Alysoun Moon. "Evaluating health promotion in schools: a case study of design, implementation and results from the Hong Kong Healthy Schools Award Scheme." Promotion & Education 12, no. 3-4 (September 2005): 123–30. http://dx.doi.org/10.1177/10253823050120030105.
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Health promoting schools (HPS) and Healthy Schools Award Schemes from a number of countries have demonstrated positive changes in children's health behaviours and the culture and organisation of the school. The Hong Kong Healthy Schools Award Scheme (HKHSA) aims to promote staff development, parental education, involvement of the whole school community, and linkage with different stakeholders to improve the health and well-being of the pupils, parents and staff, and the broader community, supported by a system to monitor the achievement. This concept is very much in line with the research literature on school effectiveness and improvement. The indicators examined to evaluate the success of the HKHSA reflect outcomes related to both health and education and are not limited to changes in population health status. The early results demonstrated significant improvements in various aspects of student health and also improvement in school culture and organisation. The evaluation framework described in this paper and data collected to assess how schools perform in the HKHSA scheme, provides insight into how HPSs could lead to better outcomes for both education and health.
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Juśko, Paweł. "Z zagadnień prawno-organizacyjnych opieki zdrowotnej nad uczniami w szkołach podstawowych w Polsce w latach 1945–1961 (w świetle Dzienników Urzędowych Ministerstwa Oświaty)." Kultura - Przemiany - Edukacja 9 (2021): 30–57. http://dx.doi.org/10.15584/kpe.2021.9.2.
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The article presents the issues of health care for primary school students in the context of legal and organisational issues based on the Official Journals of the Ministry of Education in 1945–1961. On the basis of the ordinances, instructions, circulars and communications of this ministry, the organisational model of hygienic and medical care was presented, which was shaped in the early 1950s, leading to the establishment of the school health service. In 1952, the Ministry of Health took over hygienic and medical care in schools. Moreover, a number of other factors indirectly influenced the issue of students’ health, such as: the sanitary condition of schools, the implementation of hygiene rules for students, health promotion and changing parents’ awareness of hygiene and health matters. All these problems were noticed by the Ministry of Education referring to them in its official journals. At the same time, they did not lack the propaganda dimension, characteristic of the political and social reality of the Polish People’s Republic. An example of this was, among others, the organisation of spring sanitary and cleaning actions in schools.
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Damoah, Benjamin, and Emmanuel Olusola Adu. "Environmental Education in South African Schools: The Role of Civil Society Organizations." Research in Social Sciences and Technology 7, no. 3 (October 14, 2022): 1–17. http://dx.doi.org/10.46303/ressat.2022.14.
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Environmental education (EE) is an integrated component of the South African Curriculum and Assessment Policy Statement (CAPS) document. Pro-EE civil society organisations are actively involved in the implementation of EE policies in schools. The roles played by civil society organisations contribute to the trajectory of practical environmental programmes. This study adopted an interpretive paradigm, a qualitative approach, and a phenomenological design anchored on Bronfenbrenner's philosophical view of human development. One Pro-EE civil society organisation and two respondents were purposefully sampled. Semi-structured interviews and documents were tools employed to collect qualitative data and results were analysed thematically. The study revealed that Pro-EE civil society organisations play a pivotal role which includes; equipping learners to live sustainably, teachers’ professional development, policy formulation, and implementation that actualizes the CAPS document's objectives. The study recommended that the South School Act be amended to make EE policy mandatory. The department of basic education (DBE) should provide sufficient resources to Pro-EE civil society organisations to expand Eco-Schools project-based initiatives in schools regardless of the geographical location.
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Valentinova, N. I., T. N. Sharova, and N. V. Vasiliyevich. "Modern requirements for the organisation of school meals." Tovaroved prodovolstvennykh tovarov (Commodity specialist of food products), no. 8 (August 1, 2020): 61–66. http://dx.doi.org/10.33920/igt-01-2008-10.
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Improvement of school meals organisation is one of the most relevant problems of children's health maintenance. The social signifi cance of catering, an increase in the availability of school lunches for a wider group of schoolchildren, an increase in the percentage of hot meals require a comprehensive approach. In this respect, the following tasks are considered as the most important: improvement of a regulatory framework for school meals organisation, balanced diet for schoolchildren, use of locally produced food, improvement of material and technical resources of school canteens, and use of safe culinary products.
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Nutbeam, Don, Jo Clarkson, Karin Phillips, Vince Everett, Anne Hill, and John Catford. "The health-promoting school: organisation and policy development in Welsh secondary schools." Health Education Journal 46, no. 3 (September 1987): 109–15. http://dx.doi.org/10.1177/001789698704600308.
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Bonell, Chris, Emma Beaumont, Matthew Dodd, Diana Ruth Elbourne, Leonardo Bevilacqua, Anne Mathiot, Jennifer McGowan, et al. "Effects of school environments on student risk-behaviours: evidence from a longitudinal study of secondary schools in England." Journal of Epidemiology and Community Health 73, no. 6 (February 23, 2019): 502–8. http://dx.doi.org/10.1136/jech-2018-211866.
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BackgroundThe theory of human functioning and school organisation proposes that schools with rigid ‘boundaries’ (weaker relationships), for example, between staff and students, or learning and broader development, engender weaker student school commitment and sense of belonging, particularly among disadvantaged students, leading to greater involvement in risk-behaviours. Existing studies provide some support but rely on a proxy exposure of ‘value-added education’ and have not explored effects by disadvantage.MethodsWe used longitudinal data from English secondary schools from the control arm of a trial, assessing school-level measures of rigid boundaries, and student commitment and belonging at age 11/12, and student risk-behaviours at age 14/15.ResultsOur direct measures were more strongly associated with risk-behaviours than was value-added education. School-level rigid boundaries were associated with increased alcohol use and bullying. Student belonging was more consistently associated with reduced risk-behaviours than was student commitment. Some school effects were greater for students from disadvantaged subgroups defined in terms of poverty, ethnicity and family structure.ConclusionOur results provide direct support for the theory of human functioning and school organisation and suggest a sense of belonging in school might be particularly protective factor among secondary school students. School effects on risk are generally stronger among disadvantaged students as theorised.Trial registration numberISRCTN10751359
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Lane, Nigel, and Ben Lovell. "ESIM Winter School 2015, Riga, Latvia." Acute Medicine Journal 14, no. 2 (April 1, 2015): 90–92. http://dx.doi.org/10.52964/amja.0437.
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Of course we were delighted to have ‘won’ something for our efforts although neither of us really new what we had ‘won’. A trip to the ESIM Winter School in Riga, Latvia we were told was our prize courtesy of the Society for Acute Medicine (SAM). But what is ESIM? It stands for the European School of Internal Medicine (ESIM), an educational part of a larger organisation the European Federation of Internal Medicine (EFIM). We both have to confess we knew nothing about either organisation.
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Gunter, Helen. "Appraisal and the School as a Learning Organisation." School Organisation 16, no. 1 (March 1996): 89–100. http://dx.doi.org/10.1080/0260136960160108.
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Tan, Charlene. "The school as a learning organisation in China." Journal of Professional Capital and Community 5, no. 1 (November 12, 2019): 15–26. http://dx.doi.org/10.1108/jpcc-09-2019-0024.
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Purpose The purpose of this paper is to respond to a recent article published in this journal by Stoll and Kools (2017) on the “School as a Learning Organisation” (SLO). It critiques Stoll and Kools’ integrated model of a SLO by investigating whether the model can be applied to a specific socio-cultural schooling context using the example of mainland China. Design/methodology/approach This paper reviews the extant published works on SLO with a focus on Stoll and Kools’ integrated model of a SLO. The paper also reviews the existing literature on schooling practices in China. Findings It is argued that the application of Stoll and Kools’ integrated model of a SLO in China needs to take into consideration and incorporate the prevailing centralised, hierarchical and collective characteristics in the country. Research limitations/implications The paper questions the universal application of the seven action-oriented dimensions of the SLO for all schools regardless of socio-cultural contexts. It highlights the mediating and moderating effects of local histories, conditions and developments when promoting SLO in a specific learning site. Practical implications Policymakers, researchers and educators need to contextualise the ideal of the SLO by interpreting and appropriating it in ways that are compatible with the dominant socio-cultural norms and practices in a particular locality. Originality/value This paper fills a current gap by relating the notion of SLO model to the schooling settings in China. It offers a collective slant to SLO that is tailored for the educational realities and experiences in China.
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Murtiyoso, A., D. Suwardhi, P. Grussenmeyer, W. A. Fadilah, K. N. Fauzan, S. W. Trisyanti, and H. Macher. "HERITAGE DOCUMENTATION AND KNOWLEDGE TRANSFER: A REPORT ON THE CIPA TROPICAL SCHOOL IN CANDI SEWU (INDONESIA)." International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLVI-M-1-2021 (August 28, 2021): 493–97. http://dx.doi.org/10.5194/isprs-archives-xlvi-m-1-2021-493-2021.
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Abstract. Documentation of heritage objects has advanced significantly with the invention and development of many 3D sensors and processing algorithms. These technical advancements are of the utmost interest for cultural heritage stakeholders; knowledge transfer between key players is therefore essential and is indeed the main philosophy behind the CIPA Heritage Documentation as an organisation. In this paper we present a report on the CIPA Tropical School in the Candi Sewu temple complex in Indonesia. Organisational aspects will be described, as well as some technical results of the workshop. As public interest in the tropical school was quite high, we argue that this type of limited participant training event involving international partners and cross-disciplinary experts is a very powerful tool in knowledge dissemination. Furthermore, we encourage the organisation of such events in other places around the world.
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Santisteban, Agustin Velloso De, and Stephen J. Ball. "The Micro-Politics of the School: Towards a Theory of School Organisation." European Journal of Education 23, no. 1/2 (1988): 180. http://dx.doi.org/10.2307/1502978.
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Mårell-Olsson, Eva, and Peter Bergström. "Digital transformation in Swedish schools – Principals’ strategic leadership and organisation of tablet-based one-to-one computing initiatives." Seminar.net 14, no. 2 (October 15, 2018): 174–87. http://dx.doi.org/10.7577/seminar.2978.
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This paper reports on a research study about principals’ strategic leadership and organisation of schools within established tablet-based one-to-one computing initiatives. The aim was to investigate how principals lead and guide one-to-one computing initiatives in K–12 education. The research questions focused on principals’ expressed intentions and their strategic leadership and organisation when implementing tablet-based one-to-one computing initiatives in Swedish schools. The empirical material was collected through semi-structured interviews with seven principals in five municipalities where the schools had used tablets for more than six months within a one-to-one computing initiative. The findings are organised by themes concerning one-to-one computing as a strategy to change teaching and working methods, using technology for adapting teaching and learning to every pupil’s needs, and strategies for organisation. The findings show that marketisation of schools (e.g. the school-choice reform) in combination with the annual presentation of national rankings have had an impact on the financial situations of schools because they receive a voucher for every attending pupil. The participating principals’ strategic leadership concerning their intentions and applied strategies on how to lead and organise the digitalised school are an attempt to meet the demands that the marketisation and digitalisation of Swedish schools requires.
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Grzybowski, Romuald. "Cele ideowe i struktura organizacyjna Wszechzwiązkowej Organizacji Pionierskiej imienia W.I. Lenina oraz jej miejsce w systemie wychowanie nowego człowieka (homo sovieticus)." Biuletyn Historii Wychowania, no. 37 (December 15, 2017): 63–78. http://dx.doi.org/10.14746/bhw.2017.37.5.
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One of the characteristics of the second half of the 19th and 20th centuries was the tendency of young people to gather in youth associations and organisations. Some of these were created spontaneously and their activities were illegal, while others were created by the authorities of particular states, especially totalitarian ones. One example of such an organisation was the All-Union Pioneer Organisation, established by the leaders of the Bolshevik Revolution in Russia in 1922. Its strategic goal was to participate in the education of the new man, who was to become homo sovieticus, a higher variety of homo sapiens, in the future. The Pioneer Organisation fulfilled this task by organising children of school age (aged 9 to 14) and subjecting them to a systematic ideological and political training based on the Leninist or Stalinist model. The activities of the Pioneer Organisation were supervised by the Komsomol and additionally by the leadership of the communist party ruling the USSR. The structure of the Pioneer Organisation included groups, packs and cells. Like the Komsomol, the Pioneer Organisation also had its symbols, such as the threepointed red scarf that symbolised three generations: communists, komsomolets and pioneers, as well as a pioneer badge, a pioneer salute, a uniform, bugles and a snare drum.
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Lamanauskas, Vincentas. "NATURAL SCIENCE EDUCATION PROCESS IN PRIMARY SCHOOL: ORGANISATION AND IMPROVEMENT ASPECTS." Natural Science Education in a Comprehensive School (NSECS) 24, no. 1 (April 15, 2018): 24–32. http://dx.doi.org/10.48127/gu/18.24.24.
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Natural science education in primary school is not only important, but it is also problematic. The importance, first of all, lies in the fact, that natural science education is an inseparable part of general education. Natural science education involves various components - ecological, environmental, healthy lifestyle, harmonious development and other. Experimental- research activity is especially important. Effective all component integration into education process in primary classes remains problematic. This is actual not only in Lithuania. It is obvious, that in order to understand natural science education peculiarities working with the younger age children, exhaustive research are necessary and on their basis modelled, adjusted and developed natural science education in primary school. Only qualitative natural science education, acquired in primary school, can guarantee proper continuation of natural science education in basic and secondary school. Research aim is to analyse primary school teachers’ position on natural science education question, i.e., to ascertain how teachers value personal preparation according to major natural science education fields, what natural science education improvement ways they discern, and what activity ways in natural science education process they like best. The research is quantitative, pilot, of limited amount. The research was carried out between January and February 2018. Working primary school teachers from various Lithuanian primary schools participated in the research. Totally, there were 60 teachers (all women) from more than 25 schools. The carried-out research allows asserting, that primary school teachers’ professional preparation in natural science education sphere remains actual. Practical work organisation is considered the most appropriate activity. Individual students’ differences are tried to be satisfied and considered the least by the teachers. Though teachers tend to demonstrate various experiments (16.0%), research activity is not prevalent (2.3%). A similar situation is observed speaking about technology involvement in education process. Teacher preparation to organise and realise natural science education in primary school is basically valued positively, however, it is diverse. The best preparation is fixated in biology science spheres (e.g., “Green plants” /PI=0.83, SD=0.22/, “People and other animals” /PI=0.80, SD=0.21/, “Life (vital) processes” /PI=0.73, SD=0.21/ and other). The weakest preparation is fixated in physics science fields (e.g., “Electricity (electrical) phenomena” /PI=0.55, SD=0.26/, “Forces and movement” /PI=0.56, SD=0.25/, “Light and sound” /PI=0.57, SD=0.26/ and other). The preparation in chemistry science field is considered average e.g., “Substance changes” /PI=0.64, SD=0.24/, “Substance mixture separation” /PI=0.61, SD=0.23/ and other). Preparation in scientific research field is also valued as average (PI=0.63, SD=0.18) (PI – preparation index). Respondents consider resources/equipment the most important way of natural science education process improvement. Teacher professional improvement possibilities are considered the least important way of improvement. Lessons based on research (or other educational activities) are not considered a very important way of natural science education improvement. More exhaustive research are necessary in future for analysing primary school teacher natural science competence problems, also seeking to better understand experimental-research activity organisation peculiarities in education process. Keywords: pilot research, primary school, professional improvement, science education.
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Povey, Jenny, Alice Kate Campbell, Linda-Dianne Willis, Michele Haynes, Mark Western, Sarah Bennett, Emma Antrobus, and Charley Pedde. "Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership." International Journal of Educational Research 79 (2016): 128–41. http://dx.doi.org/10.1016/j.ijer.2016.07.005.
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Stoll, Louise, and Marco Kools. "The school as a learning organisation: a review revisiting and extending a timely concept." Journal of Professional Capital and Community 2, no. 1 (January 16, 2017): 2–17. http://dx.doi.org/10.1108/jpcc-09-2016-0022.
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Purpose Schools today have to prepare students for life and work in a fast-changing world, for jobs and for using technologies some of which have not yet been created. But the schools and school systems are not keeping up and all too often, teachers are not developing the practices and skills required to meet today’s learners’ diverse needs. Changes indicate a greater imperative but also some cautions. This review is part of the attempt to work towards a common understanding of schools as learning organisations (SLOs) today which is both solidly founded in the literature and recognisable currently by researchers, practitioners and policy makers in many countries. But this is not just a theoretical exercise. If it is to be truly relevant and have the necessary impact, the concept also needs to support those who are interested in transforming or further developing their school(s) into learning organisations (LO) at this point in time. In this paper, the authors first summarise different perspectives on the concept of the LO as used more generally across disciplines. Next, the authors describe the methodology for exploring the SLO and discuss definitional issues, before presenting a summary of the integrated model with accompanying rationale, Finally the authors discuss plans to bring the model to life, with associated issues for researchers, educators and policy makers. The paper aims to discuss these issues. Design/methodology/approach The search for this literature in the English language was carried out through: focussed searches of nine electronic databases – ERIC, SAGE, Google Scholar, Taylor & Francis, Emerald, JSTOR, SpringerLink, Google, Science Direct – using the search terms “SLO” and “learning school”; and contacts with leading experts in this area of work which led to identification of additional literature. The first approach led to selection of 25 most frequently found publications on the SLO and/or learning school. Through the second approach, the authors used an additional seven publications to further enrich the analysis. The interdisciplinary review was extended to include investigation of related organisational change, learning, school improvement and effectiveness literatures. Findings The starting hypothesis is that the seven action-oriented dimensions of the model together add up to a sustainable LO; that is, successfully realising all seven dimensions is greater than the sum of the parts. But, it is not clear how the individual dimensions relate to each other, and whether some are more important than others. Elements within dimensions are also likely to vary across country contexts. Over the next few years the authors will explore and amend the model, together with practitioners, policy makers and researchers from around the globe. Practical implications Despite differences in interpretation, common features emerge. First, there is general agreement that the SLO is a necessity for dealing with the rapidly changing external environment by any school organisation, regardless of context. This is exemplified by application of the concept in many countries including, for example, Australia, Canada, England and Wales, Iran, Israel, Korea, Malaysia, South-Africa and the USA. Second, the SLO is defined as “organic” and closely connected to its external environment. Third, the SLO literature strongly emphasises the importance of individual, group and organisational learning with inquiry, problem solving and experimentation as key drivers of change and innovation. Last, the literature highlights the importance of beliefs, values and norms of employees for continuous and collaborative learning, and processes, strategies and structures to create the conditions for such learning, experimentation and innovation to flourish. The review led to the design of a new action-oriented model. In its current form, the model is intended to offer a stimulus and provide practical guidance on how schools might support and use learning at all levels to improve and transform themselves into a LO and ultimately enhance outcomes. The language is deliberately action-oriented, and elements highlight both what a school aspires to and the processes it goes through in its journey of developing itself as a LO. Originality/value While the concept of a school LO is not new, at a time of constant and complex change, this multi-disciplinary international literature review has given it a new lease of life: drawing on previous studies, but connecting these to a wider relevant knowledge base and the current context. It offers a way forward while arguing that deeper understanding is needed on how schools can develop as LOs. It is now informing the OECD’s work on SLOs with policy makers and practitioners in different countries and the findings are being used to help assess impact at a range of levels.
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Bayborodova, Lyudmila V. "Features of the organisation of theatrical activities among rural schoolchildren." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 26, no. 4 (February 24, 2021): 33–40. http://dx.doi.org/10.34216/2073-1426-2020-26-4-33-40.
Full textAbstract:
The definition is given, upbringing possibilities of theatre activities are identified; their main form is children's association. Theatre association is seen as an upbringing environment where pedagogues and children solve a set of tasks of children’s upbringing and socialising in the process of theatrical activity. Particular attention is paid to the fact that, when organising theatrical activities, one should take into account the peculiarities of the region, the societas and the specifics of rural school. Rural school often assumes the functions of additional education for children and adults; it is the centre of cultural and leisure activities for the whole population. Problems when organising theatre activities for rural children are considered; it is also noted that setting up a theatre group in a school helps to overcome the socialisation difficulties of rural children. A number of favourable factors, positively influencing the organisation and development of children’s theatrical activity, their socialisation, include close ties of school and societas, closeness of children to nature, development of interaction of children with parents, with fellow villagers, rural spiritual and moral environment, development of integrative connections. It is noted that theatrical activity in a number of rural schools is a system-forming one, i.e. it unites the activities of all actors, it contributes to the integration of general education and additional education of rural schoolchildren. Peculiarities of the content, forms, methods and technologies that can be used when organising theatrical activity of rural schoolchildren are considered.