Gheorghe Preda Managementul Schimbarii in Contextul Scolii

Analele Universitii Constantin Brncui din Trgu Jiu, Seria tiine ale Educaiei, Nr. 2/2010

Annals of the Constantin Brncui University of Trgu Jiu, Education Sciences Series, Issue 2/2010

77

MANAGEMENTUL SCHIMBRII N

CONTEXTUL COLII

Gheorghe PREDA coala General Suleti, Judeul Gorj

Rezumat: n toate organizaiile colare procesele de schimbare

care au loc au o serie de elemente comune chiar dac fiecare dintre ele are particulariti distincte.

Schimbarea reprezint un proces care include o succesiune de etape cu caracter general valabil: aciunea unor fore interne i externe care cer oschimbare la nivelul organizaiei colare.

Cuvinte cheie: management, coal, educaie

PROCESE DE SCHIMBARE N ORGANIZAIA COLAR

n contextul dezvoltrii dinamice a societii, fiecare organizaie colar parcurge, sub presiunea factorilor interni i externi, diverse schimbri n toate domeniile i cu intensiti diferite. Aceste schimbri reprezint o condiie esenial pentru: - racordarea colii la realitate - adaptarea nvrii n context - asigurarea unei educaii de calitate[4]

IOSIFESCU, ., RDULESCU, E., ANDREI,A.; ed: DVORSSKI, M., PCURARI,O., FLORESCU, E., Management educaional BUCURETI 2000+, 2005. (p.55-56).

n acest context, managerii organizaiilor colare trebuie:

SCHOOL AND THE MANAGEMENT

OF REFORM PROCESSES AND

PROJECT OF CHANGE IN SCHOOL

Gheorghe PREDA Secondary School Suleti, Gorj County

Abstract: The dynamic development of the society

determines every school to transform during various changes of all fields and different intensity. Three changes are different in time; their consequences represent the most important factor to integrate the the subsystem of school in society and economy, that represent a system, and to assure a better quality.

These changes are made on several stages and sub-stages because the influence that is made on school by the within and without forces.

In this context every member of the school has the possibility to modify its own system of values, his attitude and his behaviour and to become integrated in a society that is determined by a continuous transformations according with the demands of the imprevisible and continuously changing market.

Key words: management, school, education

THE MANAGEMENT OF REFORM IN

SCHOOL CONTEXT PROCESSES AND PROJECTS OF

CHANGE IN SCHOOL

PROCESSES OF CHANGE IN SCHOOL The dynamic developement of the society determines every school to transform, under the pression of internal and external factors, during various changes of all fields and different intensity. These changes represents an essential condition for : - bringing school at reality; - learning's adapting in the context;

assuring a quality education; [4]



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- s identifice nevoile din domeniul schimbrii;

- s gestioneze corect modificrile care apar;

- s iniieze procese de schimbare care asigur colii prestigiu, calitate, performane.

n toate organizaiile colare procesele de schimbare care au loc au o serie de elemente comune chiar dac fiecare dintre ele are particulariti distincte. Schimbarea reprezint un proces care include o succesiune de etape cu caracter general valabil: aciunea unor fore interne i externe care cer oschimbare la nivelul organizaiei colare. Forele externe care pot exercita presiuni asupra organizaiei colare i nu pot fi controlate de managerii acestora sunt: - cererea de educaie formulat fa de coal,

de ctre comunotate, societate n general; - nnoiri axiologice, informaionale,

metodologice, transferabile la nivelul colii de la tiin, tehnic i cercetare;

- schimbri ale contextului social n care funcioneaz coala, generate de dinamica vieii economico sociale;

Forele interne carepot exercita presiuni i se gsesc ntr-o oarecare msur sub controlul managerilor din organizaia respectiv sunt:

- procesele organizaiei (adoptarea deciziei, relaionare, comunicare);

Pentru ambele fore externe sau interne managerii organizaiei colare trebuie s identifice:

- forele care acioneaz; - direcii de schimbare indicate de

aceste fore; - conexiunile dintre forele indicate;

Procesele de schimbare care au loc n cadrul unui sistem organizaional i, n particular, n cadrul unitii de nvmnt se pot situa pe nivele diferite din punct de vedere al: - intensitii; - amplitudinii; - efectelor pe care le atrag; [4] IOSIFESCU, .,

RDULESCU, E., ANDREI,A.; ed: DVORSSKI, M., PCURARI,O., FLORESCU, E., Management educaional

IOSIFESCU, ., RDULESCU, E., ANDREI,A.; ed: DVORSSKI, M., PCURARI,O., FLORESCU, E., Educational Management BUCHAREST 2000+, 2005. (p.55-56).

In this context, school 's managers hava to: - identify the needs of changing domain; - manage correctly the modifiers which

appear; - initiate changing processes that assure

school ' squality and performances; In all schools changes processes have a series of common elements even that each of them has differents particularities. The change represents a process what includes a successions of stages: the action of some internal and external forces which determine a changhe at the school level. The external forces that can inffluence school and that can not be controlled by their managers are: - the need for education of the community

and society; - informational, methodological renews

transferable from school level in science, technique, research;

- changes of the social context in that school functions, generated by social economic life 's dynamic;

The internal forces that can inffluence school and that canbe controlled in a certain measure by the managers from that organization are: - organization ' sprocesses (decision

adopting, communication); For both, internal and external forces, the school managers have to identify: - forces that actions; - directions of change indicated by these

forces; - the conections between indicated forces; The change processes that apper in organisational system are situated at different levels from the next points of view: - of intensity - of amplitude - of efects [4] IOSIFESCU, .,



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BUCURETI 2000+, 2005. (p.55-56). - nivelul I cuprinde schimbri care se

realizeaz relativ simplu i care au implicaii relativ minore n cadrul unitii colare;

- nivelul II cuprinde schimbri ce presupun o depire a practicilor rutiniere i au consecine cu caracter mai amplu i mai general n contextul colii;

- nivelul III cuprinde schimbri ce determin o ruptur n raport cu situaia anterioar, implicnd, de regul, asemenea unor valori diferite de ctre comunitatea colar n care se desfoar respectivele schimbri.

ntre cele trei nivele exist o conexiune strns: - schimbrile de nivel I i II faciliteaz

schimbrile nivelului III; - fiecare schimbare operat la nivelul III atrage

dup sine, schimbri la nivelele I i II; contientizarea i recunoaterea, nevoii de a

face o schimbare; Managerii organizaiei colare contientizeaz existena unor probleme i recunosc nevoia de schimbare.

identificarea i definirea problemei ce reclam schimbare; Se efectueaz diagnoza problemelor cu care se confrunt organizaia, ca fundament al msurilor care trebuie aplicate.

analiza strategiilor posibile pentru rezolvarea problemei identificate Sunt depistate i eleborate variantele de schimbare, care pot soluiona problemele analizate

definirea restriciilor / riscurilor pentru fiecare dintre strategiile posibile Variantele eleborate sunt analizate din perspectiva condiionrilor care pot genera restricii n cadrul procesului de schimbare.

alegerea strategiei optime din punctul de vedere al colii n cauz Este selectat varianta optim care va rezolva problemele.

contracararea rezistenei pe care o poate ntmpina schimbarea propus

Sunt aplicate seturi de msuri orientate ctre facilitarea procesului de schimbare i, n mod particular ctre diminuarea rezistenei la

RDULESCU, E., ANDREI,A.; ed: DVORSSKI, M., PCURARI,O., FLORESCU, E., Educational Management BUCHAREST 2000+, 2005. (p.55-56).

- level I means changes that are realized simple and that have minor implications upon school;

- level II means changes that suppose a surpassing of the old practices and they have ample consequences in school 's context;

- level III means changes that determine a break reported at the anterior situation, implying, the assuming of some different values by the school community where the changes are made; Between the three levels there is a held situation: - changes of level I and II make easier the III rd level changing;

the recognition and conscience for the need of making a change;

The manager of the schools become conscientious that there are some problems and they recognize the need of change: the problem's identification and

definition that need the change Is realized a diagnosis of the organization's problems for taking measures. The analysis of possible strategies to

resolve the problem There are elaborated the changing strategies, for resolving the analyzed problems. Defining the risk for each possible

strategy The elaborated strategies are analyzed from the perspective in that they can generate restrictions in the process of change. Choosing the correct strategy from the

school point of view. There is selected the optimum strategy that will resolve the problems. There are applying some measures for

making easy the process of change. People are opposing to the

process of change at work place because, this



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schimbare. Oamenii se opun schimbrii la locul de

munc pentru c, de obicei, aceasta este nsoit de consecine negative imediate. Realitatea este c schimbarea e natural i aproape ntotdeauna acceptat cnd genereaz ceva pozitiv pentru angajat. . [1] AUBREY, CD, Managementul performanei. Strategii de obinere a rezultatelor maxime de la angajai, Editura Polirom, Bucureti, 2007. (p.29). implementarea, monitorizarea i evaluarea

schimbrii efectuate Implementarea schimbrii i monitorizarea sa are loc conform deciziilor adoptate, respectnd etapele i termenele. Apoi are loc evaluarea rezultatelor schimbrii n raport cu obiectivele stabilite iniial.

PROIECTE DE SCHIMBARE N CONTEXTUL COLII

FUNDAMENTAREA PROIECTULUI CENTRAT PE SCHIMBARE

Iniierea, promovarea, susinerea proiectelor de schimbare n cadrul unei uniti de nvmnt presupune construirea i aplicarea unor proiecte care s in seama de specificul colii i al comunitii sale. Dup cum se tie proiectarea constituie una din atribuiile , funciile managementului colar, este necesar ca fiecare manager s dein competene specifice n domeniul proiectrii. PROIECTAREA SCHIMBRII: Proiectarea reprezint construirea drumului virtual de la o imagine general i abstract la faptul particular i concret, care transform imaginea mental ntr-o realitate efectiv trit. n acest sens proiectarea schimbrii const n constituirea progresiv a unor elemente din ce n ce mai concrete, care decurg unele din altele n cadrul unui process care merge de la: - general la particular; - abstract la concret; - orizontul lung de timp la termenul scurt PROIECTUL DE SCHIMBARE : Proiectul se definete ca o proiecie pentru viitor, un traseu virtual de la ceea ce este la ceea ce va fi,

brings negative consequences immediately. The reality is that the change is a natural and almost always accepted when it generated something positive for employee. [1] AUBREY, CD, The Management of performance. Optimum strategies of maximum rezults employees, Ed. Polirom, Bucharest, 2007. (p.29). The integration, monitarization and

estimation of done changes The change's integration and monitorization are made according with the addopted decisions, respecting the stages and terms. Then is made the evaluation of changing results rapported to the objectives. REFORM PROJECTS IN THE LOWER

EDUCATION GENERAL BASIS OF THE REFORM

PROJECT The initiation and upholding the reform projects in learning suppose to build and apply some projects according to school and community specific nature. As we know the projecting represents one of the management's functions and is necessary that each manager to own specific competences in project domain. MAKING REFORM PROJECT . The project represents the virtual way from a general and abstract image to a particular and concret fact, that transform the mental image in a real society. This means that making reform project represents a gradual building of some elements within a process that crosset from: - general to particular; - abstract to concret; - a large period of the time to a short

period of the time; REFORM PROJECT . The project is defined as a proiection for future, a virtual way from what exist to what will exist, from present to future. Each reform project must reffers at three essential dimenssions: - future situation, that we want to reach it; - present situation ' s analysis that we go



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de la starea prezent la o stare viitoare, de la situaia de fapt la o situaie dezirabil. Orice proiect de schimbare trebuie s fac referire la trei dimensiuni eseniale: - situaia viitoare la care vrem s ajungem; - analiza situaiei prezente de la care pornim; - drumul de la situaia prezent la situaia

viitoare; Pentru a elabora un proiect de schimbare realist, capabil s conduc la dezvoltarea educaiei de bun calitate n cadrul unei coli care se dezvolt, este necesar: - s efectuai o analiz a situaiei prezente; - s construii o imagine dezirabil pentru

viitor; - s concepei o strategie pentru a traduce n

fapt imaginea dat; - s detaliai strategia n componente tactice i

operaionale; [4] IOSIFESCU, ., RDULESCU, E., ANDREI,A.; ed: DVORSSKI, M., PCURARI,O., FLORESCU, E., Management educaional BUCURETI 2000+, 2005. (p.67-68).

ANALIZA STRII DE FAPT. nainte de a construi proiectul propriu ziscare va decide schimbarea pe care dorim s o implementm n coala noastr, este necesar s se realizeze o analiz serioas a situaiei prezente, de la care se pornete pe drumul schimbrii. Iat componentele care ne ajut s gsim rspunsuri clare la ntrebri specifice: Ce este diagnoza prezentului de la care

pornete schimbarea? Diagnoza prezentului este o analiz a situaiei de fapt, analiz care: - se refer la mediul intern i extern al colii

vizate de proiectul de schimbare; - permite fundamentarea solid a proiectului de

schimbare garantnd realismul su; - cuprinde culegerea, prelucrarea i

interpretarea unor informaii relevante; - reprezint punctul de pornire al proiectului de

schimbare; - poate fi efectuat prin diferite metode, care

pot fi combinate; Care sunt metodele de analiz care pot fi

utilizate pentru analiza prezentului? Metodele de analiz a situaiei de fapt de la

on; - the way from present situation to future

situation, To eleborate a realistic reform project, capable to develope education in a school, is necessary: - to analyse the present situation; - to present a desirable image for the

future; - to make a strategy for making reality that

image; - to detaliate the strategy into tactic and

operational components; [4] IOSIFESCU, ., RDULESCU, E., ANDREI,A.; ed: DVORSSKI, M., PCURARI,O., FLORESCU, E., Educational Management BUCHAREST 2000+, 2005. (p.67-68). THE ANALYSIS OF INITIAL STATUS . Before we create the project that will reffer to the reform of the system it is compulsory to realise a very serous analysis of present status. Here are the components that help us to find answers for specific questions as: What is a present's diagnosis from a

change starts to ? A present 's diagnosis is an analysis of a fact situation, which: - refers to internal and external medium of school according to the reform project; - includes the collection, the procession and the interpretation of some clear information; - represents the starting point of the reform project; - can be done through different methods, which can be combined; Which are the analysis methods that

can be used for present's analysis ? The analysis methods of the fact situation from where is starting in changing are chosen according to:

- project type; - the way of wanted change; - the specific of school ' s and community '

s situation;



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care se pornete n schimbare se aleg n funcie de : - tipul de proiect; - felul schimbrii vizate; - specificul situaiei colare i comunitare; - competenele de care dispun cei ce fac

proiectul schimbrii; analiza informaiilor de tip cantitativ se

refer la unitatea colar ca ntreg i la fiecare persoan din comunitatea colii, ofer o imagine general i permite anticiparea unor reacii i estimarea unor tendine ale colii i ale membrilor comunitii colare;

analiza situaiilor de tip calitativ are acelai scop ca i analiza informaiilor de tip cantitativ, dar se refer la date care sunt greu de msurat: ambient colar, comunicare, relaii etc.

Cum se culeg informaiile necesare pentru fundamentarea proiectului de schimbare?

Analiza strii de fapt trebuie s se bazeze pe culegerea sistematic a informaiilor, care poate fi efectuat prin variate procedee sau instrumente: - chestionare; - interviuri; - brainstorming; - discuii; - analiza unor documente scrise; - analiza datelor statistice, etc. Cunoaterea grupurilor de interes Analiza complet a comunitii Analiza SWOT presupune identificarea : - punctelor tari i a punctelor slabe ale colii

(mediul intern); - oportunitilor i ameninrilor din mediul

extern; Analiza PEST presupune analiza

contextului ( n special la nivel naional i regional) i se centreaz pe patru dimensiuni eseniale care pot influena coala i evoluia sa:

- politicul, cu accent pe situaia economic, resurse existente pentru educaie, sectoare care pot oferi resurse educaiei;

- socialul cu accent pe probleme socialecare afecteaz educaia i pe poziia diferitelor segmente sociale fa de educaie i coal;

- tehnologicul cu accent pe nivelul tehnologic

- the competences of reform project makers;

Information analysis (quantitative) refers to school and to each person from the school community, offers a general image and allows the anticipation of some reactions and the estimation of school ' s tendencies and of their members.

Situations analysis (qualitative) have the same purpose as the quantitative information analysis, but they refers to dates what are hardly measurable: communication, relations etc. How are collected the necessary

information for the reform project? The fact situation's analysis is based on the systematic collection of information, and it can be made through different instruments:

- questionnaire; - interviews; - brainstorming; - discussions; - the analysis of some written documents; - the analysis of the statistic dates, etc.. Analyzing the groups of interest; The complex analysis of community; SWOT analysis supposes

identifying: - of the law and hard points of the school (

that comes from within) - opportunities and menaces that comes

from whithout Pest analysis suppose the context ' s

analysis ( especially at national and regional level) and it is centered on four essential dimensions that can influence school and evolution as:

- the political, with the accent on educational politics and on the decisions about education;

- the economical, with the accent on economical situation, existent resources for education, etc.

- the social, with the accent on social problems that influence education and on the different social segments ' position



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al educaiei i pe resursele tehnologice existente pentru educaie;

Complexitatea, diversitatea i amplitudinea activitilor dintr-o coal sunt caracteristicile ce dau dimensiune unui proiect instituional. Identificarea problemelor eseniale ale colii i rezolvarea lor conduc ctre schimbarea i dezvoltarea instituional. ntr-o instituie colar pot fi identificate probleme care s constituie baza unor proiecte care vizeaz: - formarea continu a cadrelor didactice; - elevii supradotai; - elevii cu dificulti de nvare; - parteneriatul cu familia sau cu autoritile

locale; coala General Suleti, judeul Gorj a realizat un asemenea proiect de dezvoltare colar, de parteneriat cu comunitatea local COALA NOASTR CENTRU CULTURAL COMUNITAR - . Partenerii notri locali au fost : Primria Suleti, Dispensarul uman, Poliia i Biserica. Proiectul a fost n valoare de 7436,40 RON din care 5677,30 Ron contribuia Bncii Mondiale i 1859,10 RON contribuia Guvernului Romniei. Realizatorul acestui proiect a fost domnul profesor Preda Gheorghe. Am realizat al doilea proiect de cooperare internaional ( 2006-2009 ) cu dou coli , una din Salonic ( Grecia) i cealalt din Sofia ( Bulgaria). - programe de regndire a utilizrii resurselor

existente; - identificarea unor surse de finanare; - formarea elevilor n conformitate cu noile

educaii: educaia ecologic, sexual, rutier, antreprenorial, sanitar, etc. .

Dm n continuare etapele realizrii unui proiect de cooperare internaional:

- cutarea partenerilor( relaii personale, Camera de Comer, primrie, prefectur, ONG uri , Consiluil Judeean, baza internaional de date :http//partbase.eupro.se; www.socrates.ro; http//www.en.eun.org/menuprojects/partners.html.

- contactarea partenerului ct mai repedeposibil;

front of the education and school; - the technological with accent on

technology ' s level of education and on the present technological resources for education.

The activities' complexity, diversity and amplitude from a school are the characteristics that give dimension to an institutional project. The identification of essential problems from school and their resolving means institutional change and development. In a school can be identified problems that represent the basis of some projects as the followings: - continuous formation of the teachers; - good students; - the students that have problems in

learning; - the partnership with the family or with

the community Suleti School, from Gorj County, has realized a such project for school development in partnership with the community OUR SCHOOL COMMUNITIST AND CULTURAL CENTER - . Our partners were: the Community, the Police, THE Church, the medical unit. The project costed 7436,40 RON distributed in the following way : 5677,30 Ron representing World Bank contribution and 1859,10 Ron representing Romanian Government contribution. The project ' s representative was Preda Gheorghe. We realized the second project, from this time an international one ( 2006-2009) with two schools, one from Thessaloniki ( Greece) and the other from Sofia ( Bulgaria). - using programmes of existent resources; - the identification of financing sources; - students training according with the new

educations: ecological, sexual, medical education, etc. .

Here are the stages in realization of an international project: - searching, the partners (personal

relations, County Council, Village Hll,



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- alegerea unei teme (comun, interdisciplinar);

- contactarea inspectorului cu programele de cooperare internaional de la Inspectoratul Judeean;

- depunerea unei cereri de finanare pentru vizita pregtitoare la Agenia Naional Socrates din Bucureti;

- redactarea proiectului; - depunerea proiectului la Inspectoratul colar

Judeean n vederea obinerii avizului favorabil;

- depunerea candidaturii la Agenia Naional Socrates din Bucureti;

- aprobarea proiectului de ctre ANS i de ctre Comisia European; derularea proiectului ( n anul urmtor celui n care s-a depus aplicaia);

- evaluarea proiectului i diseminarea rezultatelor obinute;

- bilan pedagogic i financiar; Bibliografie:

[1] AUBREY, CD, Managementul performanei. Strategii de obinere a rezultatelor maxime de la angajai, Editura Polirom, Bucureti, 2007. (p.212-214)

[2] CIUNGU, P., CIUNGU, C., Managementul educaional n nvmntul preuniversitar, Editura Universitii Lucian Blaga Sibiu, 2006.

[3] CORNESCU, V. (coord)., Managementul organizaiei: ghid practic, Editura All BECK, Bucureti, 2007

[4] IOSIFESCU, ., RDULESCU, E., ANDREI,A.; ed: DVORSSKI, M., PCURARI,O., FLORESCU, E., Management educaional BUCURETI 2000+, 2005. (p.22-23, 27-29).

NGO s, Prefecture, International dates' basis : http//postbase.eupro.se; www. socrates .ro ; http//www.en.eun.org/menu/projects/partners.

- Contacting the partner ( in the fastest possible mood);

- Choosing the theme ( common, interdisciplinary):

- Contacting the inspector with the international programmes from the County

Inspectorate; - Making an application for financial

before the visit from Socrate National Agency from Bucharest;

- The project making - The project deposition at educational

Inspectorate for getting the notice; - The nomination deposition at Socrates

National Agency from Bucharest; - The project approval by SNA and by

European Board; - The project estimation and the getting

results discrimination - Financial and pedagogical result;

Bibliography: [1] AUBREY, CD, The Management of performance. Optaing strategies of maximum rezults employees, Ed. polirom, Bucharest, 2007. (p.212-214) [2] CIUNGU, P., CIUNGU, C., Educational Management in the preuniversitary, learning, Ed. University Lucian Blaga Sibiu, 2006. [3] CORNESCU, V. (coord)., Organization Management: practic guide, Ed. All BECK, Bucureti, 2007

[4] IOSIFESCU, ., RDULESCU, E., ANDREI,A.; ed: DVORSSKI, M., PCURARI,O., FLORESCU, E., Educational Management BUCHAREST 2000+, 2005. (p.22-23, 27-29).

Documents

Gheorghe Preda Managementul Schimbarii in Contextul Scolii