School management in Croatia


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School management in Croatia

  1. 1. SWOT A nalysis of S chool M anagement Mijo Mirković S chool of E conomics, T rade and A dministration
  2. 2. Headmaster ’ s role – a brief intersection <ul><li>Organizational and pedagogical tasks </li></ul><ul><li>staffing, coordinating the work of teachers, professional staff, shift leaders and other school employees, participation in the Parent and Student C ouncil meetings </li></ul><ul><li>analysis and monitoring of student success </li></ul><ul><li>presenting educational program me s to the public </li></ul><ul><li>preparation and conducting of the Teachers ’ Council meetings, the Commission for the state graduation meetings, participation in the School Board meetings </li></ul>
  3. 3. Financing and participation in cultural and public school activities <ul><li>pl anning, coordination and implementation of the financial plan </li></ul><ul><li>e quipping schools (technical literature, magazines, teaching aids, personal computers etc.) </li></ul><ul><li>public procurement (collecting and analyzing offers concerning transportation of disabled children )-funded by Ministry of Education and S port s </li></ul><ul><li>repairs and maintenance of the building (planning funds) , employees professional development </li></ul><ul><li>p reparing and organizing competitions at the school, county and state level ; o rganizing seminars and conferences which the school is the host for (professional inter-county council in the education sector of economy, trade and business administration) </li></ul><ul><li>l eadership and participation in projects (Comenius multilateral school partnerships, IPA-ECHO in collaboration with the High School of Economics Varaždin, ”The world in a palm of hand &quot;- with International student organisation AIESEC, South East Mediterranean environmental project etc. </li></ul><ul><li>o rganizing lectures and public discussions </li></ul><ul><li>c onstant cooperation with Town and County Tourist Board and with Regional Development Agency “Porin” , h umanitarian actions in school and beyond </li></ul>
  4. 4. STRENGTHS <ul><li>1.Program m es 2.Human resources 3.Cooperation with local community and Government bodies 4.Educating students with special needs 5.Growing interest for enrollment 6.Cooperation with parents </li></ul>
  5. 5. Programmes and H uman R esource s <ul><li>Preferences : a) students can work after the graduation exam or </li></ul><ul><li>b) continue their education at colleges (high turnout of </li></ul><ul><li>students for the state graduation) </li></ul><ul><li>foreign languages (English and German) and ICT skills enable application to different colleges </li></ul><ul><li>constant monitoring and analysis of student success through Classroom sessions and the Teachers ’ Council Meetings </li></ul><ul><li>Teaching staff : program me improvement projects and competent teachers - (about one third of all teachers) represent an intellectual capital , those teachers have a motif for positive changes and team oriented work, they are focused on better achievements and results , </li></ul><ul><li>the primary goal is to become more recognizable in the local community and at the state level </li></ul>
  6. 6. Cooperation with l ocal community and Government b odies <ul><li>cooperation with the Department for Education and Sports on County level, Ministry of Education and Sport s , Agency for Education and Agency for Vocational Education on all matters related to: training, staffing, funding, planning and implementation of projects , as well as other issues concerning School </li></ul><ul><li>l ocal community suggests its representatives to the governing bodies of school (4 members in the School Board) and thus directly participate in decision-making on all important issues </li></ul><ul><li>c ooperation with the Department of Employment ( e specia l ly related to adult education and program me adjustments a c cording to labo u r market needs) </li></ul><ul><li>Regional Development Agency “Porin” support s Entrepreneurship Education </li></ul><ul><li>the school has its representative in the Sector Council at the Agency for Vocational Education (changes in program me s and enrollment policy) </li></ul>
  7. 7. Educating students with special needs <ul><li>s tudent s may enrol l in Administrat ive Official Program me since 1996/ 19 97 and in Assistant Administrator Program me since 2006/ 20 07 </li></ul><ul><li>s chool has an architectural adaptation for those students (elevator, entrance, transport), medical care, physical therapists and special education teachers </li></ul><ul><li>w e are the only secondary school with over 30 students with special needs </li></ul><ul><li>joint teaching and project work is organized with students from other classes to encourage individuality and creative potential for each student </li></ul>
  8. 8. The r ole of parents in s chool life <ul><li>regular Teacher-Parent Meetings and School Sessions enable parents to be well informed on all relevant issues </li></ul><ul><li>a p arent representative of the School Council is elected each year to the School Board and directly involved in management and decision making </li></ul>
  9. 9. W EAKNESSES <ul><li>c entralised school system - prescribed c urriculum </li></ul><ul><li>financing (reduce d inflow of funding for building maintenance, project funding by County, reduced self-financing from grants) </li></ul><ul><li>teaching staff </li></ul><ul><li>c lass o rgani z ation </li></ul>
  10. 10. School System and F inancing <ul><li>School system: </li></ul><ul><li>strictly prescribed curriculum (number of hours) and program me (content) per subject </li></ul><ul><li>professional development of teachers of the same area or profession is organized by the Agency for Education and Vocational Education Agency </li></ul><ul><li>inadequate exchange of information and teaching material among teachers in different counties/schools </li></ul><ul><li>F inancing : </li></ul><ul><li>from state budget (payments) and local authorities (building maintenance etc.), other resources depend on the headmaster (project involvement and donations-grants) </li></ul><ul><li>limited resources and funds have direct impact on acquisition of new equipment and teaching aids </li></ul><ul><li>donations from individual and/or small companies partially cover costs related to certain activities like: issuing the school magazine, anniversaries, seminars etc. </li></ul>
  11. 11. Teaching staff-what is missing? <ul><li>This refers to a group of teachers: </li></ul><ul><li>lack of pedagogical and psychological education which affect s teaching, therefore has direct influence on class absence </li></ul><ul><li>lack of interpersonal skills (unadjusted to changes) </li></ul><ul><li>fear of new teaching methods </li></ul><ul><li>computer illiteracy - some teachers don’t know how to use a PC or don’t want to </li></ul><ul><li>unconcern (there is no legal obligation to monitor educational legislation, there is no personal responsibility ) </li></ul><ul><li>lack of modern business ideas and enthusiasm </li></ul>
  12. 12. Classes in shifts <ul><li>due to a large number of students and teachers (854 students + 74 teachers), classes are organized in two shifts: the first from 8 . 00 to 13 . 15 and the second from 13 . 15 to 19 . 20 </li></ul><ul><li>t he building dates from 1858, adjusted for education after the World War I </li></ul><ul><li>almost all the classrooms and cabinets are occupied in both shifts, so there isn’t too much space for creative work (extracurricular activities, work on projects etc.) </li></ul>
  13. 13. OPPORTUNITIES <ul><li>introduction of new curricula and program me s </li></ul><ul><li>knowledge and technology transfer - modernization of the educational system and its adaptation to the EU </li></ul><ul><li>use of pre-access ion funds (IPA) equipping schools </li></ul><ul><li>involving the wider community in creating a business school policy </li></ul><ul><li>strengthening the recognition and identity of School </li></ul>
  14. 14. Creating a new vocational curriculum and the introduction of new occupations <ul><li>working together with the Croatian Employment Service, Ministry of E ducation and S port s and the Agency for Vocational Education to modernize and adapt program me s to labour market needs </li></ul><ul><li>facilitate transfer of technology and know ledge - align our education system and qualifications framework to those in the EU countries </li></ul><ul><li>p rovide a better vertical mobility and employability of young people in the country and beyond </li></ul>
  15. 15. Working on projects, use of the Pre- Access ion Assistance funds (IPA) and equipping schools <ul><li>motivate more teachers to turn in project work </li></ul><ul><li>u se available resources of the Agency for Mobility and the EU program me s and plan new projects under the Comenius, Leonardo da Vinci </li></ul><ul><li>get involved in the development of the IPA projects, e specially component IV- Human resource development and thus part of the funds spent on furnishing and equipping school </li></ul>
  16. 16. Enhancing school identity <ul><li>regular informing of the public about the activities (updating the school website, publishing an article in the press, a d dress to local TV stations) </li></ul><ul><li>strengthening the role of the county S chool B oard members in decision making and creating business school policy </li></ul><ul><li>develop new projects, increase interest in student enrollment </li></ul>
  17. 17. THREATS <ul><li>unfavourable business environment (possible lack of enrollment quotas or termination of certain program me s due to poor employability) </li></ul><ul><li>the consequence – a part of employees becomes redundant </li></ul><ul><li>administrative barriers, lack of entrepreneurial spirit by some teachers and lower-financing obstacles </li></ul><ul><li>lack of specific knowledge and insufficiently trained staff can significantly reduce the interest in school / program me s and lead to poor educational results </li></ul><ul><li>compensation system and lack of motivation may cause drain of professional and highly motivated staff in other professions/areas </li></ul>