Educational Ecosystems
Teachers' Commitment & Quality of Work Life
Versandkostenfrei!
Versandfertig in 1-2 Wochen
24,99 €
inkl. MwSt.
PAYBACK Punkte
12 °P sammeln!
Education holds a paramount role in driving the economic and social development of a society, fostering the growth of human capital (Salgur, 2013). In response to individuals' innate educational needs, the early provision of education took the form of an instinctive response to these needs, leading to what we now know as 'informal education.' Informal education lacks a fixed curriculum, being seamlessly integrated into daily life, with the teacher typically being a more experienced individual. It is not bound by rigid rules and regulations and does not culminate in certification, setting it ap...
Education holds a paramount role in driving the economic and social development of a society, fostering the growth of human capital (Salgur, 2013). In response to individuals' innate educational needs, the early provision of education took the form of an instinctive response to these needs, leading to what we now know as 'informal education.' Informal education lacks a fixed curriculum, being seamlessly integrated into daily life, with the teacher typically being a more experienced individual. It is not bound by rigid rules and regulations and does not culminate in certification, setting it apart from both formal and later emerging non-formal education (Dib, 1988). According to Dib, formal education aligns with a systematic, organized educational model that adheres to a specific set of laws and norms. It adheres to a structured curriculum with predetermined objectives, content, and methodology. However, when one or more of these components are absent, the educational process takes on non-formal characteristics. Non-formal educational processes feature adaptable curricula and methodologies, capable of flexibly catering to the needs and interests of students. Despite this adaptability, they are administered through a structured system with predefined inputs, designed to fulfill the system's objectives (Coombs & Hallak, 1987). It is evident that both non-formal and formal education share the goal of addressing societal needs and are carried out through collective efforts within society. Consequently, the rise of formal and non-formal education led to the institutionalization of education. This institutional perspective on education necessitates an understanding of organizational functioning, particularly within educational institutions. Haney (1976) characterizes organizations as the harmonious coordination of specialized components working together to achieve common objectives. Brunsson (1989) shares a similar view, defining organizations as instruments designed for coordinated action in pursuit of specific goals. Goal-orientation is identified as a fundamental criterion distinguishing organizations from other social groups (Donaldson, 1995). Scott (1992, p. 10) defines 'organizations' as 'social structures created by individuals to support the collaborative pursuit of specified goals,' emphasizing that organizations play a crucial role in achieving objectives beyond individual capabilities in a highly differentiated society. Pfeffer (1997) expands upon Scott's definition by acknowledging that organizational goals may evolve or change over time, prompting organizations to restructure themselves to adapt to changing circumstances.
Andere Kunden interessierten sich für
