Management Education In Schools Research Articles

Implementation of School Management Functions in Effort to Improve the Quality of Education

Management education is the whole process of cooperation by utilizing all personnel and material resources available and appropriate to achieve educational goals that have been set effectively and efficiently. Or as a series of activities or the overall control process a number of cooperative efforts to achieve the goal of education is systematically organized in certain environments, especially in the form of formal educational institutions. Management education in schools is a concept that offers autonomy to determine madrasah madrassa policy in order to improve the quality of education and learning that are at the school. Functions-school education management functions include; planning, organizing and monitoring implementation. To realize the improvement of the quality of education and learning in senior high school As-Syafi'iyah 01 Jakarta those with the implementation of the management functions are affective and efficient education. This study aims to investigate the implementation of management functions to improve the quality of senior high school, knowing the steps and strategies for the management in senior high school, and determine the factors supporting and hindering the implementation of management functions in senior high school As-Syafi'iyah. The results of this study demonstrate that the performance of the functions of school management in improving the quality of education in senior high school As-Syafi'iyah 01 Jakarta has been running optimally.

Proposing A Multi-Hazard Approach to Disaster Management Education to Enhance Children’s “Zest for Life”: Development of Disaster Management Education Programs to Be Practiced by Teachers

This study reviews the current situation and problems in disaster management education in schools in Japan, proposes systematic programs for elementary and junior high school students, and the proposed programs are verified and evaluated in different schools. The programs aim to educate the students of the correct knowledge on various natural disasters and enhance their capacities to forecast and avoid the risks on their own initiatives.The programs have an advantage that it can be implemented by teachers who can practice disaster management education in the ordinary learning process for elementary and junior high school students in schools; disaster management specialists are not needed for its implementation.Prior to the development of the programs, an awareness survey was conducted to both elementary and junior high school students and teachers regarding their level of “consciousness of the crisis of school safety caused by natural disasters, among others.” The results of the survey revealed that “the disaster management education based on earthquake disaster is effective for students and teachers as a starting point of the learning, since they have already experienced an earthquake and a disaster drill targeting earthquake in their lives.” Thus, the proposed education programs have been designed that earthquake and other natural hazards disaster management education are practiced not separately but jointly to foster children’s “zest for life” at a time of natural disasters. The proposed two programs correspond to earthquake and tornado, and each program consists of three parts. The teaching materials, such as the proposed guidance and worksheet, have been prepared using editable files to allow teachers to edit the content by themselves.A survey method based on the ADDIE process of instructional design is adopted. In the ADDIE process, effectiveness of the proposed education programs is measured through the students’ self-assessment on the extent to which the programs’ learning objectives have been attained. Consequently, the proposed programs are evaluated by measuring the degree of attainment several times: before, during, and after the implementations. As a result of the evaluation, the earthquake and tornado disaster management education programs proved to be highly effective for education. Findings also proved that the knowledge acquired and capabilities improved through the proposed programs can be maintained by repeating the practice of the programs.In carrying out this study, cooperation with disaster prevention organizations and educational institutions was indispensable. To further realize such cooperation, this study proposes that the specific educational institutions, Prefectural Board of Education, Municipal Board of Education, and model schools that are willing to implement the programs must cooperate with one another.

Nonprofit Management Education in Schools with Public Affairs Curricula: An Analysis of the Trend Toward Curriculum Integration

For almost 20 years, scholars interested in public affairs education have called for innovation in master’s-level curricula to respond to shifts, begun in the 1960s, in how public services are delivered. The integral role of nonprofit organizations as implementers of publicly funded programs and as participants in the larger policy process is a key feature of the new public governance. This article examines recent trends in nonprofit management education in universities that offer master’s-level graduate programs in public affairs. Based on data from 43 schools collected in two waves, first in 2011 and again in 2014, we elaborate a four-level curriculum integration model and document trends in curriculum development. We find that just over half of the sample schools remain in a pre-integration stage of curriculum development. Simultaneously, analysis across the 43 schools reveals that significant movement has occurred among schools in the later stages of curriculum change.

Risk management education in schools

Risk management education in schools

Commentary. Developing public health service management in Europe

his short article is intended to contribute to the current debate about public health education and research in particular in health management. My three points are: • European countries cannot deal with the challenges facing the health sector unless they develop health management; • recent health reforms have not had the impact that was hoped, in part because of weakness in management; and • schools of public health have an important contribution to make to developing health management, but are not responding to the challenge as well as they could. I was invited to put my views in a short article to stimulate discussion about the role of management education and research in schools of public health in Europe. My views arise from my work in a university management development unit for the British NHS since 1980, and, more recently my three years working in a management programme at the Nordic School of Public Health in Sweden which brought me into closer contact with other schools of public health in Europe. Questions which I think European schools of public health need to ask are: what priority should such schools give to management? Are there good reasons to develop management education in schools of public health, given the many other subjects which compete for the time of faculty and students, and the many other institutions which are entering this market? Where is the research into public health management and should schools be doing it?