Educational management
Language training and organisational management services
Management is an integrated process: the way the educational organisation works, endures and evolves. Effective teamwork is concerned with enabling and creating professional skills, encouraging engagement and commitment to achieving common goals. Management operates through a variety of functions, mostly categorised as planning, organising, leading, motivating and controlling.
MISSION
Leading Educational Organisations Management and promoting innovation and excellence throughout the educational system in the 21st century. Enduring Enhanced Educational Organisations 4.0 and beyond.
Leading Language learning Management solutions provider.
VISION
To be top-of-mind in the set of learning excellence Management brands
To be a cutting-edge team of professionals in a growing organisation.
WHY?
EdEEs scales the transformation of:
- Updated education 4.0
- From CALL (Computer-assisted language learning) To TELL (Technology enhanced language learning)
- From teacher to trainer
- From school to organisation
HOW?
- STEP ANALYSIS: social, technological, economic and political
- Taking into account the new environment
- LTO space and its environment
- Meaningful technology
- New audience expectations
- Managing change
1. ORGANISATIONAL BEHAVIOUR & MANAGING CHANGE
- Vision, mission and strategic planning
- From the school to the learning organisation
- Organisational structure
- Managing change
- Models for implementing innovation
- Internal change
- Technology
2. HUMAN RESOURCES
Questions:
Why do people work for you?
Why do people apply for jobs with you?
Why do people leave?
- Making HR human
- External factors affecting your organisation
- Internal communications
- Ecosystem communications
- Staff motivation & loyalty
- Team-building and team morale
- Inverted organisations
- Successful recruitment
- Conflict management and negotiation
- Dealing with complaints
3. TEACHER TRAINING
- From teacher to trainer
- Updating the trainer profile
- Encouraging professional development
- Dealing with feedback
- Organisational behaviour
- Managing people
- Recruitment strategies
- Professional leadership
4. ACADEMIC MANAGEMENT
- Corporate leadership
- Overseeing the running of day-to-day systems
- Planning courses
- Ensuring quality
- Resource management
- Corporate leadership
- Learning systems
- Assessing global and soft skills
- Assessment management
5. CUSTOMER SERVICE
- The customer journey & after sales
- Codes of practice
- Expected service
- Perceived service
- Service delivery
- Translation of perceptions into service
- Entrepreneurship
- Building customer relations
- Diplomatic and representational services
- Liaising with accrediting & funding agencies, sponsors, etc.
- Monitoring customer satisfaction
6. MARKETING AND SALES
- Making impacts on a target market
- Policy statements and staff handbooks
- Business management
- Content marketing
- Sales strategies management
- MKTG strategy management
- Promoting your organisation
- Networking & using social media
- Checking cost-effectiveness
7. PROJECT MANAGEMENT & PERFORMANCE MONITORING
Developing a solid basis for pedagogical enhancement and targeting objectives to devise action plans using the best resources available.
- Evaluating the effectiveness of internal systems
- Evaluating administrative management (evaluation of resources, assessments, etc.)
- Following up methodologies and/or new proposals for better ones
- Ensuring the performance of teachers and of pupils
- Classroom supervision
- Coordinating teachers, pupils and the virtual campus
- Organising academic events, visiting companies and assisting employees
- Using more non-financial information for new measures
- Monitoring quality, reliability of service and innovative capacity
- Implementing control measures that provide information to generate results, but commitment and dialogue above all
- Placing less emphasis on budgeting
- Ensuring fair and balanced reporting (the good and not so good achievements)
Developing a purposeful technology policy
- Institutions should have clear policies about the use of technologies for teaching, learning and assessment practices to facilitate the technological experience for both students and staff
- The importance of balancing the acquisition and application of digital skills by students and staff and the relevant structures to support their development
- Development of digital literacy and skills
- Alignment of principles with EU and OECD policies in international practices
Criteria
Institutional capacity
- Institutional, administrative and managerial structures (management and administration of mission objectives and academic integrity)
- Material resources (property, equipment and allocated financial resources)
Educational effectiveness
- Content of study programmes (student admissions, structure and range of study programmes)
- Learning outcomes (validation of academic qualifications)
- Scientific research activities (research programmes)
- Financial management of an organisation (budgeting accounts)
Quality management (fundamental criteria for financing education from public sources, and for gaining authority and recognition)
- Quality assurance strategies and procedures
- Procedures for initiation, monitoring and periodic reviews of the programmes and activities implemented
- Objectives and transparent procedures for evaluating learning outcomes (student evaluation)
- Procedures for the periodic evaluation of the teaching staff (the quality of the teaching staff)
- Access to adequate learning resources and student services
- Regularly updated database on internal quality assurance
- Transparent information of public interest with regard to study programmes, certificates, diplomas, and qualifications
- Operational quality assurance structures, according to the law
Procedures
- The analysis of a previous self-evaluation report in relation to the areas, criteria, standards and performance indicators
- A study visit to an institution or programme by an evaluator in order to verify the correlation of data, information, self-evaluation with regard to an institution’s reality
- An evaluation report with these conclusions and recommendations
- The final analysis of quality improvement after having discussed them with the institution
- Implementation of the recommendations
- The periodicity of external evaluation at intervals not exceeding three years
Measuring and monitoring performance
- Attributable factors
- Relevant measurement of what an institution is trying to achieve
- Comparison with past periods or similar services
- Timely (periodicity to track progress)
- Well-defined, clear documentation
- Prevention of unintended consequences
- Reliable and verifiable procedures
- Timeframes
- Achievable targets
- Credible goals
- Cost-effective programmes
Based on current and average performance, better practices can be implemented to achieve external targets like other associations
The final report must:
- Focus on the few critical aspects of performance
- Look backwards and forwards
- Explain the key risks
- Explain other factors critical to performance
- Integrate financial and non-financial performance information
- Include credible information
- Disclose the basis of reporting
- Ensure fair and balanced reporting (the good and not so good achievements)
- Contain data collected accurately based on a valid assessment of an institution’s performance
- Include how the measurement is compiled
- Be free of bias and preferably comparable over time
- Report performance information stating the absence of or the weak controls over non-financial performance information
- Try to give good value or returns in relation to the money, time or effort expended
- Measure activity, cost measures, processes, input and quality or equity