Educational management

Educational management refers to the administration of the education system

in which a group combines human and material resources to supervise, plan,
strategise, and implement structures to execute an education system.[1][2]
Education is the equipping of knowledge, skills, values, beliefs, habits, and
attitudes with learning experiences. The education system is an ecosystem of
professionals in educational institutions, such as government ministries, unions,
statutory boards, agencies, and schools. The education system consists of
political heads, principals, teaching staff, non-teaching staff, administrative
personnel and other educational professionals working together to enrich and
enhance.[3][4] At all levels of the educational ecosystem, management is
required; management involves the planning, organising, implementation,
review, evaluation, and integration of an institution. Educational management is
related to Henri Fayol's 14 Principles of Management.[5]

Overview of educational
Contents management

Scope
Co-curricular activities
Curriculum planning and development
Preschool
Primary education
Secondary education
Tertiary education
Educational technology
Finances
Health and physical development
Human resources
Information technology
Special education
Student development
Objectives
Educator level
Ministerial-departmental level
Institutional level
National examples
Australia
Finland
Singapore
See also
References
Further reading
Scope

Co-curricular activities
Co-curricular activities help students maintain a holistic education, expressing their interests and talents. The activities help foster
a sense of social integration, and add a sense of commitment and belonging to one's community and country. Co-curricular
activities include science-oriented talent-development programmes, clubs and societies, sports, uniformed groups, and visual- and
performing-arts groups. Co-curricular activities may also include advocacy, botany, personal-care, innovation, research-
methodology and current-affairs groups.[6][7][8]

Curriculum planning and development

Curriculum planning and development involves "the design and development of integrated plans for learning, and the evaluation
of plans, their implementation and the outcomes of the learning experience".[9] It designs and reviews curriculum, promotes
teaching and assessment strategies aligned with curriculum, formulates special curriculum programmes, creates clear, observable
objectives, and generates useful assessment rubrics.[10]

Curriculum development can be described as a three-stage process encompassing planned, delivered and experienced
curriculum.[9] It may be shaped by pedagogical approaches contributed by theorists and researchers, such as John Dewey, Lev
Vygotsky, Jean Piaget, Jerome Bruner, and Albert Bandura.[11]

Preschool
Curriculum development at the preschool level is based on several schools of thought. The Kindergarten was established by
Friedrich Fröbel in Germany in 1837. Froebel described three forms of knowledge which he viewed as essential to all
learning:[12] knowledge of life, which includes an appreciation of gardening, animals and domestic tasks; knowledge of
mathematics, such as geometry; and knowledge of beauty, which includes colour and shape, harmony and movement.[12] The
goals of Froebel's kindergarten are to awaken a child's physical senses through learning experiences and provide a common
ground for individuals to advance.

Margaret and Rachel McMillan were social reformers in England who spent their lives trying to address poverty[13] and founded
the Open-Air Nursery School and Training Centre in London. Their goals were to provide loving care, health support,
nourishment and physical welfare to children.[14] Assistance was provided to parents to aid them in caring for, and interacting
with, their children. Pedagogical models on how to engage and interact with young children were provided. The pedagogical
principles of the Nursery School may be found in educational frameworks requiring teachers to nurture and teach a curriculum
which covers an exploration of the world, aesthetics, music and movement, and literacy.[12]

John Dewey formulated the theory of progressive education.[15][16] His progressive-education philosophy embraces the idea that
children should be taught how to think. Dewey was opposed to assessments, since they cannot measure whether or not a child is
educated.[17] The school community should offer learning opportunities which are interesting and meaningful and prepare
individuals to live in a democratic society. Children learn through doing, cooperation, problem-solving and collaboration, with
the teacher acting as a guide. Projects in Dewey's curriculum encourage exploration, self-discovery and sensorial experiences
which provide a holistic approach, focuses on the children's interests, and are developmentally appropriate.[18]

Montessori education was developed by Maria Montessori, who believed that children go through sensitive periods known as
"windows of opportunity".[19] Everything in a Montessori classroom enhances and develops a child's growth. Materials address
children's interests and the natural environment.[19] The learning environment is focused on the child. The curriculum trains
children to be responsive, and promotes a desire for skills mastery.[20]
Waldorf education, created by the Austrian philosopher Rudolf Steiner, focuses on the whole child: body, mind, and spirit.[12]
The curriculum is designed to provoke thought processes, develop sensitivity, and enhance creative and artistic fluency.[21][22]
The Waldorf curriculum consists of storytelling, aesthetics (arts), practical work, imaginative play, and discovery of nature.[23]
Modern schools adopting Waldorf education are independent and self-governing.[12]

The Reggio Emilia approach developed in the small north-Italian city of Reggio Emilia. Influenced by constructivist theories and
the progressive-education movement, it is committed to uphold the rights of individuals.[24] Key concepts in a Reggio Emilia
school include a child's right to education, the importance of interpersonal relationships amongst children, teachers and parents,
and children's interactions in work and play.[25][26] Its curriculum emerges from the children's interest, and is developed through
projects and inquiry.[27] Each individual plays an important role in the school, and parental involvement is a key aspect of the
child's learning and development.[25]

Primary education
Curriculum development at the primary level focuses on the foundations of subjects, covering subject disciplines, knowledge
skills and character development.[28] Subject disciplines are the cores and foundations of language, science, humanities, the arts,
technology, and social studies.[29][30][31][32] Knowledge skills are personal skills and attributes such as communication, critical
thinking, teamwork and judgement, which are developed through learning experiences based on the school's pedagogical
practices.[33] Character development, according to Elliot Eisner, is the implicit curriculum: the school's hidden agenda.[34]
Character traits and attributes include resilience, self-discipline, empathy and compassion, focusing on the social and emotional
development of each student.[35] The curriculum development is a springboard towards personal and social capability, ethical and
intercultural understanding, and sound moral judgement.[36]

Secondary education
Curriculum development varies at the secondary level, based on the course (or stream) in which a student is enrolled.[37]
Curriculum focuses on core subjects such as language, mathematics, science and the humanities.[38][39][40] Learning experiences,
strategic goals, national frameworks and school philosophy are also considered in curriculum development;[41] schools consider
values and progressive skills in the development of a holistic curriculum.[42] Elective and vocational programmes are offered,
which include social studies, art and music, design, and technology and computer studies.[38][39][40] Specialized schools integrate
programmes with corporate partners in information and communication technology, entrepreneurship, art, design, media and Da
Vinci Learning.[43][44] Enhanced programmes in sports, arts, and language are also offered.[45]

Tertiary education
Curriculum at the tertiary education level involves specific course design and development. Griffith University describes
planning as based on previously-collected evidence; the process also involves assessment, technologically-informed learning and
discipline-based capabilities.[46] The process aims to prepare students for the workforce while enhancing their understanding of a
subject. Griffith University considers four key elements in curriculum development: learning analytics, external peer review,
peer-based professional learning and professional learning workshops.[46]

Educational technology
Educational technology involves the integration, planning, implementation and management of information and communications
technology (ICT) for effective learning and teaching.[47] The educational-technology branch of an education system
conceptualizes and develops ICT in education, integrating it with curriculum frameworks, staff development and management.
The focus of educational technology has shifted to online and web-based applications, learning portals, flipped classrooms and a
variety of social networks for teaching and learning.[48] Although educational technology includes ICT, it is not limited to
hardware and educational theoretics. It encompasses several domains including collaborative learning, learning theory, linear
learning, online portal learning, and (where mobile technologies are used) m-learning. These domains contribute to a personalized
learning model and promote self-directed learning, as students take charge of their education.

Finances
This department oversees the financial policies of the educational institutes which provide administrative support to schools:
financial assistance, revenue operations and school funds.[49] Financial assistance includes government subsidies, allowances and
grants which are applied according to income levels and other factors, such as age or institution.[50] Scholarships and awards are
distributed by merit or to categories of students.[51]

Health and physical development

This department's primary role is to develop safe and effective programmes to educate students on healthy living and physical
education, and involves mastery of a sport and acquiring basic movement skills.[52] The department develops a curriculum based
on sequential outcomes and the physical abilities of students.[52] An instructional model may be used as a plan which includes a
theoretical foundation, learning outcomes, sequenced activities and task structures.[53] The department may promote parental
involvement through partnerships with families and communities, and may rely on support from dieticians, physiotherapists,
community health services and sports associations.[54]

Human resources
The primary goals of the human-resources department are attracting, developing, and retaining staff in the education ministry. It
formulates operational policies and systems which directly affect staff performance and attitudes.[55] Departmental objectives
include a review of organisational structures and procedures, staff skills development and enhancement, and leadership
succession and transition.[56][57] These aim to foster greater staff involvement and expansion, eventually reaching the education
system's overall goals.[58][59]

Information technology
Information technology harnesses technology to facilitate efficient administration, management and education.[60] This requires
frequent staff training to ensure that educators at all levels are fully equipped with the needed skill set, and managers must
identify and conceptualise relevant information for instruction.[61] IT systems must be reliable, accessible and assimilated by
educators, and are vulnerable to hacking and malware. A period of close examination during integration may be necessary to
ensure that educators are using new applications correctly.

Special education
Special education aims to facilitate a healthy learning environment for children with special needs or disabilities, giving all
children an insightful and fruitful learning experience.[62][63] Special education may be provided in mainstream schools or
specialised schools.[64][65] The appropriate choice of learning institution depends on the child's needs and the services available.
Children may display learning difficulties or require additional materials for learning. Relevant courses are designed for children
on the autism spectrum or with intellectual disabilities, visual impairment, hearing loss or cerebral palsy.[66] Additional
assistance may be provided by social-service, non-governmental and voluntary welfare organisations and corporate partners.
The department tries to ensure that students with disabilities can participate in the school curriculum on the same basis as their
peers.[67] It encompasses all education, including specialised schools and support classes;[67] this is key to ensuring student
diversity. Special support services include accommodations, consultations, and personalised learning. Allied educators provide a
high level of interaction with each child.[68] A multidisciplinary team of psychologists, special educators, and therapists fosters
appropriate, meaningful learning.[69]

Student development
This department's primary role is to create curriculum and programmes which promote character, arts, citizenship, moral
education, and global awareness.[70] Its mission is to promote individual student excellence, encourage collaboration and
discovery and challenge students to take responsibility,[71] equipping students with future-ready qualities and competencies.
Schools focus on values, collaboration, culture, and integration in approaching student-development programmes.[72][73]
Overseas learning opportunities can be integrated to enable students to become aware of diverse cultures and backgrounds, with
the goals of global connectivity and collaboration.[74][75]

Objectives

Educator level
Teachers plan and implement lessons based on pedagogical practices in an educational framework,[76] managing and updating
student portfolios to recognise and assess diverse domains of development: social, emotional, intellectual, physical, moral and
aesthetic. Pedagogical practices are supported by the curriculum philosophy, the goals and objectives of the subject matter, and
individual student learning and developmental needs.[77] Although educational management at the educator level is similar to that
of the education ministry,[78] its planning, development and monitoring focuses on individual students.[76] Teachers adopt
classroom-management strategies and incorporate instructional approaches which promote independence, discipline, and a
positive learning mindset. A teacher's classroom-management style influences many aspects of the learning environment. The
four general styles of classroom management are authoritarian, authoritative, permissive and disengaged.[79][80][81] Teachers use
a variety of positive guidance and disciplinary strategies to refocus a student's attention or manage conflicts.[82]

Ministerial-departmental level
Ministries and departments of education are responsible for the "design, implementation, monitoring and evaluation of
educational legislation, policies, and programmes".[83] They provide structured support in strategic leadership, human resources,
budgeting and administrative management to ensure that the educational system functions effectively and efficiently.[84][85]

Institutional level
The board of education and principals are responsible for managing an educational institution's daily operations. The school
board formulates policies and has decision-making powers.[86] Their responsibilities include regulating the school budget,
formulating its strategic vision and mission, and reviewing and enhancing school policies.[86] The board also monitors school
performance, reporting to stakeholders (such as parents and the director-general) and collaborating with parents, government and
non-governmental organisations.[87] The board of education can make legal decisions on behalf of the school, entering contracts
and providing land.[87]

The principal has a professional and administrative role in the school.[88][89] With the school board, they chart the school's
strategic goals reflecting its mission, vision, and philosophy. The principal supervises teaching and non-teaching staff,
coordinating and managing day-to-day operations.[88] They are tasked with procuring resources for the school to achieve its
strategic goals and ensuring that staff are trained and equipped with specialised skills, such as first aid. Principals are also
required to engage with parents and community partners and provide performance indicators to the ministry (or department) of
education.[90] Principals "build school culture", sustaining enhancement programmes and campaigns in the school.[91] Strategic
goals for a school include excellence and engagement in learning, building character and leadership and developing staff
competencies, collaborative partnerships, holistic education, quality student outcomes and lifelong, future-ready
learners.[92][93][94][95]

National examples

Australia
Education in Australia is bureaucratic in nature. The national and state departments of education are responsible for the regulation
of funding of education. Australia's educational system is governed by the Department of Education and Training, which is
responsible for national policies and programmes. The department reports to two ministers; secretaries are responsible for the
delivery of departmental services, which include corporate strategy, early-childhood education and childcare, higher education,
research, and skills and training.[96] Each state is responsible for the delivery and coordination of its programmes and policies:

Department of Education (New South Wales)

Department of Education (Western Australia)
Department of Education and Training (Queensland)
Department for Education (South Australia)
Department of Education and Training (Victoria)
Department of Education (Tasmania)

Finland
Education in Finland is also bureaucratic in nature.[97] The Ministry of Education and Culture consists of departments of general
education and early-childhood education; vocational education and training; higher education and science policy; art and cultural
policy; youth and sport policy, and a unit for upper-secondary-school reform.[98] Common ministry functions are performed by
administrative, finance and communications units and a secretariat for international relations.

Singapore
Education in Singapore is functional in structure, and is managed by the Ministry of Education (MOE).[99] Its organisational
structure consists of:[90]

Political leaders
The Academy of Singapore Teachers, a professional organisation[90]
The Communications and Engagement Group has two divisions: communications, and engagement and
research. The communications division manages strategic messaging and promotes the communication of
education policies and programmes to the media and the public.[100] The engagement and research division
interacts with key MOE stakeholders.[90]
The Curriculum Planning and Development Division's goal is to meet national, community and individual needs.
Its responsibilities include syllabus design and review, teaching approaches and assessment, programmes,
resources, library services, language centers, and consulting services.[101]
The Curriculum Policy Office develops and reviews policies involved in the national curriculum and facilitates
sound, balanced, purposeful and effective curriculum, pedagogy, and assessment practices.[102]
The Educational Technology Division provides strategic direction, leadership, conceptualization and development
of ICT integration into the educational master plan.[103]
The Finance and Procurement division has two departments: finance and procurement. The finance department
manages the ministry's budget and oversees and formulates policies. The procurement department manages
 contracts and tenders.
The Higher Education Group formulates, implements and reviews policies relating to tertiary institutions, such as
universities and polytechnics.
The Human Resource Group "oversee recruitment and appointment, management of establishment matters for
Education Officers, Executive & Administrative Staff, Allied Educators (EO/EAS/AED), employee engagement
and HR partnerships with schools and HQ Divisions".[104]
The Information Technology Branch integrates technology with different educational levels and includes
administration and management.[105] They provide advice and support on the distribution of information and
communication technologies for teaching and learning, and provide the MOE with the processes and procedures
to implement IT strategically and effectively.
Infrastructure and Facility Services has three branches.[106] The School Campus Department deals with
infrastructure planning with building and upgrade programmes,[106] and monitors and reviews the Urban
Redevelopment Authority's policies and plans for land use. The HQ Services Branch oversees policies and
planning of physical infrastructure in the MOE HQ purview,[106] and provide administrative policy support for
services in schools.[106] The Safety, Security and Emergency Branch oversees the emergency operations and
procedures of schools and the MOE HQ, developing and implementing a "safety culture" in school
programmes.[106]
The Internal Audit Branch provides checks and balances in the educational system and ministry, independently
monitoring and conducting financial and operational audits,[107] investigations and reviews.
The Planning Department's main role is to "manage and analyse key MOE data to support MOE management in
decision-making".[108] It has three divisions: the Education Policy Branch, the Corporate Planning Office, and the
International Cooperation Branch.
The Research and Management Information Department conducts research and analyses data essential for
MOE strategic goals. It consists of the Management Information Branch, the Psychological Assessment
Research Branch, the Research and Evaluation Branch, and the Corporate Management Branch.[109]
The Schools Department ensures quality leadership in schools. It consists of the Schools Division; the School
Branch North, South, East and West; the Pre-school Education Branch; the School Appraisal Branch, and the
School Cockpit Administration Centre. The branches have management, administrative-support, implementation
and consulting, and integration role.[110]
Special Educational Needs serve and support students in inclusive environments and special-education
institutions, charting the MOE's course in supporting students with special educational needs[111] and developing
and reviewing curriculum.[111]
The Student Placement and Services Division's primary role is the management and administration of
admissions and scholarships. They also manage the MOE HQ's Customer Service Centre to "improve the quality
of service delivery across all MOE public touch points".[112]
Student Development Curriculum delivers a curriculum which meets the goals and vision of Singapore's
education system.[113] They oversee the curriculum and co-curricular programme, collaborate with key
stakeholders to review and revise curriculum, ensure the successful implementation of national programmes, and
enhance student talent and development.[113]

See also
Educational leadership

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Further reading
The Difference Between Educational Management and Educational Leadership and the Importance of
Educational Responsibility in Educational Management Administration & Leadership by Michael Connolly, Chris
James and Michael Fertig. (http://journals.sagepub.com/doi/abs/10.1177/1741143217745880#articleCitationDow
nloadContainer)
Theories of Educational Management and Leadership: A Review by Majid Ghasemy and Sufean Hussin. (https://
www.researchgate.net/publication/300048835_Theories_of_Educational_Management_and_Leadership_A_Revi
ew)
What is Educational Management? by Learn.org (https://learn.org/articles/What_is_Educational_Management.ht
ml)
 Universal Concepts, Nature, and Basic Principles of Educational Management: Implication for Present Day
School Management by Nwachukwu Prince Ololube, Erebagha Theophilus, Ingiabuna Ii, and Comfort N. Agbor.
(https://www.researchgate.net/publication/283081929_UNIVERSAL_CONCEPTS_NATURE_AND_BASICS_PRI
NCIPLES_OF_EDUCATIONAL_MANAGEMENT_IMPLICATION_FOR_PRESENT_DAY_SCHOOL_MANAGEME
NT)

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