Better School Management by joj13098


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									Technical School Management Training                             for better school performance

Problem                                                          Objective
Good management of a technical school has a direct               To improve the performance of school management
positive correlation with the quality of the school.             towards responding timely to the changing needs of
Many studies have proved that effective leaders create           customers, and create a climate where quality is a
effective schools. A time utilisation study of technical         permanent concern of everybody.
school leaders conducted by Swisscontact in Nepal,
and Swisscontact s own experiences of supporting                 Approach
and managing technical schools in more than 25
                                                                 Swisscontact approaches in school management and
countries led to the conclusions that school leaders
                                                                 development interventions are categorised by the school
                                                                 leadership model below. The diagram clearly shows that
· are not aware that a good school climate is
                                                                 the role of leadership lies in the domains of development
     conducive to teaching and learning;
                                                                 and management. Each of these two thrusts can further
· neglect instructional leadership - they are too far
                                                                 be broken down into necessary components.
     away from teaching-learning;
                                                                 Swisscontact interventions can target any component on
· do not have a clear and focused mission;                       the diagram, depending on the unique situation at the
· are very much task oriented and neglect people;                school. By first analysing what is and then generating
· are not engaged in staff development activities;               dialog as to what should be, all interventions pair on a
· do not feel accountable for the quality of the                 problem-solving, development approach.
     school or its products;
· have a lack of awareness of problems;                          Benefits
· have no training standards.
Swisscontact believes that good management means                 Teacher, head masters, directors, and principals feel
to do things right, and that good leadership means to            responsible for their school. Individual and the school
do the right thing. Both, good management and good               performance is substantially improved.
leadership are crucial for better school performance.

                                                School Leadership Model

                                                        School Leadership

                    School Development                                                 School Management

                  Development of Potential                                           Conducting Daily Business

   Financial           Instructional          Administrative        Administrative         Instructional          Financial
  Development          Development            Development           Management             Management            Management

                 Organizational Development                                          Organizational Processes

                      Future Products                                                    Existing Products

                               Evaluation (summative & formative), Monitoring, Quality Management
Example: Indonesia

From 1982 until 1992, Swisscontact implemented, on behalf of the Swiss Agency for Development and
Cooperation, the Project Vocational Education Development Center (VEDC), Malang, Indonesia. In 1990, a new
sub-project was added, the School Integrated Development Project . Eight Swisscontact expatriates were engaged
in supporting 38 technical state schools (STMs) in more than 12 different provinces. The goal was to enable STM
schools to produce graduates that were gainfully employed or self-employed. It was Swisscontact who first
contemplated nine characteristics of a good technical school in Indonesia. The profile of the good technical
school was defined in the bilateral agreement 1993-1997 between the Governments of Indonesia and Switzerland as
described below. From 1997 until 2000 the project support focused on mainstreaming gender and environmental
   1.     The technical school owns all the intact basic equipment (machines, tools, apparatus, buildings) that is
          necessary to conduct classes according to the curriculum;
   2.     Part of practical training is conducted in collaboration with local industry;
   3.     Practical training produces goods that can be sold; proceeds from such sales cover some arising costs of
          practical training;
   4.     Theoretical and practical training are of high quality with regard to method and content;
   5.     Lessons, equipment and infrastructure are utilised effectively and efficiently;
   6.     The school is not only managed, but also led by its principal; department heads, teachers and students are
          given some leeway, enabling them to take initiative and work creatively;
   7.     Teachers and students consider the school climate supportive to the learning-teaching process;
   8.     The school possesses guiding principles that are practised and implemented in daily life by school
          management, teaching staff and students alike;
   9.     Principal and teachers feel responsible for the quality of their school; they take the initiative in permanently
          developing and improving the school;
Consequently, the centralised school management training and the on-the-spot coaching of school management was
geared towards improving the above mentioned nine characteristics of a good technical school, applying
Swisscontacts School Leadership Model. It was very important to realise that the project aimed at bringing about
change. But changes are subject to unknowns and risks. Hence, Swisscontact considered that:
   1.     A balance between change (school development) and not change (school management) had to be found for
          each school;
   2.     Only a participatory process could lead to a technical school as a creative organisation, therefore;
   3.     Each school had to develop its own strategic development plan.

The following main results were achieved:
· Swisscontact supported 38 public technical schools in Indonesia over five to seven years;
· Swisscontact trained the school management in modern management and leadership and coached them in
    developing school development plans over several years;
· Swisscontact supported the implementation of the development plan through training and coaching on-the-
    spot. Additionally, limited financial resources were made available to the schools;
· Swisscontact supported the collaboration with the world of work resulting in hundreds of revised curricula and
    thousands of students who received some on-the-job training in the industry;
· Finally, a much higher number of STM graduates fulfilled the requirement of the world of work after the
    project completion.

Technical Education and Vocational Training must be driven by more effective management and leadership.
Swisscontact has the experience and expertise necessary to design and implement school management and
leadership training for better school performance.

Swisscontact is a private non-profit foundation for development co-operation. As an independent organisation, it
promotes sustainable development in various southern and eastern countries in the fields of vocational training,
crafts and industry promotion and urban ecology. Swisscontact is committed to gender balanced development and
environmental protection.

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