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 typically: 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 education. 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. Results 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. Conclusions 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 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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