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Books > Social sciences > Education > Organization & management of education
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The Intellectual Capital of Schools - Measuring and Managing Knowledge, Responsibility and Reward: Lessons from the Commercial Sector (Hardcover, 2004 ed.)
Loot Price: R3,119
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The Intellectual Capital of Schools - Measuring and Managing Knowledge, Responsibility and Reward: Lessons from the Commercial Sector (Hardcover, 2004 ed.)
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A teacher may get good, even astounding, results from his pupils
while he is teaching them and yet not be a good teacher; because it
may be that, while his pupils are directly under his influence, he
raises them to a height which is not natural to them, without
fostering their own capacities for work at this level, so that they
immediately decline again as soon as the teacher leaves the
classroom. Ludwig Wittgenstein, 1889 - 1951. It is difficult to
measure effectiveness in not-for-profit organisations like schools,
colleges and universities. There is no 'bottom-line' against which
to gauge performance, they have limited technical development and
managers struggle to make meaningful comparisons between outcomes
and targets. In education, well-publicised attempts have been made
to establish - some would say impose - a set of criteria by which
organisations judge success or failure. These have been largely
subjective - the percentage of inspected classes regarded as good,
the extent to which staff is involved in decision making, the
appropriateness of the leadership shown by senior managers, and so
on - if occasionally peppered with quantitative measures, like the
percentage of students achieving certain grades in public
examinations, to sustain the illusion of objectivity. This is not
to fault the aspiration necessarily, though initially at least it
created a surveillance culture in schools that did justice to
neither the inspected nor the argument for inspection. Happily,
this is changing.
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