This document discusses the major functions of school administration and supervision. It outlines 9 key functions: 1) Planning 2) Organizing 3) Directing 4) Coordinating 5) Supervising 6) Evaluating 7) Providing Leadership 8) Recording and Reporting 9) Promoting Close School-Community Relationships. It also discusses the meaning and aims of supervision, defining it as improving instruction by working with teachers to improve the teaching and learning situation and conditions that affect them. The functions of supervision include inspection, research, curriculum development and in-service training for teachers.
The document discusses financing education in three key areas:
1) Prioritizing education is important as it empowers individuals and contributes to a country's development. The Philippines government allocates the highest budget to education and guarantees the right to education in its constitution.
2) Sources of education financing include public funds (80% of funding), private sources (20% of funding), and international sources (2% of funding). Households provide the largest share of private financing.
3) The increasing cost of education is due to factors like expanding campuses to meet demand, budget cuts leading to tuition hikes, and universities competing to attract students and faculty through investments that drive costs up further.
There are several types of supervision styles described in the document:
- Direct supervision involves a supervisor being present at all times to oversee work and provide feedback. Indirect supervision involves authority over employees not directly supervised.
- Autocratic supervision involves absolute control by the supervisor and obedience from subordinates. Democratic supervision involves mutual consent and discussion between supervisor and subordinates in decision making. Laissez-faire supervision provides maximum freedom and little interference for subordinates.
- Each supervision style has benefits and drawbacks depending on the situation. Democratic supervision works well for experienced teams, allowing them to share views. Autocratic supervision can be effective for urgent or dangerous tasks requiring structure. Laissez-faire supervision is suitable when subordinates are highly skilled
Curriculum materials are the physical resources used to support curriculum content, including textbooks, workbooks, manipulatives, charts and posters. They are the conventional resources used to present curriculum content and allow for interaction with the material. Curriculum materials provide the tools for teaching curriculum in both traditional classroom settings and home-based education.
Educ. 307 (Demands and Supply of Education-Phil.)Divine Dizon
The document discusses the demand drivers of the education sector in the Philippines and strategies to address skills gaps, noting that while the country has a long history of basic education, the quality of university graduates and links between education and industry need improvement. It recommends maintaining education coverage and quality, increasing relevant research, and focusing higher education on skills for innovation to better meet labor market needs.
This document discusses three foundations of educational planning: sociological, demographic, and economic. The sociological section explains how education is interconnected with social factors. The demographic section outlines how population size, growth, age composition, and distribution impact educational needs. The economic section describes how a country's economic strength influences the type and content of education, and how wealth distribution relates to individual and national development.
This document outlines an in-service training for teachers on unpacking K-12 standards and competencies. It discusses designing curriculum based on desired learning outcomes and assessments, and facilitating learning through activities. Teachers are encouraged to develop 21st century skills in students and evaluate if the curriculum prepares them for life and work. Standards provide broad goals while competencies specify knowledge and skills. Formative and summative assessments measure acquisition, meaning-making, and transfer of learning. The training covers backward design, classifying learning goals, and using a matrix to align assessments and activities to competencies.
School administration involves planning, organizing, directing, and controlling resources to manage educational institutions. The key functions of administration include planning programs and activities, formulating policies, coordinating activities, providing leadership, and evaluating personnel and programs. The scope of administration encompasses managing personnel, finances, facilities, curriculum, student guidance and discipline, community relations, non-formal education, and evaluating administrative results. Effective administration and supervision should be democratic, cooperative, scientific, based on educational philosophy, creative, evaluated based on results, preventive and constructive, focused on student development, and flexible.
This document discusses the major functions of school administration and supervision. It outlines 9 key functions: 1) Planning 2) Organizing 3) Directing 4) Coordinating 5) Supervising 6) Evaluating 7) Providing Leadership 8) Recording and Reporting 9) Promoting Close School-Community Relationships. It also discusses the meaning and aims of supervision, defining it as improving instruction by working with teachers to improve the teaching and learning situation and conditions that affect them. The functions of supervision include inspection, research, curriculum development and in-service training for teachers.
The document discusses financing education in three key areas:
1) Prioritizing education is important as it empowers individuals and contributes to a country's development. The Philippines government allocates the highest budget to education and guarantees the right to education in its constitution.
2) Sources of education financing include public funds (80% of funding), private sources (20% of funding), and international sources (2% of funding). Households provide the largest share of private financing.
3) The increasing cost of education is due to factors like expanding campuses to meet demand, budget cuts leading to tuition hikes, and universities competing to attract students and faculty through investments that drive costs up further.
There are several types of supervision styles described in the document:
- Direct supervision involves a supervisor being present at all times to oversee work and provide feedback. Indirect supervision involves authority over employees not directly supervised.
- Autocratic supervision involves absolute control by the supervisor and obedience from subordinates. Democratic supervision involves mutual consent and discussion between supervisor and subordinates in decision making. Laissez-faire supervision provides maximum freedom and little interference for subordinates.
- Each supervision style has benefits and drawbacks depending on the situation. Democratic supervision works well for experienced teams, allowing them to share views. Autocratic supervision can be effective for urgent or dangerous tasks requiring structure. Laissez-faire supervision is suitable when subordinates are highly skilled
Curriculum materials are the physical resources used to support curriculum content, including textbooks, workbooks, manipulatives, charts and posters. They are the conventional resources used to present curriculum content and allow for interaction with the material. Curriculum materials provide the tools for teaching curriculum in both traditional classroom settings and home-based education.
Educ. 307 (Demands and Supply of Education-Phil.)Divine Dizon
The document discusses the demand drivers of the education sector in the Philippines and strategies to address skills gaps, noting that while the country has a long history of basic education, the quality of university graduates and links between education and industry need improvement. It recommends maintaining education coverage and quality, increasing relevant research, and focusing higher education on skills for innovation to better meet labor market needs.
This document discusses three foundations of educational planning: sociological, demographic, and economic. The sociological section explains how education is interconnected with social factors. The demographic section outlines how population size, growth, age composition, and distribution impact educational needs. The economic section describes how a country's economic strength influences the type and content of education, and how wealth distribution relates to individual and national development.
This document outlines an in-service training for teachers on unpacking K-12 standards and competencies. It discusses designing curriculum based on desired learning outcomes and assessments, and facilitating learning through activities. Teachers are encouraged to develop 21st century skills in students and evaluate if the curriculum prepares them for life and work. Standards provide broad goals while competencies specify knowledge and skills. Formative and summative assessments measure acquisition, meaning-making, and transfer of learning. The training covers backward design, classifying learning goals, and using a matrix to align assessments and activities to competencies.
School administration involves planning, organizing, directing, and controlling resources to manage educational institutions. The key functions of administration include planning programs and activities, formulating policies, coordinating activities, providing leadership, and evaluating personnel and programs. The scope of administration encompasses managing personnel, finances, facilities, curriculum, student guidance and discipline, community relations, non-formal education, and evaluating administrative results. Effective administration and supervision should be democratic, cooperative, scientific, based on educational philosophy, creative, evaluated based on results, preventive and constructive, focused on student development, and flexible.
Comparative Educational System
The tool for the integration of the individual effectively into a society so that the individual can achieve self- realization, develop national consciousness, promote unity and strive for social, economic, political, scientific cultural and technological process.
This document discusses sources of funding for education in the Philippines. It outlines how educational institutions are initially funded through start-up capital from owners. It also explains how businesses and industries support education to develop a skilled workforce and improve economic outcomes. Sources of loans for education are identified as the Social Security System, World Bank, Asian Development Bank and private banks. Private philanthropy, civic organizations, and alumni support are additionally cited as contributors to financing education.
Educational Leadership - The Importance of Leadership and Management to Educa...polchan
Educational Leadership - The Importance of Leadership and Management to Education
-Education defined
-Management defined
-Educational Management
-Leadership defined
-Educational leadership
-Educational management v. Educational Leadership + The Paradox
Educational Administration and ManagementNafisa Khan
The document discusses various theories of educational administration including classical, neo-classical, and critical theories. It describes key aspects of each theory such as scientific management principles, administrative management functions, and the focus on social values and ideologies in critical theory. Several theorists are discussed who contributed to different approaches, including Fayol, Gulick, Weber, Mayo, Maslow, and McGregor. The theories provide tools to help educational leaders with tasks like motivation, decision-making, policy implementation, and building effective relationships within the school system.
This document discusses educational leadership and the role of teachers as leaders. It defines educational leadership and explores different leadership styles used in education, including hierarchical, transformational, and facilitative styles. It examines the role of the school leader and discusses developing effective school leaders. It also outlines 10 roles that teachers can take on as leaders, such as being a resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, and mentor. The goal is to provide insight into educational leadership styles and the opportunity for teachers to take on leadership roles in school change management.
Total quality management (TQM) faces challenges in education due to: 1) rejection of industrial models and emphasis on individual students, 2) tradition of individual rather than collective responsibility for quality, and 3) belief that performance is determined by inputs rather than processes. TQM implementation in schools requires: 1) defining customers and empowering students, 2) conducting customer surveys to identify quality issues, and 3) setting ambitious goals to improve beyond traditional standards. Key procedures, classroom processes, and ongoing instructor evaluation are also important to apply TQM principles to education effectively.
The Influence of Pedagogic Supervision on School Effectiveness in Public Prim...ijtsrd
The focus of this paper was to examine the influence of pedagogic supervision on school effectiveness in public nursery and primary schools in Fako division, South West Region of Cameroon. The survey research design was adopted for the study. Data was collected from 406 teachers and 62 head teachers from both nursery and primary schools and the number of accessible nursery and primary schools were twenty three. Questionnaire and semi structured interview guide were the instruments used for the study. The instruments consisted of both close and open ended questions. For the reliability statistics, the internal consistency of the head teachers' responses ranged from 0.782 to 0.893. The overall reliability coefficient was 0.989 which was above the recommended threshold of 0.7, while the internal consistency of the teachers' responses ranged from 0.734 to 0.876. Findings showed that while some inspectors could not rate the effectiveness of their schools, others said the effectiveness of their schools were above 12 , 50 and 80 respectively. Findings Comparing teachers' opinion on the carrying out of pedagogic supervision by head teachers showed that head teachers do not significantly differ in their opinion on the practice of pedagogic supervision in school P 0.05 . Furthermore, head teachers teaching in the nursery school, 77.8 and 96.2 of those teaching in primary schools disagreed that their head teachers are carrying out pedagogic supervision. On the same note, as findings showed that pedagogic supervision has a positive and significant effect on the effectiveness of public nursery and primary schools. From the findings, recommendations were made. Lingondo Joseph Mwambo "The Influence of Pedagogic Supervision on School Effectiveness in Public Primary Schools in Fako Division, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31085.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31085/the-influence-of-pedagogic-supervision-on-school-effectiveness-in-public-primary-schools-in-fako-division-south-west-region-of-cameroon/lingondo-joseph-mwambo
This document provides an overview of funding sources for Iowa K-12 public schools. It discusses major funding sources like the general fund, physical plant and equipment levy (PPEL), and debt service. The general fund is the most important and relies on student counts, a cost per student set by the state, and funding from property taxes and state aid. Spending authority, set by the state, limits how much districts can spend from the general fund. Other funds have more flexible spending but cannot be used to offset general fund shortfalls. The document outlines restrictions on uses of funds and approval processes for things like voter-approved levies and bond issues. Financial health focuses on general fund spending authority and the district's ability
In the past resource management, a key issue has been how to improve the internal school process to add value through school effectiveness. The answer: a new trend in school management
-knowledge base with empowerment,
to maximize its resources for
operation and continuous development
in management, teaching & learning,
within the new changing 21st century
that adds value
Course Outline
1. Definition & Introduction
Strategic Management
Strategic Educational Management and
Effective Educational Leadership
Basic competences of Educational Mgmt.
2.Sustainable improvement as a key aim of:
Educational Management
Educational Practice
Managing School Resources
Effective Teaching Principals
3. Strategic Management in Education
8 Characterizing features
3 key components 1.Systemic Strategic Thinking, 2. Organizational
Learning and 3. Pedagogical leadership
4. Implications for improving educational practice
5. Conclusion
Strategic Management provides overall direction to the organization and involves; specifying the organization's objectives, developing policies and plans designed to achieve
these objectives, and then allocating resources to implement the plans.
Strategic Management involves the formulation and implementation of the major goals and initiatives taken by top management on behalf of owners, …based on consideration of resources and an assessment of the internal and external environments in which the organization competes.
Results based performance management system (rpms) for dep eddionesioable
The document provides an overview of the Results-based Performance Management System (RPMS) used by the Department of Education (DepEd) in the Philippines. The RPMS framework aligns employee efforts to achieve DepEd's strategic goals and vision. It is a 4-phase system that includes: 1) performance planning and commitment; 2) performance monitoring and coaching; 3) performance review and evaluation; and 4) performance rewarding and development planning. The RPMS focuses not just on results but how they are achieved through competencies. It provides a systematic approach for continuous work improvement and individual growth.
This document discusses accountability in schools. It defines accountability and distinguishes between procedural and consequential accountability. It outlines 5 sources of accountability: bureaucratic, legal, professional, political, and market-based. It poses the basic accountability questions of who is responsible, for what, and to whom. It addresses the internal-external dimensions of accountability and the potential for "accountability overload" if demands are excessive. Finally, it argues that accountability in education must emphasize student outcomes and demonstrate growth over time.
This document discusses various theories of educational management and leadership models. It covers formal management models including bureaucratic, rational, hierarchical and systems models. It also discusses collegial and political models of management. For leadership models, it describes managerial, participative, transformational, interpersonal and transactional leadership. It provides details on the key features and concepts for each of these theories and models.
Objectives:
After The Successful Completion Of This Course The Students Would Be Able To:
Understand And Differentiate The Terms Administration, Supervision, Organization And Management.
Apply Different Tools And Techniques Of Administering And Supervising
Understand And Perform Various Functions Of Management
Review And Evaluate The Specific Organizational Conditions
Characterize And Exercise Effective Leadership Traits And Behaviors
Perform Effectively And Efficiently As A Head Teacher Or Headmaster/ Headmistress
Understand And Analyze The Behavior Of Employees In The Light Of Various Theoretical Perspectives Of Education Administration
Manage The Human And Material Resources Of An Organization Efficiently & Effectively
Unit1: introduction to educational management
Definition and Concept of management
Educational management
Scope of educational management
Unit 2: Process of Educational Management
Planning
Organizing
Leading
Communicating
Controlling
Budgeting
Unit 3: Educational Administration
Nature and definition
Principles of educational administration
Features of an effective administration
Unit 4: Educational Supervision
Concept and definition of educational supervision
Need, importance and aims of supervision
Types of supervision
Techniques of supervision
Factors affecting educational supervision
Unit 5: Decision Making
Meaning& importance
The decision making process
Types of decisions and decision-making problems
Programmed and non-programmed decisions; group and individual decisions
Unit 6: School Discipline
Definition, purpose and types of school discipline
Three stages of discipline
Factors affecting school discipline
Unit 7: Rules and Regulations
Rules regarding appointment, leaves, pay and allowances.
Efficiency & Discipline rules
Terms of reference of various personals in the school
Code of ethics
Unit 8: Key Issues in Educational Management
Pre-service and in-service training
Punishment and reward system
Management of school library
Efficiency and effectiveness
Productivity vs human relations
Training vs development
Unit 9: Records in Educational Institutions
Attendance register
Leave register
Stock register
Cash register (fee, different kind of funds)
Personal files of teachers and other staff
Other academic record (students result, staff meetings etc.)
Recommended Books:
Bell, L. and Bush, T. (2002). The principals and practices of educational management. London: Paul Chapman Publishing.
Griffin, R..W. (1997). Management. New Delhi: AITBS Publishers.
Hoy, W. K., & Miskel, C.G. (1998). Educational administration: Theory, research and practice. New York: McGraw-HILL.
Robbins, S. P. (1997). The administrative process. Sandiego: SanDiego State University.
Sidhu, S.K. (2001). School organization and administration. New Delhi: Sterling Publishers
Chapter 1 - Supervisions for successful schoolmarfyza
The document summarizes Carl Glickman's framework for instructional supervision. It outlines three types of schools: conventional (dependent and hierarchical), congenial (friendly but isolated), and collegial (focused on improving teaching and learning). Successful schools create "SuperVision" through instructional leadership focused on developing a shared mission and engaging teachers in decision-making. Effective supervision requires knowledge, interpersonal skills, and technical expertise to support teachers through tasks like professional development, curriculum planning, and action research. The goal is shifting from conventional control of teachers to a collaborative, growth-oriented approach focused on student achievement in a democratic society.
The document discusses competencies needed for teachers and trainers. It identifies seven categories of competencies: special professional, general educational, didactic and psycho-didactic, diagnostic and interventional, social/psychosocial/communicative, managerial/normative, and professional/personality cultivating. It also discusses key elements of teacher training models, including responding to societal changes and learner needs. International collaboration is presented as important for teacher training, such as joint research, student/staff mobility, and double degree programs.
Education is a systematic process through which a child or an adult acquires knowledge, experience, skill and sound attitude. It makes an individual civilized, refined, cultured and educated.
This document provides an overview of educational management. It discusses key concepts like the functions of management which include planning, organizing, staffing, directing, and controlling. It also outlines principles of management, different types of management organizations, and functions of directing, supervision, leadership, communication, and motivation. The document also discusses concepts like controlling, personnel management, material management, inventory control, record management, and financial control.
Financing the educational system by regina brillantesREDJBRILLANTES
The document discusses the proposed 2019 budget for education in the Philippines, which allocates the highest funding to the education sector but reduces some program budgets like Tulong Dunong scholarships and the school building fund, in order to redirect funds to the implementation of free tuition programs. Concerns were raised about cuts to financial aid and infrastructure, but the budget aims to make education more accessible while ensuring efficient spending of resources.
The document summarizes the DepEd 2021 budget and the shift to the Basic Education-Learning Continuity Plan in response to COVID-19. It provides an overview of the DepEd 2021 budget amounts by expense class and region. It also discusses key expenditure priorities such as the Basic Education-Learning Continuity Plan, the Senior High School Voucher Program, and the rollout of the Budget and Treasury Management System. The document emphasizes that despite challenges due to the pandemic, DepEd will continue delivering quality basic education for Filipino learners.
Comparative Educational System
The tool for the integration of the individual effectively into a society so that the individual can achieve self- realization, develop national consciousness, promote unity and strive for social, economic, political, scientific cultural and technological process.
This document discusses sources of funding for education in the Philippines. It outlines how educational institutions are initially funded through start-up capital from owners. It also explains how businesses and industries support education to develop a skilled workforce and improve economic outcomes. Sources of loans for education are identified as the Social Security System, World Bank, Asian Development Bank and private banks. Private philanthropy, civic organizations, and alumni support are additionally cited as contributors to financing education.
Educational Leadership - The Importance of Leadership and Management to Educa...polchan
Educational Leadership - The Importance of Leadership and Management to Education
-Education defined
-Management defined
-Educational Management
-Leadership defined
-Educational leadership
-Educational management v. Educational Leadership + The Paradox
Educational Administration and ManagementNafisa Khan
The document discusses various theories of educational administration including classical, neo-classical, and critical theories. It describes key aspects of each theory such as scientific management principles, administrative management functions, and the focus on social values and ideologies in critical theory. Several theorists are discussed who contributed to different approaches, including Fayol, Gulick, Weber, Mayo, Maslow, and McGregor. The theories provide tools to help educational leaders with tasks like motivation, decision-making, policy implementation, and building effective relationships within the school system.
This document discusses educational leadership and the role of teachers as leaders. It defines educational leadership and explores different leadership styles used in education, including hierarchical, transformational, and facilitative styles. It examines the role of the school leader and discusses developing effective school leaders. It also outlines 10 roles that teachers can take on as leaders, such as being a resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, and mentor. The goal is to provide insight into educational leadership styles and the opportunity for teachers to take on leadership roles in school change management.
Total quality management (TQM) faces challenges in education due to: 1) rejection of industrial models and emphasis on individual students, 2) tradition of individual rather than collective responsibility for quality, and 3) belief that performance is determined by inputs rather than processes. TQM implementation in schools requires: 1) defining customers and empowering students, 2) conducting customer surveys to identify quality issues, and 3) setting ambitious goals to improve beyond traditional standards. Key procedures, classroom processes, and ongoing instructor evaluation are also important to apply TQM principles to education effectively.
The Influence of Pedagogic Supervision on School Effectiveness in Public Prim...ijtsrd
The focus of this paper was to examine the influence of pedagogic supervision on school effectiveness in public nursery and primary schools in Fako division, South West Region of Cameroon. The survey research design was adopted for the study. Data was collected from 406 teachers and 62 head teachers from both nursery and primary schools and the number of accessible nursery and primary schools were twenty three. Questionnaire and semi structured interview guide were the instruments used for the study. The instruments consisted of both close and open ended questions. For the reliability statistics, the internal consistency of the head teachers' responses ranged from 0.782 to 0.893. The overall reliability coefficient was 0.989 which was above the recommended threshold of 0.7, while the internal consistency of the teachers' responses ranged from 0.734 to 0.876. Findings showed that while some inspectors could not rate the effectiveness of their schools, others said the effectiveness of their schools were above 12 , 50 and 80 respectively. Findings Comparing teachers' opinion on the carrying out of pedagogic supervision by head teachers showed that head teachers do not significantly differ in their opinion on the practice of pedagogic supervision in school P 0.05 . Furthermore, head teachers teaching in the nursery school, 77.8 and 96.2 of those teaching in primary schools disagreed that their head teachers are carrying out pedagogic supervision. On the same note, as findings showed that pedagogic supervision has a positive and significant effect on the effectiveness of public nursery and primary schools. From the findings, recommendations were made. Lingondo Joseph Mwambo "The Influence of Pedagogic Supervision on School Effectiveness in Public Primary Schools in Fako Division, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31085.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31085/the-influence-of-pedagogic-supervision-on-school-effectiveness-in-public-primary-schools-in-fako-division-south-west-region-of-cameroon/lingondo-joseph-mwambo
This document provides an overview of funding sources for Iowa K-12 public schools. It discusses major funding sources like the general fund, physical plant and equipment levy (PPEL), and debt service. The general fund is the most important and relies on student counts, a cost per student set by the state, and funding from property taxes and state aid. Spending authority, set by the state, limits how much districts can spend from the general fund. Other funds have more flexible spending but cannot be used to offset general fund shortfalls. The document outlines restrictions on uses of funds and approval processes for things like voter-approved levies and bond issues. Financial health focuses on general fund spending authority and the district's ability
In the past resource management, a key issue has been how to improve the internal school process to add value through school effectiveness. The answer: a new trend in school management
-knowledge base with empowerment,
to maximize its resources for
operation and continuous development
in management, teaching & learning,
within the new changing 21st century
that adds value
Course Outline
1. Definition & Introduction
Strategic Management
Strategic Educational Management and
Effective Educational Leadership
Basic competences of Educational Mgmt.
2.Sustainable improvement as a key aim of:
Educational Management
Educational Practice
Managing School Resources
Effective Teaching Principals
3. Strategic Management in Education
8 Characterizing features
3 key components 1.Systemic Strategic Thinking, 2. Organizational
Learning and 3. Pedagogical leadership
4. Implications for improving educational practice
5. Conclusion
Strategic Management provides overall direction to the organization and involves; specifying the organization's objectives, developing policies and plans designed to achieve
these objectives, and then allocating resources to implement the plans.
Strategic Management involves the formulation and implementation of the major goals and initiatives taken by top management on behalf of owners, …based on consideration of resources and an assessment of the internal and external environments in which the organization competes.
Results based performance management system (rpms) for dep eddionesioable
The document provides an overview of the Results-based Performance Management System (RPMS) used by the Department of Education (DepEd) in the Philippines. The RPMS framework aligns employee efforts to achieve DepEd's strategic goals and vision. It is a 4-phase system that includes: 1) performance planning and commitment; 2) performance monitoring and coaching; 3) performance review and evaluation; and 4) performance rewarding and development planning. The RPMS focuses not just on results but how they are achieved through competencies. It provides a systematic approach for continuous work improvement and individual growth.
This document discusses accountability in schools. It defines accountability and distinguishes between procedural and consequential accountability. It outlines 5 sources of accountability: bureaucratic, legal, professional, political, and market-based. It poses the basic accountability questions of who is responsible, for what, and to whom. It addresses the internal-external dimensions of accountability and the potential for "accountability overload" if demands are excessive. Finally, it argues that accountability in education must emphasize student outcomes and demonstrate growth over time.
This document discusses various theories of educational management and leadership models. It covers formal management models including bureaucratic, rational, hierarchical and systems models. It also discusses collegial and political models of management. For leadership models, it describes managerial, participative, transformational, interpersonal and transactional leadership. It provides details on the key features and concepts for each of these theories and models.
Objectives:
After The Successful Completion Of This Course The Students Would Be Able To:
Understand And Differentiate The Terms Administration, Supervision, Organization And Management.
Apply Different Tools And Techniques Of Administering And Supervising
Understand And Perform Various Functions Of Management
Review And Evaluate The Specific Organizational Conditions
Characterize And Exercise Effective Leadership Traits And Behaviors
Perform Effectively And Efficiently As A Head Teacher Or Headmaster/ Headmistress
Understand And Analyze The Behavior Of Employees In The Light Of Various Theoretical Perspectives Of Education Administration
Manage The Human And Material Resources Of An Organization Efficiently & Effectively
Unit1: introduction to educational management
Definition and Concept of management
Educational management
Scope of educational management
Unit 2: Process of Educational Management
Planning
Organizing
Leading
Communicating
Controlling
Budgeting
Unit 3: Educational Administration
Nature and definition
Principles of educational administration
Features of an effective administration
Unit 4: Educational Supervision
Concept and definition of educational supervision
Need, importance and aims of supervision
Types of supervision
Techniques of supervision
Factors affecting educational supervision
Unit 5: Decision Making
Meaning& importance
The decision making process
Types of decisions and decision-making problems
Programmed and non-programmed decisions; group and individual decisions
Unit 6: School Discipline
Definition, purpose and types of school discipline
Three stages of discipline
Factors affecting school discipline
Unit 7: Rules and Regulations
Rules regarding appointment, leaves, pay and allowances.
Efficiency & Discipline rules
Terms of reference of various personals in the school
Code of ethics
Unit 8: Key Issues in Educational Management
Pre-service and in-service training
Punishment and reward system
Management of school library
Efficiency and effectiveness
Productivity vs human relations
Training vs development
Unit 9: Records in Educational Institutions
Attendance register
Leave register
Stock register
Cash register (fee, different kind of funds)
Personal files of teachers and other staff
Other academic record (students result, staff meetings etc.)
Recommended Books:
Bell, L. and Bush, T. (2002). The principals and practices of educational management. London: Paul Chapman Publishing.
Griffin, R..W. (1997). Management. New Delhi: AITBS Publishers.
Hoy, W. K., & Miskel, C.G. (1998). Educational administration: Theory, research and practice. New York: McGraw-HILL.
Robbins, S. P. (1997). The administrative process. Sandiego: SanDiego State University.
Sidhu, S.K. (2001). School organization and administration. New Delhi: Sterling Publishers
Chapter 1 - Supervisions for successful schoolmarfyza
The document summarizes Carl Glickman's framework for instructional supervision. It outlines three types of schools: conventional (dependent and hierarchical), congenial (friendly but isolated), and collegial (focused on improving teaching and learning). Successful schools create "SuperVision" through instructional leadership focused on developing a shared mission and engaging teachers in decision-making. Effective supervision requires knowledge, interpersonal skills, and technical expertise to support teachers through tasks like professional development, curriculum planning, and action research. The goal is shifting from conventional control of teachers to a collaborative, growth-oriented approach focused on student achievement in a democratic society.
The document discusses competencies needed for teachers and trainers. It identifies seven categories of competencies: special professional, general educational, didactic and psycho-didactic, diagnostic and interventional, social/psychosocial/communicative, managerial/normative, and professional/personality cultivating. It also discusses key elements of teacher training models, including responding to societal changes and learner needs. International collaboration is presented as important for teacher training, such as joint research, student/staff mobility, and double degree programs.
Education is a systematic process through which a child or an adult acquires knowledge, experience, skill and sound attitude. It makes an individual civilized, refined, cultured and educated.
This document provides an overview of educational management. It discusses key concepts like the functions of management which include planning, organizing, staffing, directing, and controlling. It also outlines principles of management, different types of management organizations, and functions of directing, supervision, leadership, communication, and motivation. The document also discusses concepts like controlling, personnel management, material management, inventory control, record management, and financial control.
Financing the educational system by regina brillantesREDJBRILLANTES
The document discusses the proposed 2019 budget for education in the Philippines, which allocates the highest funding to the education sector but reduces some program budgets like Tulong Dunong scholarships and the school building fund, in order to redirect funds to the implementation of free tuition programs. Concerns were raised about cuts to financial aid and infrastructure, but the budget aims to make education more accessible while ensuring efficient spending of resources.
The document summarizes the DepEd 2021 budget and the shift to the Basic Education-Learning Continuity Plan in response to COVID-19. It provides an overview of the DepEd 2021 budget amounts by expense class and region. It also discusses key expenditure priorities such as the Basic Education-Learning Continuity Plan, the Senior High School Voucher Program, and the rollout of the Budget and Treasury Management System. The document emphasizes that despite challenges due to the pandemic, DepEd will continue delivering quality basic education for Filipino learners.
In this activity, you will 1. visit the websile Budget O1. The. Unit.pdfnijamabdulkarim
In this activity, you will: 1. visit the websile Budget O1. The. United States For Fixcal Yeat
2023 2. read only pages 57.59 of the document, and anwer the following questions 1. please list
three changes for students in the most recent budget 2. bow did these three factors change from
the previous budget 3. In your opinion, please list two points in favor of and two points opposing
the curtent proposal 4. Make sare yoa read the actual pages numbered 57-59 that talk about
Department of Edocation Please respond to the above questions in a Word Document and upload
your respomess to the Module 12 .Assignmeot folder in dhis module. Piease cavefally tead
throoph the. Assignment rubric. Ruboic for Astivity Assignmem
DEPARTMENT OF EDUCATION The Department of Education assists States, school districts,
and institutions of higher education in providing a high-quality education to all students and
addressing the inequitable barriers underserved students face in education. The President's 2023
Budget for the Department of Education makes historic investments in the Nation's future
prosperity: increases aid for highpoverty schools; meets the needs of students with disabilities;
and expands access to higher education. The Budget requests $88.3 billion in discretionary
funding for the Department of Education, a $15.3 billion or 20.9-percent increase from the 2021
enacted level. The President's 2023 Budget: K-12 Education - Makes Historic Investments in
High-Poverty Schools. To advance the goal of providing a high-quality education to every
student, the Budget provides $36.5 billion for Title I, including $20.5 billion in discretionary
funding and $16 billion in mandatory funding, which more than doubles the program's funding
compared to the 2021 enacted level. Title I helps schools provide students in low-income
communities the learning opportunities and support they need to succeed. This substantial new
support for the program, which serves 25 million students in nearly 90 percent of school districts
across the Nation, would be a major step toward fulfilling the President's commitment to address
long-standing funding disparities between under-resourced schools-which disproportionately
serve students of color-and their wealthier counterparts. - Prioritizes the Health and Well-Being
of Students. Disruptions caused by the COVID-19 pandemic continue to take a toll on the
physical and mental health of students, teachers, and school staff. Recognizing the profound
effect of physical and mental health on academic achievement, the Budget includes a $1 billion
investment to increase the number of counselors, nurses, school psychologists, social workers,
and other health professionals in schools. - Increases Support for Children with Disabilities. The
President is committed to ensuring that children and youth with disabilities receive the services
and support they need to thrive in school and graduate ready for college or a career. The Budget
provides an additional.
The Philippine Department of Education will receive over 521 billion PHP in its 2020 budget, the largest portion of the national budget. This funding will support priorities like improving education quality through programs for computerization, teaching positions, and learning materials, as well as improving access through infrastructure, subsidies, and scholarships. The K-12 program and free tuition law were implemented to reform the educational system and promote universal tertiary education access, respectively. However, teacher shortages remain an issue as class sizes in the Philippines far exceed international ratios. The DepEd plans to hire over 10,000 new teachers to significantly reduce class sizes.
The Importance, Definition, Challenges of Financial Management & Legal Issue...GereonDeLaCruzJr
1. Financial management in schools involves planning, budgeting, accounting, analysis, and decision making regarding school funds to achieve educational goals.
2. The main source of school funding in the Philippines comes from the national government budget, though this often falls short of fully meeting educational needs.
3. Challenges of school financial management include efficiently using limited funds, setting budgets to support instructional needs, and implementing strategic plans within budget constraints.
The document discusses international obligations and guidelines regarding financial assistance for education. It notes that under international law, states are obligated to allocate the maximum of available resources to realize the right to education. This includes prioritizing free primary education and guaranteeing access without discrimination. States must also progressively provide free secondary and higher education while continuously improving quality. The document recommends allocating at least 6% of GDP or 20% of national budgets to education. It also provides definitions and examples of financial assistance programs and guidelines on their implementation in the Philippines.
The document discusses support for basic education in the Philippines. It summarizes that (1) a World Bank project provided $200 million to support education reforms from 2006-2012, which led to improved access, participation, and learning outcomes. It also discusses (2) the challenges of failing education systems in the past and how spending increases helped address them. (3) Key results included increased enrollment, participation rates, and test scores through support for policies like school-based management.
week2_SOURCE OF FUNDING_JANICE G. ABAS.pptxJaniceAbas
Fiscal Management. It is a subject dealing on the proper way of managing the school sources of funds and how the school utilizes it the way it should be. You will learn in this presentation the different legal basis on how the school funds are allocated from the Department of Budget and Finance down to different schools. School funds must be spent wisely on things allocated only. This presentation will show you the difference of budget from 2021 until 2022. Also, there are some recommendations and list of references in this presentation. hope this helps.
Alternative sources of financing secondary school education in the rural coun...Alexander Decker
This document summarizes a study on alternative sources of financing secondary education in Kisii County, Kenya. The study found the dominant alternative sources were service-based incomes (20%), commercial activities like school canteens (35%), and agricultural activities like livestock and crop farming (45%). Revenues from these alternative sources helped schools pay salaries, hire more teachers, improve facilities, and motivate students. However, 15% of schools still faced challenges securing funding. The document recommends the Kenyan government formulate policies requiring schools to pursue alternative funding to reduce reliance on unsustainable government funding and train school managers in developing alternative income sources.
The Eleventh Five Year Plan from 2007-2012 placed a high priority on education and skill development. It aimed to expand access to primary and secondary education while improving quality, and to increase enrollment in higher education. Key goals included reducing dropout rates, improving literacy rates, expanding secondary schools and technical education, and establishing more universities, IITs, and other institutions of higher learning. The plan more than doubled the budget for education to 19.29% of total allocation to achieve these objectives.
Nigeria has to stay on track to deliver the fourth Sustainable Development Goal(SDG4) by2030. In that respect, extending compulsory, free and qualitative universal basic education (UBE) to12years is an essential step toward overcoming one of the current weaknesses of UBE in Nigeria. Making UBE compulsory, free and qualitativefor12years will align policy in Nigeria with SDG4and make education work for all children in the country.
Bangladesh allocates a relatively small percentage of its GDP and national budget to education compared to international standards. While the development budget for education has increased in recent years, overall education expenditure declined in FY2016. Domestic revenue generation remains low as a percentage of GDP. Resources generated by the Ministry of Primary and Mass Education and Ministry of Education make up only about 1% of their total budgets. Efficient utilization of allocated resources, including project aid, remains a major challenge.
The document discusses initiatives by the Ministry of Human Resource Development in India to improve school education. It describes the Samagra Shiksha scheme which consolidates existing schemes and aims to improve learning outcomes. Key features of the scheme include expanding access to schools, improving infrastructure, providing grants for libraries, sports equipment, uniforms, and textbooks. The scheme also focuses on bridging social and gender gaps, ensuring inclusive education, and strengthening teacher training institutions. It is implemented through state governments and aims to achieve the UN's Sustainable Development Goals for education.
Policy Brief-Universal Basic Education Finance in Nigeria.pdfYouthHubAfrica
Nigeria has to stay on track to deliver the fourth Sustainable Development Goal
(SDG4) by 2030. In that respect, extending compulsory, free and qualitative universal
basic education (UBE) to 12 years is an essential step toward overcoming one of the
current weaknesses of UBE in Nigeria. Making UBE compulsory, free and qualitative
for 12 years will align policy in Nigeria with SDG4 and make education work for all
children in the country.
The CARES Act provides K-12 Emergency Relief Funds to help public school units respond to the COVID-19 pandemic. It requires that at least 90% of funds be allocated as subawards to eligible schools and reserves up to 10% for the State Board of Education to address emergency needs. Schools can use funds for purposes such as COVID-19 preparedness and response coordination, technology and connectivity for students, mental health services, and summer learning programs. Funds must be used by September 2021 and any unused amounts returned to the federal government.
This document discusses educational financial management in the Philippines. It outlines guiding principles for sound financial systems including integrity, efficiency, educational excellence, funding adequacy and equity, public involvement, transparency, professionalism, and accountability. It also details the DepEd budget allocations for 2022, prioritizing K-12, government assistance for private schools, and additional compensation for personnel. Issues facing the public school system include shortages, lack of budget, need for salary upgrades, and commercialized education. Recommendations include defining the role of school leaders in crises, enlisting their help to reopen schools, and providing training.
The document discusses improving equity and access to higher education in Indonesia. It notes the disparity in participation between income quintiles, with only a small percentage of students from the lowest income quintile attending university due to the high costs. Current government scholarship programs are merit-based and do not adequately target students from lower-income backgrounds who may have lower academic performance for other reasons. The recommendation is to reform scholarships by making them consider both merit and need, and to establish specialized units to manage the process and increase accountability in selecting beneficiaries from lower-income groups.
Discussion on economic aspects of education has acquired great significance in education research during the new millennium earmarked as Knowledge Economy. Education for the Knowledge Economy (EKE) refers to efforts at production of the highly skilled and flexible human capital needed to compete effectively in today’s dynamic global markets. Experiences of last one decade in the IT enabled BPO sector has proved India’s ability to produce and use knowledge as a major factor in economic development and has proved to be critical to India’s comparative advantage. Economists have recognized importance of EKE to develop a workforce that is well-trained and capable of generating knowledge-driven economic growth.
Economics of Education analyzes both what determines or creates education and what impact education has on individuals and the societies and economies in which they live. Historically a great deal of emphasis has been placed on determining outcomes to educational investment and the creation of human capital. The primary mission of the economics of education group is to identify opportunities for improved efficiency, equity, and quality of education and promote effective education reform processes, to enhance knowledge of what drives education outcomes and results; to better understanding how to strengthen the links of education systems with the labour market; and to build and support a network of education economists for education policy planning and evolve structures and mechanisms for implementation.
The Adopt-A-School Program, which started in 1998, was created to help generate investments and support to education outside the mainstream funding and the national budget. They are enjoined to support the schools in any of the following areas: infrastructure, health and nutrition, teaching skills development, computer and science lab equipment and learningsupport.
The document discusses Pakistan's National Education Policy from 1998-2010. It focuses on three main objectives: elementary education, adult literacy, and early childhood education. For elementary education, the policy aims to improve access, build character development, enhance teacher training, introduce early grades, and increase involvement of families, communities and NGOs. It also seeks to promote gender equality and enroll out-of-school children. For adult literacy, the policy introduces adult education programs and aims to achieve universal primary education and double literacy rates. Specific goals for universal primary education include ensuring all children complete primary school and eliminating gender disparities by 2005.
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Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
2. What is the definition of educational
expenditures?
3. Educational Expenditures means:
the amount of total government’s budget of a country
allotted in different educational activities.
an amount spent by the federal government on public
educational institutions and other education related
institutions.
expenditures made to the education sector for the
presence of more knowledgeable individuals and thus the
knowledgeable society.
the public spending level in education related areas.
4. In support of Article XIV, Section 1 of the
1987 Philippine Constitutionwhich states
State shall protect and promote the right of
all citizens to quality education at all levels
and shall take appropriate steps to make such
education accessible to all,” Section 5(5) of
the said article mandates that “the State shall
assign the highest budgeting priority to
education.”
5. The Department of Education covers the biggest
portion of the General Appropriations Act (GAA).
For 2021, the Department of Education - Office of the
Secretary covers 13.18% of the National Budget.
Internally, the budget increased by PhP 41.12 B or
7.44% from the 2020 budget.
6. The DepEd is grateful for the continuous funding
support from the government in spite of the
economic and health challenges brought by the
pandemic from the previous school year. The
Department of Education assures that it will utilize
the given budget to its maximum capacity to
implement its
PAPs for FY 2021 up to present school year.
7. Education spending covers expenditure on
schools, universities and other public and private
educational institutions. Spending includes
instruction and ancillary services for students and
families provided through educational
institutions.
8. On the basis of country’s context budgeting for
Education depends on
Volume of school age children and
their enrollment rates
How efficiently resources are used
Governments goals for the sector that affect
spending
Mobilization of private resources (e.g., private
provision, cost recovery)
9.
10. The budget of DepEd shall increase
from Php633. 3-Billion in 2022 to
Php710. 6- Billion in 2023.Aug 22, 2022
14. Among the expense classes, Personnel Services (PS)
received the highest budget proportion. For this year, it
covers 80% of the Department of Education budget
which amounts to Php 475.45B.
This amount was appropriated to cover the payment of
salaries and benefits of the Department’s personnel.
Meanwhile, to support the implementation of Programs,
Activities, and Projects (PAPs), Php 99.18B or 17% of the
budget was appropriated to the School Maintenance and
Other Operating Expenses (MOOE), and the remaining
3% of the budget amounting to Php 19.48B was
appropriated for Capital Outlays (CO).
17. Expenditure Priorities
An agency’s standard of performance in delivering its
programs and outputs is measured through its
performance indicator (PI).
It also measures the quantity, quality, and timeliness of
outputs and outcomes of an agency or program.
The PI provides evidence and measures an agency’s
economy, efficiency, and effectiveness.