SWOT analysis of school`s management

SWOT Analysis of
School Management
Mijo Mirković School of Economics, Trade and
Headmaster’s role – a brief
Organizational and pedagogical tasks
 staffing, coordinating the work of teachers, professional
staff, shift leaders and other school employees,
participation in the Parent and Student Council meetings
 analysis and monitoring of student success
 presenting educational programmes to the public
 preparation and conducting of the Teachers’ Council
meetings, the Commission for the state graduation
meetings, participation in the School Board meetings
Financing and participation in
cultural and public school activities
planning, coordination and implementation of the financial plan
equipping schools (technical literature, magazines, teaching aids, personal
computers etc.)
public procurement (collecting and analyzing offers concerning transportation
of disabled children )-funded by Ministry of Education and Sports
repairs and maintenance of the building (planning funds),
employees professional development
preparing and organizing competitions at the school, county and state level;
organizing seminars and conferences which the school is the host for
(professional inter-county council in the education sector of economy, trade
and business administration)
leadership and participation in projects (Comenius multilateral school
partnerships, IPA-ECHO in collaboration with the High School of Economics
Varaždin, ”The world in a palm of hand "- with International student
organisation AIESEC, South East Mediterranean environmental project etc.
organizing lectures and public discussions
constant cooperation with Town and County Tourist Board and with Regional
Development Agency “Porin”,
humanitarian actions in school and beyond
2.Human resources
3.Cooperation with local community and
Government bodies
4.Educating students with special needs
5.Growing interest for enrollment
6.Cooperation with parents
Programmes and Human
Preferences: a) students can work after the graduation exam or
b) continue their education at colleges (high turnout of
students for the state graduation)
foreign languages (English and German) and ICT skills enable
application to different colleges
constant monitoring and analysis of student success through
Classroom sessions and the Teachers’ Council Meetings
Teaching staff: programme improvement projects and competent
teachers - (about one third of all teachers) represent an intellectual
capital, those teachers have a motif for positive changes and team
oriented work, they are focused on better achievements and results,
the primary goal is to become more recognizable in the local
community and at the state level
Cooperation with local community
and Government bodies
cooperation with the Department for Education and Sports on County
level, Ministry of Education and Sports, Agency for Education and
Agency for Vocational Education on all matters related to: training,
staffing, funding, planning and implementation of projects, as well as
other issues concerning School
local community suggests its representatives to the governing bodies
of school (4 members in the School Board) and thus directly
participate in decision-making on all important issues
cooperation with the Department of Employment (especially related to
adult education and programme adjustments according to labour
market needs)
Regional Development Agency “Porin” supports Entrepreneurship
the school has its representative in the Sector Council at the Agency
for Vocational Education (changes in programmes and enrollment
Educating students with special
students may enroll in Administrative Official Programme
since 1996/1997 and in Assistant Administrator
Programme since 2006/2007
school has an architectural adaptation for those students
(elevator, entrance, transport), medical care, physical
therapists and special education teachers
we are the only secondary school with over 30 students
with special needs
joint teaching and project work is organized with
students from other classes to encourage individuality
and creative potential for each student
The role of parents in school life
regular Teacher-Parent Meetings and School
Sessions enable parents to be well informed on
all relevant issues
a parent representative of the School Council is
elected each year to the School Board and
directly involved in management and decision
centralised school system - prescribed
financing (reduced inflow of funding for
building maintenance, project funding by
County, reduced self-financing from grants)
teaching staff
class organization
School System and Financing
School system:
 strictly prescribed curriculum (number of hours) and programme (content)
per subject
 professional development of teachers of the same area or profession is
organized by the Agency for Education and Vocational Education Agency
 inadequate exchange of information and teaching material among teachers
in different counties/schools
Financing :
 from state budget (payments) and local authorities (building maintenance
etc.), other resources depend on the headmaster (project involvement and
 limited resources and funds have direct impact on acquisition of new
equipment and teaching aids
 donations from individual and/or small companies partially cover costs
related to certain activities like: issuing the school magazine, anniversaries,
seminars etc.
Teaching staff-what is missing?
This refers to a group of teachers:
 lack of pedagogical and psychological education which affects
teaching, therefore has direct influence on class absence
 lack of interpersonal skills (unadjusted to changes)
 fear of new teaching methods
 computer illiteracy - some teachers don’t know how to use a PC or
don’t want to
 unconcern (there is no legal obligation to monitor educational
legislation, there is no personal responsibility)
 lack of modern business ideas and enthusiasm
Classes in shifts
due to a large number of students and teachers (854
students + 74 teachers), classes are organized in two
shifts: the first from 8.00 to 13.15 and the second from
13.15 to 19.20
the building dates from 1858, adjusted for education
after the World War I
almost all the classrooms and cabinets are occupied in
both shifts, so there isn’t too much space for creative
work (extracurricular activities, work on projects etc.)
introduction of new curricula and programmes
knowledge and technology transfer - modernization of the
educational system and its adaptation to the EU
use of pre-accession funds (IPA)
equipping schools
involving the wider community in creating a business school
strengthening the recognition and identity of School
Creating a new vocational curriculum and
the introduction of new occupations
working together with the Croatian Employment Service,
Ministry of Education and Sports and the Agency for
Vocational Education to modernize and adapt
programmes to labour market needs
facilitate transfer of technology and knowledge - align
our education system and qualifications framework to
those in the EU countries
provide a better vertical mobility and employability of
young people in the country and beyond
Working on projects, use of the
Pre-Accession Assistance funds (IPA)
and equipping schools
motivate more teachers to turn in project work
use available resources of the Agency for Mobility and
the EU programmes and plan new projects under the
Comenius, Leonardo da Vinci
get involved in the development of the IPA projects,
especially component IV- Human resource development
and thus part of the funds spent on furnishing and
equipping school
Enhancing school identity
regular informing of the public about the activities
(updating the school website, publishing an article in the
press, address to local TV stations)
strengthening the role of the county School Board
members in decision making and creating business
school policy
develop new projects, increase interest in student
unfavourable business environment (possible lack of enrollment
quotas or termination of certain programmes due to poor
the consequence – a part of employees becomes redundant
administrative barriers, lack of entrepreneurial spirit by some
teachers and lower-financing obstacles
lack of specific knowledge and insufficiently trained staff can
significantly reduce the interest in school / programmes and lead to
poor educational results
compensation system and lack of motivation may cause drain of
professional and highly motivated staff in other professions/areas