Academic literature on the topic 'School Management Committees'
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Journal articles on the topic "School Management Committees"
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Bako Umar, Bashiru, Steven Eric Krauss, Asnarulkhadi Abu Samah, and Jamaliah Abdul Hamid. "Youth Voice in Nigerian School-based Management Committees." International Journal of Education and Literacy Studies 5, no. 1 (2017): 86. http://dx.doi.org/10.7575/aiac.ijels.v.5n.1p.86.
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In Nigeria, School-Based Management Committees (SBMCs) aim to provide an opportunity for all stakeholders, particularly the vulnerable groups in the school’s host communities such as young people and women to partake in school governance. Research on the experiences of youth voice in the committees is scant, however, as much of the existing literature on SBMCs focuses on program outcomes. Using qualitative research interviews, observations, and document analysis, this study addressed this gap by exploring how youth participate and express themselves in two SBMCs in Niger State, Nigeria. The findings, which were derived from 19 youth and adult participants, were drawn from SBMC members out of which 12 were youth between the ages 13 and 25, while 7 were adults aged 40 and above. The participants revealed that youth committee members expressed their voice in the committees through participating in a number of committee activities. Specifically, the youth participated in decision-making during meetings, aided in the construction of committee projects, undertook administrative/managerial functions and monitored the committee’s projects. They also participated in revenue generation, planning, school visits and supervision, advocacy, and sensitization campaigns.
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Faizul Amirudin, Muhamad. "Rekonstruksi Pengelolaan Komite Sekolah Sebagai Mitra Dalam Peningkatan Mutu Sekolah." Edification Journal 2, no. 2 (2020): 1–15. http://dx.doi.org/10.37092/ej.v1i2.79.
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The lack of the role of the school committee in education makes it a school partner to improve its management. Because it is clear in Law number 20 of 2003 concerning National Education System article 56 paragraph 3 that the school council approves in improving the quality of assistance by providing, directives and support for labor, facilities and infrastructure, and supervision of education at the education level. This paper is a literature study that uses documents related to schools and education suppliers as sources of data and analyzed using qualitative descriptive. Reconstruction of the management of the committee through improvements to the planning, organizing, implementing, and evaluating the work program of the school committee and education unit. In addition, training and guidance for school committees also requires building good communication and cooperation between the school committee, the government and other parties. That way it is expected to increase the strategic role of schools in improving the quality of education.
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Akinola, Oluwatoyin Bolanle. "School-based Management Committees: The Nigerian Experience." International Journal of Learning: Annual Review 16, no. 8 (2009): 421–30. http://dx.doi.org/10.18848/1447-9494/cgp/v16i08/46500.
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Shah, S. Manzoor Hussain, Nadeem Javed, Latif Javed, and Rizwana Hussain. "Evaluation of School Management Committees Working at Secondary Schools in Pakistan." International Journal of Technology, Knowledge, and Society 8, no. 1 (2012): 1–10. http://dx.doi.org/10.18848/1832-3669/cgp/v08i01/56272.
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Marmoah, Sri, Dhea Adela, and Muna Fauziah. "IMPLEMENTATION OF FACILITIES AND INFRASTRUCTURE MANAGEMENT IN PUBLIC ELEMENTARY SCHOOLS." AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM 3, no. 1 (2019): 102–34. http://dx.doi.org/10.33650/al-tanzim.v3i1.507.
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This study utilized to analyze the implementation of management of school facilities and infrastructure. This type of research is descriptive qualitative conducted in Public Elementary School of 01 Bakipandeyan. Data collection techniques in this study include in-depth interviews (Principals, treasurers, teachers, and school committees) and documentation studies. The validity of the data gathered in this study was technical triangulation (in-depth interviews and documentation) and sources (Principals, teachers, and school committees). Data analysis techniques gather interactive analysis with stages: data reduction, data presentation, and verification. The results showed that the implementation of facilities and infrastructure management in Public Elementary School of 01 Bakipandeyan was carried out through three stages, namely: (1) procurement of facilities (2) utilization and (3) maintenance of facilities and infrastructure. Researchers suggest that schools be better at managing school facilities and infrastructure and looking for specialized workers to manage school facilities and infrastructure.
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Mahendrati Dwiharja, Laksmi, and Taufik Kurrohman. "PENGARUH AKUNTABILITAS DAN TRANSPARANSI PENGELOLAAN ANGGARAN PENDAPATAN DAN BELANJA SEKOLAH (APBS) TERHADAP PARTISIPASI KOMITE SEKOLAH (STUDI EMPIRIS PADA SEKOLAH DASAR NEGERI SE-KECAMATAN PATRANG KABUPATEN JEMBER)." Jurnal Riset Akuntansi dan Keuangan 1, no. 3 (2017): 181. http://dx.doi.org/10.17509/jrak.v1i3.6696.
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Accountability and transparency are needed to create credibility and fulfill the principles of good governance. The availability of space for the school committee to get involved is a hallmark of accountability and transparency of educational entities. Lack of accountability and transparency in management of School Budget are factors that affects the participation of school committees on performing the functions and its role against education. The purpose of this study was to examine the effect of accountability and transparency in the management of APBS against participation of the school committee. The population of this research is the Primary School in Patrang, Jember`s Sub District listed in UPT District of Patrang, Department of Education in 2013 year. The sampling method used was purposive sampling, as the school committee to perform its functions more than one year with an error rate of 5% was its basic. Data were collected by trough questionnaires targeted to the school committee involved Chairman, Secretary, Treasurer, and members of structural discretion in each school. The data prior to analysis have been tested for validity and reliability. Techniques of data analysis used multiple regression. Results of this study concludes that accountability and transparency APBS has positive influence significantly on the participation of school committees.
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Pohan, Muhammad Munawir. "PERAN KOMITE SEKOLAH DALAM MENINGKATKAN MUTU PENDIDIDIKAN." ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam 2, no. 2 (2018): 97. http://dx.doi.org/10.30821/ansiru.v2i2.2025.
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Since the enactment of decentralization of education, maximizing the role of school and community stakeholders has become very important in supporting the success of the education process in schools. The actualization form of education decentralization is realized by the existence of school committees which are expected to carry out their roles maximally in improving the quality of education. With the aspect seen, namely the role of the school committee as consideration, support, control, and role as mediator, the role is as a form of improving the quality of education in accordance with the mandate stated in the Minister of National Education Decree Number: 044 / U / 2002 dated April 2, 2002 Therefore, with regard to efforts to improve the quality of education, the government has actually issued a policy namely education autonomy. Educational autonomy as a form of education decentralization, gave birth to an important concept for the implementation of education. One of these important concepts is School-Based Management (SBM) which later gave birth to the School Committee as a manifestation of community participation in the world of education. The concept encourages school and community committees to become unified and complementary, and can even provide a color for the formulation of quality in schools. Society is an unequaled educational resource for education units. In community schools can be a foundation for improving and service quality education in the implementation of education.
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Adil, Nauman, Zaki Rashidi, and Reema Frooghi. "Strengthening school management committees: a framework for process and outcome." International Journal of Educational Management 32, no. 4 (2018): 701–18. http://dx.doi.org/10.1108/ijem-03-2017-0072.
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Purpose The purpose of this paper is to analyze the existing mechanism of school management committees (SMCs) and to propose an improved framework for strengthening its process and outcomes. In 2005, the Education and Literacy department, Government of Sindh decentralizes the administrative and operational authorities to school level in the form of SMCs. These committees have been vested with several roles and responsibilities in accordance with the objective of SMCs set in by government in assistance with different international donor agencies. Design/methodology/approach The purposively selected respondent that includes 35 stakeholders among which 25 stakeholders has been interviewed individually while other ten has been interviewed in the form of two focused groups consisting of five members each. The findings based on the interviews are analyzed using the thematic analysis. This study analyzes the formation of SMCs, roles and responsibilities of members, Allocation SMC funds and its utilization methods. The study includes the challenges faced by these committees in school administration and operations with their recommendations for overcoming such challenges. Some common challenges include limited financial resources, interference of landlords and potential people of the community, limited administrative authorities and lack of interest of government toward government schools. Findings The recommendations have been categorized into three broad themes: strengthening of mechanism, strengthening through functions, roles and responsibilities and revising SMC fund allocation and its utilization. Originality/value The study proposed an improved framework for strengthening the process and outcomes of SMC.
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Khanal, Dr Uttam. "Child Friendly Environment of Classroom on Basic Level in Nepal: Education Achievement of Community School." International Education Studies and Sustainability 1, no. 1 (2021): p78. http://dx.doi.org/10.22158/iess.v1n1p78.
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This study focuses on child-friendly classroom environments and basic level academic achievement and analyzes the role that teachers, parents, students, and school management committees play in school work. Nepal’s disadvantaged schools are concentrated in rural areas, but those schools are also trying to make themselves child-friendly schools. The objective was to analyze the problems seen in the construction of child-friendly schools by analyzing the classroom environment, the current condition of the school, the impact of the child-friendly classroom environment on the level of educational achievement. The school management committee, teachers, the interaction between the parents and the stakeholders on various issues has helped in the construction of the child-friendly school and the community has expressed its readiness to help as the school is their own. According to the parents, the school has been punishing the children for one reason or another and the school should be reformed as there are protests from all quarters. In order to achieve the set targets as per the educational policy of the state and for the all-round development of the children-It has become necessary for everyone to pay attention to remove the small weaknesses and analyze the results and engage in classroom management including child-friendly schools.
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Msila, Vuyisile. "Revisiting Robert Axelrod: Cooperation, School Management and Teacher Unions." International Journal of Learning, Teaching and Educational Research 20, no. 4 (2021): 284–301. http://dx.doi.org/10.26803/ijlter.20.4.15.
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The militancy of teacher unions is frequently associated with the disruption in schools where unions are antagonistic to management. The objective of this qualitative study was to examine the impact of cooperation between teacher unions and school management. Using Axelrod’s theory of the Evolution of Cooperation, the instrument explored whether school principals can forge successful cooperation between school managers and union site committees. Several studies are showing that cooperation among staff is critical for learner achievement and collegiality. Furthermore, cooperation enables the school’s role-players to work towards a shared vision. The conclusions point out that school managers should consciously engender cooperation to run successful schools where teachers would not betray one another. A methodical cooperation plan could be the missing tool required to turn unsuccessful schools around to become successful.
Dissertations / Theses on the topic "School Management Committees"
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Chiu, Vincent Shiu-yim. "The role of parent managers in school management committees in secondary schools in Hong Kong." Thesis, University of Leicester, 2006. http://hdl.handle.net/2381/35632.
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The thesis investigates the role of parent managers in school management committees in Hong Kong and explores the policy development and intentions of the Government of the Hong Kong Special Administrative Region of the People's Republic of China in introducing the reform to enhance parent participation. This study focuses on the impact of the reform and the match/mismatch between the reform aims and the expectations of the parents. It comprises a survey of the role of parent managers in school management committees in government and aided schools and interviews with principals and parent managers in three selected schools. The findings show that the reform has had little impact on the aided schools and there is strong opposition from the sponsoring bodies. There is also a mismatch between government aims and parent expectations. The government considers the most effective form of parent participation to be in school governance, while parents care mainly about their children's learning. Parents lack the knowledge, skills and the time to perform the monitoring role and hold schools accountable. They have little influence in decision-making and they have strong trust in the school heads. Partnership has not developed as parents are regarded as unequal partners and they are willing to perform roles assigned to them by the heads. Parents' attitude towards participation in decision-making is found to be more positive and they can even perform a better job than the principals in explaining school policies to other parents and gaining parent support. The findings suggest that the government should re-establish the harmonious working relations with the sponsoring bodies and match government aims with parent expectations. Schools should develop shared goals with parents and identify issues that require their active participation.
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Mugabe, Robert. "How School Management Committees monitor the implementation of Universal Primary Education in Uganda." Thesis, University of Pretoria, 2009. http://hdl.handle.net/2263/67826.
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The provision of basic education through the UPE programme has gained momentum since its inception. This is because since the government took over the roles of paying tuition fee, providing instructional materials, paying teachers and providing school infrastructure, enrolment rose, and has continued to rise. In ensuring that government resources are well utilised, the government mandated the community through SMCs and charged them with the responsibilities of mobilising school resources from the community to supplement government resources that are insufficient for schools, monitoring the utilisation of school resources and undertaking general management roles in schools to ensure that there is efficient education service delivery that promotes teaching and learning. The purpose of this study was, therefore, to explore how SMCs monitor the implementation of UPE in Uganda. The study was driven by the assumption that if school resources are effectively monitored by the community themselves through SMCs, the government‘s objective of ensuring that all school-going children access school could be realized. The study used an explanatory sequential mixed methods approach to conduct a comprehensive study that gave a clear understanding of how monitoring the school resources is effected. Simple random sampling was used to select the sample for the quantitative study and data was collected using a questionnaire while purposive sampling was used to select the participants for the qualitative study and data was collected using structured interview.The result of the study identified the gaps in the way in which the SMCs monitor the school resources. The study results indicate that the SMCs do not have the full mandate to take any decisions that affect the operations of schools. This acts as a demotivating factor to SMCs in undertaking their roles. The study findings further reveal that there is no clear monitoring framework used by SMCs that guides them on what to monitor and how to monitor based on set measurable indicators. This gap leaves the SMC in each school to undertake their duties differently, yet they monitor the same programme. The study further reveal that SMCs encounter challenges in effecting their work; some of these challenges are policy issues and others are administrative in nature. Much as the they have attempted to come up with strategies to handle the challenges, little is being done to address them. The study findings have implications for policy-makers and UPE implementers. The study recommends that the Central Government should consider empowering SMCs through constant training in financial management and understanding policies governing their duties and responsibilities. The study further recommends that for UPE policy of community management of schools to be ffective, Government should put in place the level of education and experience for some one to be elected as a member of SMC.<br>Education Management and Policy Studies<br>PhD<br>Unrestricted
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FISCHER, KATHRYN ROSS. "COMMUNITY AND PARENTAL INVOLVEMENT IN PUBLIC SCHOOLS: AN INVESTIGATION INTO THE EFFICACY OF THE LOCAL SCHOOL DECISION-MAKING COMMITTEES AT TWO CINCINNATI PUBLIC SCHOOLS." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1028058188.
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Wahitu, Fred Higenyi. "School-based accountability and management of Universal Primary Education in Uganda." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65476.
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Uganda endorsed school-based management (SBM) through the enactment of the Education Act (2008), which provided for the establishment of the School Management Committees (SMCs) in public primary schools to be in charge of managing schools on behalf of the government. The Act states that SMCs are specifically in charge of Universal Primary Education (UPE) in Uganda and are responsible for the successful implementation of the policy. The purpose of this study was to investigate the roles of SMCs in the accountability for the UPE achievements. This study is rooted in the interpretivist constructionist research paradigm. The researcher utilised semi-structured interviews and observations to generate data to answer the research questions. The qualitative approach enabled the researcher to interact with the participants in order to harness their primary voice while sharing their lived experiences in the real world. Data obtained from the interviews and observations were corroborated with document analysis data related to SBM and accountability for universal basic primary education achievement. The researcher used multiple research sites and participants to generate data, a case study approach which is more robust in comparative data. The sampling for the participants was purposive and four SMCs from four regions of Uganda and four participants from each of the SMCs were selected. The findings of the study indicate that the voluntary SMCs did implement the roles and responsibilities for UPE accountability, though there were diverse degrees of success. The differing measures of SMC effectiveness were as a result of factors such as: member capacity and perceptions; lack of policy implementation; other stakeholder actions: and inadequate resources. The importance of a volunteerism strategy as a cornerstone of UPE implementation was eminent in this study since the schools were poorly resourced partly due to high poverty levels in the community. The researcher concludes that the effectiveness of the SMC in monitoring the implementation of UPE is based on the relationship they have with other stakeholders and, thus, a model was developed to emphasise the importance of the relationships.<br>Thesis (PhD)--University of Pretoria, 2017.<br>Education Management and Policy Studies<br>PhD<br>Unrestricted
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Hughes, Lonnie L. Laymon Ronald L. "Administrative perceptions of the effect of parent-teacher advisory committees on the development and implementation of discipline policy in Illinois schools." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713216.
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Thesis (Ed. D.)--Illinois State University, 1987.<br>Title from title page screen, viewed July 26, 2005. Dissertation Committee: Ronald L. Laymon (chair), Paul J. Baker, Ronald S. Halinski, Calvin C. Jackson, Mary Ann Lynn. Includes bibliographical references (leaves 110-116) and abstract. Also available in print.
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Mosothoane, Motena Bernice. "A capability analysis of the working relationships between principals and chairpersons of school management committees in Lesotho." University of the Western Cape, 2012. http://hdl.handle.net/11394/7065.
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Magister Educationis - MEd<br>A larger number of schools in Lesotho are owned and controlled by churches whereas the government pays teachers’ salaries and provides school facilities through the national budget. It is through this partnership that the Lesotho government and the churches have a strong link that characterises the Lesotho school management system. However, there have been some major shifts taking place in the education sector of Lesotho that are affecting the way schools are organised, managed and governed. The BCP government considered to revise all the education bills which resulted in the enactment of the LEA of 1995. The LEA of 1995 vested the responsibility of the management of primary schools on democratically elected committees.
The study investigated the working relationships between principals and chairpersons of school management committees (SMCs) of selected church primary schools in Lesotho. The focus of the study was to analyse the working relationships between principals and chairpersons of the SMCs towards their roles and responsibilities as set out in the LEA of 1995. The study was approached from the capability approach. The core of the capability approach is to evaluate the achievement of a society by paying attention to what its members are able to be and to do. One of the roles of the SMCs is to allocate resources in schools by recommending for the appointment of teachers. Therefore, the study utilised the capability approach in order to explore the freedoms that principals have towards choosing resources that they want for schools.
The study adopted the qualitative research approach. Data was collected through three qualitative research instruments namely, semi-structured interviews, observations and document analysis. The interviews were conducted for 16 participants who comprised the chairpersons of the two SMCs (RCC and LEC), principals’ representatives, teachers’ representatives and principals who were non-members of the SMCs. The purpose of the observations was to observe the physical environments, the behaviours of schools as well as the general availability of resources. Document analysis was done in order to draw on the conclusions of the contents of the SMCs’ records of minutes, schools’ financial reports and progress reports. The researcher used different methods of data collection in order to find answers to the research questions and also to achieve the aims of the study. The researcher used both constant comparative method and content analysis to analyse data. The data was analysed and interpreted against the views of the participants and literature review.
The study confirmed that in both of the SMCs, most of the principals generally had satisfactory working relationships with the chairpersons. The findings of this study revealed that even though the SMCs perform their roles and responsibilities as set out in the LEA of 1995, there are some broad challenges that church schools face that emanate from the social conversion factors such as social norms, culture and practices within church schools, and environmental conversion factors like geographical locations. The findings further revealed that lack of adequate resources such as classrooms and teachers hampered the teachers’ capability to deliver instruction in a normal way because they had to teach multi-grades. These were found to be the challenges that affected the principals’ freedoms and capabilities to use and convert resources into achievement. Furthermore, the study exposed fair decision-making regarding resource allocation by the SMCs. Principal were free to use school funds as long as they submit the financial reports to the SMCs at the end of the year. However, the conclusion drawn from document analysis showed that not all the schools under study submitted financial reports. The findings reflect that there are no transparent guarantees in some of the school regarding the control and use of school funds. The findings of this study have some implications and recommendations to the Ministry of Education and training, church schools, teachers and principals who wish to work in church schools. The study recommends that the Ministry of Education and Training should reconsider the representation of one principal for six schools in the SMCs by establishing the school management system that calls for one school management committee per school. The Ministry of Education and Training in partnership with churches should make efforts to delineate the appropriate roles of churches in the provision of education with regard to the local hiring system whereby the SMCs select teachers to be appointed in their schools. Teachers should be transferred to the schools where multi-grade teaching is still practised in order to rationalise distribution of teachers in church schools. Principals and teachers should make informed decisions when choosing the schools that they want to work at, especially if it is a church school. They should make sure that the church schools they choose to be appointed to shall serve their beliefs, not only to focus on salaries.
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Cornelissen, Rudolph Peter. "A study of the leadership approaches of principals heading National Strategy Learner Attainment (NSLA) schools in the metro central education district in the Western Cape province." University of the Western Cape, 2020. http://hdl.handle.net/11394/7241.
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Doctor Educationis<br>This thesis investigated the leadership approach associated with sustained improved academic performance of principals heading National Strategy for Learner Attainment (NSLA) schools. The research problem addressed the leadership practices and personality traits that characterised the leadership approaches of principals heading high schools which have achieved long-term academic improvement amongst the schools undergoing the NSLA interventions. The main research question was: What leadership practices and personality traits characterised the leadership approaches of principals heading schools who have achieved long-term academic improvement amongst the schools undergoing the NSLA interventions? Thereafter, four subsidiary research questions guided this research. Firstly, what were the leadership practices of principals in selected successful NSL schools? Secondly, what personality traits characterised these principals? Thirdly, what learning and teaching challenges did principals heading these schools face? Lastly, how did these principals address the learning and teaching challenges in these schools?
The literature and past research supported and provided information that leadership at schools plays a pivotal role for teaching and learning to be successful. However, the literature does not prescribe a specific leadership approach, but recommended a contingency leadership approach.
The contingency leadership approach was used as the theoretical framework for this study. This approach recognises that there is no single preferred style of leadership and that the situational context must be taken into account for leadership to be effective.
The study was guided by the qualitative methodological paradigm which is embedded in the interpretivist approach in order to develop rich and in-depth descriptions and meaning, feelings and experiences gathered from respondents. The case study as a qualitative research design was used to collect, analyse and interpret data from principals, teachers and selected members of the School Management Team (SMT). The population comprised of fifteen high schools in the Metro Central Education District, Cape Town that underwent the NSLA intervention. However, the investigation took place at five schools in the Metro Central Education District and participants remained part of this initiative for more than three consecutive years. These schools are resident in a wide area on the Cape Flats. All principals at the time, were permanently appointed.
Two research instruments were used. A questionnaire to collect data about the leadership of principals was completed by post level one teachers. This questionnaire covered three areas, the biometric information of the respondent, the leadership behaviour of the principal and the leadership approach promoting teaching and learning. A semi-structured interview was done with the principal and selected members of the Schools Management Team (SMT). Descriptive statistics were used to analyse the questionnaire. To analyse the semi-structured interviews, categories and themes were used to maximise the information collected. Through qualitative research the researcher was able to develop rich and in-depth descriptions of meaning, feelings and experiences through analysis.
The study concluded that to achieve long-term academic improvement amongst NSLA schools an integrated leadership approach for principals is recommended. This approach encapsulates the various leadership approaches and the leadership personality traits or characteristics of the principals as well as taking into account the situational context for effective leadership and decision-making.
Limitations in respect of this research were enumerated. Finally, recommendations based on the conclusions were highlighted including recommendations for further investigation.
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Botes, Cobus. "Adopting the Public Accounts Committee Model for financial oversight in South African municipalities - a case study of the Public Accounts Committee in the City of Cape Town." Thesis, University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6799.
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Thesis (MPA)--University of Stellenbosch, 2011.<br>Since its inception in 1861 when the first public accounts committee was established in the United Kingdom, this oversight mechanism has developed into a model for non-executive financial oversight and accountability at the national and provincial levels of government throughout the Commonwealth and beyond.
A few municipalities in South Africa have also established public accounts committees, but they are a few isolated cases. The hesitance on the part of South African municipalities to establish a good governance mechanism with a proven track record is a cause of concern, especially in view of the poor financial management that prevails throughout the local sphere of government.
In this case study of the public accounts committee established in the City of Cape Town in 2006, the researcher explores the feasibility of the implementation of the public accounts committee model within the local government sphere in South Africa. Twenty internationally recognised public accounts committee practices were identified and used to probe the selected case to gain in-depth knowledge of the extent to which the committee adheres to these recognised practices. Where the committee deviated from accepted practices, the reasons for the deviation and its impact on the effectiveness of the committee were analysed. Finally, the key lessons learnt from the experience of the public accounts committee in the City of Cape Town are used in order to make two sets of recommendations: Firstly, recommendations on how the public accounts committee of the City of Cape Town can become more effective than it currently is – recommendations which are also relevant to any municipality wishing to establish a public accounts committee. The second set of recommendations is addressed to the national authorities in charge of finance and local government, as the challenge of establishing improved governance systems in local government is of national importance, and it is within the power of these authorities to remove a few key obstacles in the way of establishing municipal public accounts committees.
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Frank, Adam Harrison. "Inclusive Deliberation (ID): A Case Study Of How Teachers Experience The Decision-Making Process For Change Initiatives Within A School Committee." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1573900707645968.
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Cheung, Mei-cheung. "Teachers' perception of incorporated management committee (IMC) under the school-based management (SBM) in Hong Kong." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35320485.
Full textBooks on the topic "School Management Committees"
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Fareeha, Zafar, ed. Capacity building and training of school management committees. Sustainable Development Policy Institute, 1999.
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Neal, Richard G. School based management: A training guide for site committees. Educational Satellite Training, 1993.
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American Association of School Administrators. Local school councils: Where we stand. The Association, 1994.
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Office, General Accounting. Private management of public schools: Early experiences in four school districts : report to Congressional committees. The Office, 1996.
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United States. Government Accountability Office. D.C. charter schools: Strengthening monitoring and process when schools close could improve accountability and ease student transitions : report to congressional committees. The Office, 2005.
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A principal's guide to working effectively with your school council. Alberta Learning, 2004.
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Conference of Major Religious Superiors (Ireland). Education Commission. Local education committees: A case for their establishment and a tentative proposal. Conference of Major Religious Superiors (Ireland), Education Commission, 1993.
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Heller, Monica. Les conseils d'école et l'évolution de l'éducation franco-ontarienne. Centre de recherches en éducation franco-ontarienne, Institut d'études pédagogiques de l'Ontario de l'Université de Toronto, 1997.
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Education, Ontario Ministry of. Getting started: A resource guide for establishing school councils : working document. Ontario Ministry of Education and Training], 1996.
Find full textBook chapters on the topic "School Management Committees"
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Pollard, Terry. "Garnering Faculty Buy-In to Improve Online Program Quality." In Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0877-9.ch001.
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This case study details the implementation of the Online Learning Consortium's Scorecard for the Administration of Online Programs to assess quality and standards adherence within an allied health sciences school at a research university. The scorecard is comprised of seventy-five standards. Twenty-four faculty comprised the scoring committees. Artifacts were identified and collected by the director of distance learning. Programs involved include dental hygiene, health sciences, radiologic sciences, health informatics and information management, and health administration. These online programs, which lead to baccalaureate, masters, and doctoral degrees, are taught primarily by full-time clinical faculty, approximately 90% of whom hold the terminal degree in their field.
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Sinaga, E. N., and H. D. P. Sinaga. "Business process reengineering of school committee in Indonesia." In Synergizing Management, Technology and Innovation in Generating Sustainable and Competitive Business Growth. Routledge, 2021. http://dx.doi.org/10.1201/9781003138914-16.
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Ginsberg, Benjamin. "Managerial Pathologies." In The Fall of the Faculty. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199782444.003.0006.
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When they are not meeting, retreating, fund-raising, and planning, administrators claim to be managing the fiscal and other operational business of the university. And to bolster their claims of specialized managerial competence, an increasing number of university administrators have gone so far as to add MBA degrees to their dossiers. Some have actually attended business school, while others, as you may recall from chapter 1, simply added MBA degrees to their dossiers. In point of fact, whether or not they hold MBAs, many deanlets’ managerial savvy consists mainly of having the capacity to spout last year’s management buzz words during meetings, retreats, and planning exercises. I often ask for clarifications when I hear a deanlet using such acronyms as SWOT, ECM, TQM, or MBO, the term “benchmarking,” or the ubiquitous “best practices.” Of course, ambitious administrators hope that by demonstrating their familiarity with the latest managerial fads and buzz words they will persuade recruiters and search committees from other universities that they are just the sort of “visionary” academic leaders those schools need. Since the corporate headhunters that control the recruitment of senior administrators generally know next to nothing about academic life and little about the universities they nominally represent, this strategy is often successful. And, why not? In the all administrative university it is entirely appropriate that mastery of managerial psychobabble should pass for academic vision. There are many reasons why the affairs of the university should not be controlled by members of the administrative stratum. Some of these reasons are academic, that is, related to the substance of the university’s core teaching and research missions. We shall turn to these in the next chapter. The other reasons to be concerned about the growing power of administrators and managers within the university are essentially managerial. The university’s organizational and institutional interests are not well served by the expanded role of its management cadre. Indeed, the growing power of management and the decline of the faculty’s role in governance has exposed the university to such classic bureaucratic pathologies as shirking, squandering, and stealing.
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Van Jaarsveld, Leentjie. "SCHOOL PRINCIPAL LEADERSHIP IN REMOTE SOUTH AFRICA: A LEADERSHIP AND MANAGEMENT CHALLENGE." In Advances in Education and Educational Trends Series. inScience Press, 2021. http://dx.doi.org/10.36315/2021ead24.
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To understand the circumstances under which principals in remote areas exercise their leadership and management, an investigation was conducted in the Northern Cape province, South Africa. This province is characterised by small towns with few residents. The infrastructure is not up to par, and in some cases, the socio-economic conditions are extremely poor. Unemployment is a big problem in the villages. The uniqueness of this study lies in the fact that after 1994, with the abolition of apartheid, the farmers withdrew their children from the schools and no longer supported the schools as before. As a result, the principals experienced many more challenges. The study followed a qualitative, phenomenological design from the interpretivist paradigm. The sample consisted of ten principals. Semi-structured interviews were conductedwith the principals. The inductive data analysis process was used. The required ethical clearance was obtained from the Research Ethics Committee of the North-West University and the Department of Education of the province. The results reveal that principals in remote areas, in the absence of technology, infrastructure, and support bases, have to use their skills creatively, and they need the support of the community, teachers, school management, and governing body.
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Winnicott, Donald W. "The Foundation of Mental Health." In The Collected Works of D. W. Winnicott. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190271350.003.0086.
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In this essay, Winnicott discusses the World Health Organisation’s Expert Committee on Mental Health and its focus on infancy and childhood as the foundation of adult mental health. The essay discusses the maternity services, the management of the infant and the pre-school child, the dependence of the pre-school child on the mother, school health in its wider aspects, and the emotional problems arising from physical handicap and from the isolation of children suffering from infectious diseases such as leprosy and tuberculosis.
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Justin, Mercia Selvia Malar, Perfecto Gatbonton Aquino, Jr, and Doan Hong Le. "Roles and Strategies of 20th and 21st Century Women Environmentalists." In Global Perspectives on Green Business Administration and Sustainable Supply Chain Management. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2173-1.ch009.
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The chapter presents the roles and strategies of 25 women environmentalists from across the globe in the 20th and 21st centuries. They were chosen based on the various awards and recognitions they received in recent years. The role of the women environmentalists before becoming environmentalists was found to be diversified, from politicians to researchers to a high school student. Their roles after they committed to environmental protection and nurturing again varied from advocacy, activism, policy initiatives, research supporting environmental protection, etc.
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Fisher, Elizabeth A. "An Online Initiative Goes Viral." In Cases on Educational Technology Planning, Design, and Implementation. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4237-9.ch013.
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The University of Alabama at Birmingham’s (UAB) growth initiative to increase access and enrollment in part through online education prompted its School of Business (BUS) to examine its current approach to this mode of instruction. The faculty-led Undergraduate Curriculum Committee in the school encouraged a more strategic approach than was previously employed. Desire to remain competitive in the higher education arena made administration eager to woo new students and better serve current ones. The BUS is keenly aware that students increasingly demand flexibility in attending classes and are willing to shop around for it. This case describes the implementation of online instruction at UAB School of Business yielding a five-fold increase in online courses in just three years with much larger gains in credit hour production than their traditional programs realized. Moreover, the case describes major accomplishments, challenges encountered, lessons learned, and solutions from instructional design and project management perspectives.
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Tamte, Roger R. "Unrecognized Legacy." In Walter Camp and the Creation of American Football. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252041617.003.0050.
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Camp semiretires from the NHCC in 1923, relinquishing the presidency and general management to younger men and becoming chairman of the board. The change comes after the company experiences strong sales through the war and through 1920, then endures a difficult countrywide recession in 1921 and 1922, before beginning a good recovery in late 1922 and into 1923. Camp dies March 14, 1925, from a sudden heart attack during the night between two sessions of a New York rules-committee meeting. As a Camp memorial, Yale Field is renamed Walter Camp Field, and a large colonnaded gateway is erected at the entrance to the field, paid for by substantial contributions from the Yale community as well as from colleges, universities, and preparatory schools and high schools around the country. Contributions come from 224 colleges and universities. But the finest memorial could be the game itself, testifying to Camp contributions that still define and benefit the game, worthy of an occasional remembrance of the game’s “father” and most prominent contributor.
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Porter, John H. "Sharing Information: Many Hands Make Light Work." In Long-Term Ecological Research. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780199380213.003.0063.
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The Long-Term Ecological Research (LTER) program has shaped almost every aspect of my scientific career. It has enabled me to pursue ecoinformatics, a new and growing field, while allowing me to build on my training as an environmental scientist within the context of an intelligent, vibrant, and dedicated team of researchers and collaborators. Skills that I learned initially as part of workshops sponsored by the LTER program—on Geographical Information Systems (GIS), ecological information management, and wireless sensor networks—are now the skills I teach to others in a variety of formal and informal educational settings, including graduate and undergraduate classes. As a leader in sharing scientific data, the LTER program provides a strong positive and dynamic example of how data can be shared to enable new scientific syntheses. I communicate widely within the LTER network and with the larger community regarding the ethics, techniques, and values of data sharing. Collaboration, with researchers and other information managers, is a critical aspect of successfully promoting the sharing of ecological data and the important new discoveries that arise from such sharing. I started my work with the Virginia Coast Reserve (VCR) project in the LTER program at its inception in 1987. I started work at VCR site immediately after completing graduate school, as a postdoctoral fellow (1988– 1991), then subsequently as a co–principal investigator and eventually as principal investigator. Although my primary contribution to the project has been as an information manager, I also engage in a variety of landscape, environmental sensing, and population-related research. Also, I briefly served as principal investigator (1997–1998), when the former and subsequent principal investigator (Bruce Hayden) did a rotation at the National Science Foundation (NSF). Within the LTER network, I have been very active in the Information Management (IM) committee and served on the LTER Executive Committee (1997–2002) and as a cochair of the Network Information System Advisory Committee. In addition, I served as a part-time program director in Biological Databases at NSF (1993–1994). Academically, I am a research associate professor at the University of Virginia, where in addition to my research, I teach courses on GIS.
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Hejazi, Walid, Alan Lefort, Rafael Etges, and Ben Sapiro. "The 2009 Rotman-telus Joint Study on IT Security Best Practices." In Corporate Hacking and Technology-Driven Crime. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-805-6.ch012.
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This chapter describes the 2009 study findings in a series of annual studies that the Rotman School of Management at the University of Toronto in Ontario and TELUS, one of Canada’s major Telecommunications companies, are committed to undertake to develop a better understanding of the state of IT Security in Canada and its relevance to other jurisdictions, including the United States. This 2009 study was based on a pre-test involving nine focus groups conducted across Canada with over 50 participants. As a result of sound marketing of the 2009 survey and the critical need for these study results, the authors focus on how 500 Canadian organizations with over 100 employees are faring in effectively coping with network breaches. In 2009, as in their 2008 study version, the research team found that organizations maintain that they have an ongoing commitment to IT Security Best Practices. However, with the 2009 financial crisis in North America and elsewhere, the threat appears to be amplified, both from outside the organization and from within. Study implications regarding the USA PATRIOT Act are discussed at the end of this chapter.
Conference papers on the topic "School Management Committees"
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Hadiyanto, Rifma, Adek Febriyanti, and Usti Ba’di Fitrillah. "Contribution of Transformational Leadership, School Committees, Supervision, and Local Governments to School-Based Management at Junior Secondary Schools." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.021.
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Baidullah, Baidullah, Niswanto Niswanto, and Nasir Nasir Usman. "The Role of School Committees in Improving the Quality of Education at Muhammadiyah Islamic Elementary School Blangpidie Aceh Indonesia." In 3rd International Conference on Educational Management and Administration (CoEMA 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/coema-18.2018.19.
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Aryanti, Rika, and Dadang Suhardan. "Principal Leadership and School Committee Administrators Against School-Based Management Effectiveness." In Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.159.
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Asmoni, Mr, and Mr Fathurrahman. "Strengthening School Committee as an Effort to Increase Community Participation." In 2018 3rd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/amca-18.2018.28.
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Zable, Jack, and Derek Reamon. "An Innovative Approach to Creating, Developing, and Delivering a New Course Entitled Global Engineering." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41109.
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In 2005, the Industry Advisory Council (IAC) of the Mechanical Engineering Department at the University of Colorado-Boulder (CU) began a discussion about the subject of outsourcing engineering offshore and the possibility of teaching a course to prepare mechanical engineering students for this environment. This in turn, led to the formation of a committee and a series of discussions and recommendations for the content for such a course. The ad-hoc committee comprised of a few IAC members, a few M.E. department design faculty members, and some faculty from the business school. The original course covered the following topics: engineering economics, creating product requirements and specifications, identifying the core competencies of a company, project management, developing a business plan, supply chain logistics/management, intellectual property, understanding cultural and language differences, team dynamics, communication, and creativity. This broad array of subject matter dictated that the course be taught in a non-conventional manner. A team of instructors, comprised of two mechanical engineering professors, two business school professors, three engineers and two businessmen from industry, who are intimately involved with outsourcing, and a patent attorney were assembled to teach different portions of the course. The students also participated in a hands-on outsourcing term project. The class was broken up into ten teams, with each team developing a product in conjunction with a company from India. Each team submitted a set of specifications for a unique product to the offshore company. The company designed the product and produced an approved CAD drawing. After student approval, the company manufactured a prototype of the product, and shipped it to the respective team for analysis. Each team then presented a report on their outsourcing experience, their testing results, and a financial analysis for the product. The class was comprised of mechanical engineering senior and graduate students, with a few students from other engineering disciplines and the business school. Based upon course surveys, this course was very well received by the students and provided an important introduction to business. The semester project proved to be a valuable tool for the students to obtain some direct experience with outsourcing.
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Sarwo, Bukman Lian, and Rohana. "The Role of the School Committee in Improving the Quality of Education Management." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.060.
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Hasbullah, Amilia, Wan Zahari Wan Yusoff, and Maziah Ismail. "School committee performance using Community based Facility Management (CbFM) in The education system of Batubara district in Indonesia." In 2010 2nd International Congress on Engineering Education (ICEED 2010). IEEE, 2010. http://dx.doi.org/10.1109/iceed.2010.5940798.
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Broughton, David. "UKAEA, Dounreay: LLW Long Term Strategy — Developing the Options." In ASME 2003 9th International Conference on Radioactive Waste Management and Environmental Remediation. ASMEDC, 2003. http://dx.doi.org/10.1115/icem2003-4514.
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UKAEA’s mission at its Dounreay establishment in the north of Scotland is to restore the site so that it can be used for other purposes, with a minimal effect on the environment and requiring minimal attention by future generations. A Dounreay Site Restoration Plan (DSRP) has been produced. It sets out the decommissioning and radioactive waste management activities to restore the site within the next 60 years. Management of solid low level radioactive waste (LLW) that already exists, and that which will be produced as the DSRP progresses is an essential site restoration activity. Altogether around 150,000m3 (5.3Mft3) of untreated LLW could arise. This will then need to be treated, packaged and managed, the resulting volume being around 200,000m3 (7Mft3). A project to develop a long term strategy for managing all Dounreay’s existing and future LLW was initiated in 1999. The identification of complete solutions for management of LLW arising from the site restoration of Dounreay, an integrated reactor and reprocessing site, is novel in the UK. The full range of LLW will be encountered. UKAEA is progressing this specific project during a period when both responsibility and policy for UK decommissioning and radioactive waste management are evolving in the UK. At present, for most UK nuclear operators, there are no recognised routes for disposing of significant volumes of decommissioning LLW that has either lower or higher radioactivity than the levels set by BNFL for disposal at the UK national LLW disposal site at Drigg. A large project such as this has the potential to affect the environmental and social conditions that prevail in the area where it is implemented. Local society therefore has an interest in a project of this scale and scope, particularly as there could be a number of feasible solutions. UKAEA is progressing the project by following UK established practice of undertaking a Best Practicable Environmental Option (BPEO) study. UKAEA has no preconceptions of the outcome and is diligently not prejudging issues prematurely. The BPEO process draws experts and non-experts alike into the discussions and facilitates a structured analysis of the options. However to permit meaningful debate those options have to be at first generated, and secondly investigated. This has taken UKAEA two and a half years in technical assessment of options at a cost of around £23/4M. The options and issues have been investigated to the depth necessary for comparisons and valid judgements to be made within the context of the BPEO study. Further technical evaluation will be required on those options that eventually emerge as the BPEO. UKAEA corporate strategy for stakeholder participation in BPEO studies is laid out in “Restoring our Environment”, published in October 2002. This was developed by a joint approach between project managers, Corporate Communications, and discussion with the regulators, government departments and Scottish Executive. An Internal Stakeholder Panel was held in March 2003. The Panel was independently facilitated and recorded. Eight Panel members attended who provided a representative cross-section of people working on site. Two External Stakeholder Panels were held in Thurso at the end of May 2003. A Youth Stakeholder Panel was held at which three sixth form students from local High Schools gave their views on the options for managing Dounreay’s LLW. The agenda was arranged to maximise interactive discussion on those options and issues that the young people themselves considered important. The second External Stakeholder Panel was based on the Dounreay Local Liaison Committee. Additional participants were invited in acknowledgement of the wider issues involved. As the use of Drigg is an option two representatives from the Cumbrian local district committee attended. From all the knowledge and information acquired from both the technical and stakeholder programmes UKAEA will build up the objective line of argument that leads to the BPEO emerging. This will be the completion of this first stage of the project and is planned for achievement in March 2004. Once the BPEO has been identified the next stage will be to work up the applications for the authorisations that will be necessary to allow implementation of the BPEO. Any facilities needed will require planning permission from the appropriate planning authority. The planning application could be called in by a Minister of State or a planning inquiry convened. During this next stage attention will be paid to ensure all reports and submissions are consistent and compliant with regulations and possible future legal processes. Stakeholder dialogue will continue throughout this next stage moving on from disussion of options to the actual developments. The objective will be to resolve as many issues stakeholders might raise prior to the submissions of applications and prior to the regulators’ formal consultation procedures. This will allow early attention to those areas of concern. Beyond the submission of applications for authorisations it is unwise to speculate as nuclear decommissioning will be then organised in the UK in a different way. The Nuclear Decommissioning Authority will most probably be in overall control and, particularly for Dounreay, the Scottish Executive may have developed its policy for radioactive waste management in Scotland.