EDUCATIONAL MANAGEMENT IN THE TOCANTINS STATE

Good information transmission system can effectively improve the efficiency of school education management, which can effectively carry out the transformation and development of the necessary protection. As the new local undergraduate colleges and universities have just entered the ordinary undergraduate course, the students still have a series of problems to be solved in the education management. The newly-built local undergraduate college students education management information transfer investigation analysis, we find that the newly-built local undergraduate colleges should focus on schools and students, schools and parents information channel expansion, and collaborative counselors and students, counselors and parent information channel, build counselor as its core, with school restructuring and development needs, students education management information transfer the work of transforming the school security. The Introduction of Background With the continuous development of information society, students, teachers and community information and on campus are increasingly high requirements . In June 2014, the State Council issued the decision to accelerate the development of modern vocational education: full deployment of modern vocational education through demonstration lead, the pilot pushing etc., guide a group of ordinary colleges and universities to the application of technology-based institutions in transition development of. New Local University as a special participation in the restructuring and development group, to establish the necessary guarantees sound good education messaging system is the restructuring and development, and as a sub-system, an important part of the student education management information delivery system, more can’t or missing . Chongqing University of Education is a so rooted in Chongqing basic education, teacher professional development services for the mission, by the Chongqing Municipal Education Commission in charge of public ordinary undergraduate school. Upgraded restructuring in 2012, has just entered the regular undergraduate sequence shortly, in all aspects of self-exploration stage, especially in terms of education management information delivery, has some representation. Through a series of problems on the line for the school survey analysis to explore constructing a concrete, feasible, and effective education management information delivery to provide the necessary reference for the Local Newly transformation in education management information transfer terms . The Research Methods Through various academic journals network data repository, and refer to books published in recent years, the application of non-structured qualitative analysis of logical reasoning. Chongqing University of Education visited the faculty teachers, students and parents collect their information transfer problem feedback and suggestions on issues related interview survey. With related information, management, communication, education and other theories, around education management information transfer college concrete reality, a lot of research results have been screened, processing and analysis, transfer information from the body and System sight conduct assessment, deduce relatively objective and reasonable framework to protect the transmission of 2nd International Conference on Education Technology, Management and Humanities Science (ETMHS 2016) © 2016. The authors Published by Atlantis Press 256 information and evaluation System .

PurposeFormal managerial education plays a pivotal role in organizational and personal career development. Research addressing the impact of managerial training and development programs has mainly relied on studies of short-term programs and focused on exam results, i.e. formal knowledge, as a main outcome. However, less is known about the impact of long-term programs in general, and specifically on managerial behaviors. We address these important gaps by raising the research question, “What is the impact of long-term formal management training on self-perceived leadership behaviors?” within the context of a three-year mandatory formal training program for Danish municipal managers.Design/methodology/approachWe utilize linear mixed-effect modeling to analyze survey-based panel data from a total of 116 Danish public managers (primarily working within welfare services, such as childcare, eldercare and school services) enrolled in a mandatory management education program offered by a business school over a three-year period. Leadership behavior is operationalized and measured with reference to Yukl’s conceptual framework, which includes task-, relations- and change-oriented behaviors.FindingsFormal management education has a differential impact on self-perceived management behaviors. During the observed period, task-oriented behaviors increase in absolute and relative levels for managers participating in management education, while relations- and change-oriented behaviors remain at the same levels.Originality/valueTo the authors’ knowledge, Yukl’s taxonomy has previously not been applied within this context, despite the fact that the three behaviors mirror core content in most formal management and leadership education.

One of the directions of improving management in the higher education system in the conditions of innovation is the training of managers in the field of education. As you know, the formation of professional competence of education managers must be carried out in accordance with innovative changes in the field of education. In the article, having analyzed the prepared works on improving management in the field of education in recent years, the review of scientific projects carried out in this direction was conducted at the Kazakh national pedagogical University named after Abay. These works show an increase in the need for training managers in the field of education. The updated curricula in accordance with the law «On the status of a teacher», which describes the educational programs «Management in education» for master’s and doctoral studies and the elective course «Management in higher education», developed to meet these needs, are described as models for future specialists. Services, activities and training results of the future specialist are presented.

The article substantiates the need to study the experience of the USA in higher education management, due to the existence of some contradictions and difficulties in the reformation of higher education in Ukraine. The actuality of the given research is strengthened by the fact that in the United States in the field of medical education management, the idea of orientation of education on a person and their needs has been developed and implemented. In order to obtain a coherent picture, the author aims to identify the basic laws, peculiarities and tendencies in medical education management in the United States. By using general scientific and historical-pedagogical methods, normative documents, encyclopaedic, historical, pedagogical and methodological literature on the research problem, educational and methodological materials illustrating the experience of medical education management in the USA as well as the preconditions of the emergence and development of a modern system of management of medical education in the USA have been studied. The research has demonstrated that the peculiarity of higher education management in the United States is its decentralization. This is confirmed by the fact that the United States does not have a single national education system, but there are state educational systems, and the federal government and federal agencies play a role in the management of education in the country, but the main administrative functions are performed not by federal education bodies, but state agencies, local education authorities and professional associations. It has been established that the United States Department of Education with subordinate departments and commissions and the Accreditation Council for Higher Education with their respective accountable bodies belong to the USA government higher education administration. Within the management of medical educational institutions, certain organizations and associations, that are subordinate to the Department of Education and are involved in the establishment, implementation and updating of medical education standards, play an important role. The Liaison Committee on Medical Education is the accrediting body for medical education programs in the USA and Canada. A limited role in the accreditation of universities is also played by the American Medical College Association and the American Medical Association.

The implementation of project management in the education system is impossible without the development of new types of competencies by teachers, which will allow the use of project management methods in professional activities. The article substantiates the need for training teachers who are competent both in managing student projects and in organizing their own project activities, as well as in project activities and project management of an educational institution. The article describes the experience of building competencies in the field of project management among students — future informatics teachers studying in the field of training 44.04.01 “Pedagogical Education” (master’s program “Information Technologies in Education”) at Nosov Magnitogorsk State Technical University. Based on the requirements of the professional standard 06.016 “Project Manager in the Field of Information Technologies”, the requirements for the competence of specialists in the field of project activities, etc., the author examined indicators for the formation of competency UK-2 “Able to manage a project at all stages of its life cycle” for academic discipline “Project Management in Education”. The methodology of forming competencies in the field of project management in education for masters of teacher education using the digital educational resource developed by the author is highlighted.

Although scholars agree that public managers' education could affect performance in public organizations, no attempt has been made to synthesize the empirical evidence on this relationship. Consequently, we ask, do public managers with a general management education, such as an MPA, or a specialist education, such as an MD in the context of a hospital, affect different types of performance in public organizations? Based on a preregistered systematic literature review, we find 548 effect sizes from 50 quantitative studies by screening more than 12,000 potentially eligible studies. Our meta‐regression analyses show that specialist managers have a statistically significant small average advantage on field‐specific performance compared to other managers, and that generalist managers have a statistically significant small average advantage on financial performance compared to other managers. Based on these results, we recommend that future research investigate the theoretical linkages between public managers' education and performance in public organizations.

پژوهش حاضر با هدف مطالعه نهادهای مسئول و نظام ارزیابی شایستگی‌های حرفه‌ای مدیران مدارس ایران، مالزی و ایالت کالیفرنیا امریکا به منظور فراهم شدن زمینه نقد و مسئله‌گشایی از برنامه‌های توسعه شایستگی‌های حرفه‌ای مدیران در ایران با بهره‌گیری از تجارب و آموزه‌های کشور مالزی و ایالت کالیفرنیا که در حوزه مطالعات و اصلاحات مدیریت آموزشی پیشرو می‌باشند به انجام رسید. روشی که در این پژوهش مورد استفاده قرار گرفت، روش جرج. زی. اف. بردی در مطالعات آموزش و پرورش تطبیقی مشتمل بر مراحل توصیف، تفسیر، هم‌جواری و مقایسه بود. برای جمع‌آوری اطلاعات و داده‌ها از شیوه مطالعه منابع کتابخانه‌ای شامل اسناد، گزارش‌ها، مطالعات تطبیقی انجام گرفته پیرامون موضوع استفاده شد. یافته‌های پژوهش نشان داد ایده‌ها و انگاره‌های نابی در حوزه موضوع مورد پژوهش در کشور مالزی و ایالت کالیفرنیا وجود دارد که می‌تواند در اصلاح و بهبود نظام توسعه شایستگی‌های حرفه‌ای مدیران مدارس در ایران راه‌گشا باشد. بر اساس یافته‌ها بازنگری در وظایف و کارکردهای نهادهای متولی توصیف، توسعه و ارزیابی شایستگی‌های حرفه‌ای مدیران مدارس و هم‌چنین نظام ارزیابی شایستگی‌های حرفه‌ای مدیران مدارس در کشور به عنوان امر ضروری مشخص شد. در پایان بر مبنای آموزه‌های برگرفته از این مطالعه پیشنهادهایی جهت اصلاح و یادگیری خط مشی های مربوطه در ایران ارائه گردید.

PurposeThis paper aims to report the initial findings of a project aiming to re-establish basic education in conflict-ravaged states in Northeastern Nigeria and to improve education providers' ability to plan and deliver basic educational services. The authors present a preliminary analysis of Nigerian teachers' access to information communication technology (ICT), their technology skills, as well associated national ICT policies.Design/methodology/approachThis case study uses results from two co-designed tools, administered using KoboToolbox to Education Managers in the first instance, and teachers in the second. The data from the tools form the basis for analysis.FindingsIn the first instance, educational managers reported a lack of access to technology, the internet and to training and professional development. In the second instance, teachers reported issues present in the classroom environment, including poor infrastructure, a lack of resources and over-crowded classrooms. Very few teachers had access to computers or to the internet.Research limitations/implicationsThe 33 educational managers represent a small sample size and may not be fully representative of the region covered. The ICT Capacity Audit tool listed Excel in two different areas – basic Excel skills and using Excel for data analysis – which could have caused confusion for participants. The data collection should be repeated, expanded and compared for consistency. For the team, changes to the proposed (SENSE) box content meant that we were not able to deliver low-tech tools, such as Boogie Boards, or high-tech tools, such as tablets, to schools.Originality/valueDespite seemingly insurmountable challenges, the research team identified low-tech tools as a feasible resource in the classroom. Existing tools, such as teachers' smartphones and use of the WhatsApp application, can be used for sharing educational resources and providing teacher training. This paper argues that Nigeria needs up-to-date national ICT policies to guide in-country efforts to develop implementation of information technology initiatives for education.

The text presents partial results of a study carried out in the State Research Group, policies and education management, in the Project: Contributions of Historical Materialism for Research in Educational Policies. It recognizes Historical Materialism as a theoretical and methodological foundation that offers epistemological and ontological elements for the researcher to understand the totality of his object of study in capitalist society. The general objective is to identify the contributions of the Dialectical Historical Materialism to the researches that discuss the democratization policies of the book and the reading between the years of 2013 and 2016. The study was carried out through bibliographic research on the MHD and the collection of theses and dissertations in digital libraries. It concludes that only a small portion relies on this method and many of these studies do not clearly announce the methodological perspective on which they base their discussions.

This study investigates and analyze whether and how external evaluations has influenced the practice of coordinating education in elementary school I municipal education in Indaiatuba/SP, exploring possible implications for the educational management of school work. The choice of the city was given by the fact that it has obtained a high performance in ndice de Desenvolvimento da Educao Bsica (IDEB), in 2007, and has relevants characteristics to our study, including: the use of evidence came from Prova Brasil and Provinha Brasil, the Sistema de Avaliao do Rendimento Escolar do Estado de So Paulo (SARESP) and own external evaluation prepared by the Municipal Department of Education -Avaliao Municipal do Desempenho do Aluno (AMDA). In addition, there is a specific sector in the Municipal Department responsible for this assessment. Starting with the assumption that these assessments have led changes in proposals and actions from educational coordinator teaching and administrative responsibility. Given the relevance of external evaluations have been taking in recent decades in Brazil and the assumption assumed in this work of his growing influence in the daily life of schools, we seek to learn through demonstrations expressed by educational coordinators, the extent to which evaluations influence the organization and work dynamics, as well as educational management school. The research identified relevant influences in evaluations of the organization of work of professionals and schools, movements indicating ownership of the materials and data produced by the joint evaluation of pedagogical work.

The study analyzes the impact of the platformization of education on the continuing professional development of high school teachers, investigating its implications for teacher autonomy and the contradictions generated by the commodification and privatization of education. Based on a qualitative and bibliographic approach guided by historical-dialectical materialism, the research contextualizes multiple economic, political, and technological transformations that characterize contemporary capitalism, the advance of neoliberalism, and the development of digital technologies. The results indicate that although digital platforms expand access to content and training resources, their use occurs in a standardized manner and disconnected from a critical pedagogical practice, which weakens teacher autonomy and reduces the complexity of educational work to technical procedures. The study also finds growing influence from private companies and digital governance networks, which intensify the commodification of teacher education, turning learning spaces into consumer products and shaping pedagogical practices according to economic interests. In this context, the study concludes that continuing education must promote critical and reflective knowledge linked to teachers’ concrete practice, ensuring that they act as transformative agents in the teaching and learning process. Furthermore, it highlights the relevance of teacher autonomy for the consolidation of a public, democratic, and inclusive education aimed at student learning and human emancipation. The study is linked to the Research Group on Educational Policies, Management, and Education Financing and is supported by the Coordination for the Improvement of Higher Education Personnel (CAPES) and the National Council for Scientific and Technological Development (CNPq) (Grant No. 405633/2023-8).

Understanding How Structure and Agency Influence Education Policy Implementation and Organizational Change

The article presents the results of the study of the management of the national education system. The author of the study claries the linear-functional model of educational organization management, consisting of the target subsystem (management of the development and implementation of the development strategy of the organization), linear subsystem (management of the educational process) and functional subsystems (personnel and resources management, management of social development processes). In accordance with the linear-functional model, the composition of specic functions of educational organization management is determined. On the basis of the matrix of specic functions of management of educational organization and invariant management functions (planning, organization, motivation, control) the modern list of labor functions of the management personnel of educational organization is substantiated.

Since the National Commission on Excellence in Education issued A Nation at Risk: The Imperative for Educational Reform in 1983,1 a plethora of teacher-assessment laws and regulations has been enacted by the states. As of 1985, thirty-one states have adopted some form of testing policy for prospective teachers.2 In most cases, as a result of their own initiative or the insistence of governors and legislatures, state departments of education have instituted a standardized examination, established a cutoff score, and prohibited teacher candidates from proceeding in their pursuit of teaching careers until they have passed the test. In a few instances (Arkansas, Texas, and Georgia), state education departments have mandated that licensed, working teachers pass an examination to retain their certification; and at least one state educational agency (Florida) has linked merit pay increases to teacher testing. State policies vary as to when prospective teachers must take examinations, whether basic skills and/or general, professional, or subject-matter knowledge are tested, and what the minimum passing score is for a given test. In California, for example, prospective teachers who have not completed a study program designed to insure subject-area expertise are required to score above a specific

The article presents part of the results of a research conducted by the Group of Studies and Research on Social Movements, Cultural Diversity and Education in the Field and the City - GEPEMDECC/UESB, in May 2020, with the following theme: “The challenges faced by teachers in the use of educational technologies through emergency remote teaching in school activities in municipalities located in the state of Bahia, in the context of the Covid-19 pandemic”. In this sense, the research objectives guided in investigating teacher training in the field, observing the use of educational technologies through remote teaching and understanding the challenges of the educational system in the state of Bahia. As instruments for data collection, a questionnairemade available via Google’s electronic platform was applied to 756 teachers of Basic and College Education, who discuss Field Education in the context of the state of Bahia. For this, we use as a method, an  approximation with Dialectical Historical Materialism – MHD. The research results demonstrated the lack ofeducational public policies, especially in Field Education.