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Historical Development of the Opinion in Administration and Management of Education Institutions

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Historical Development of the Opinion in Administration and Management of Education Institutions 48 Interdisiplinary Journal of Research and Development, Vol. 4, no. 2, 2017 Prof. Assoc. Ph.D. JANI SOTA 1 HISTORICAL DEVELOPMENT OF THE OPINION IN ADMINISTRATION AND MANAGEMENT OF EDUCATION INSTITUTIONS Abstract The purpose of this study work is the reflection of progressive processes related to the reformation of the administration of education, conditioned by the historical and social circumstances of the developed western countries into the centuries. Also it informs and creates possibilities for the recognition of the policies and practices of state institutions, religious institutions at the level of educational administration, through effective relationships of policy making and the implementation of pedagogic principles. Analyzing the educational culture in some periods, are discovered the influences of the educational social awareness in the general social development. The above mentioned aims have as a purpose the publication of the mentors opinion for the administration of the meaning in the below issues: - The interest to the new education ideas and patterns of the schools in the developed countries, regarding the function and administration of education in the developed western countries by the outstanding figures of education and world culture. - Some values of the tradition for the management of education in centers involving firstly: in education legislation in the time span of centuries and secondly: found in the programs of each category at schools. - The direction of education, seen by the education systems organisation point of view in the Western countries, accomplishments of obligatory education, of the control of educational organs, and qualification of the administrative units in the center. Key Words: Administration, planning, education reforms, education institution, standard. 1 “Aleksandër Moisiu” University, Durrës; [email protected] Interdisiplinary Journal of Research and Development, Vol. 4, no. 2, 2017 49 Introduction The influence of the social opinion is shaped and legalised through state institutions even though in the beginning they were not clear and well organised. The education development are closely related to political developments and their demands, closely by the military, economical, cultural and scientific aims. Historical data tell about the time and the way of the creation of opinion and education experience. First the experience and education opinion were articulate in non formal situations, but with the consolidation of the new slave countries, was seen necessary the habilitation of the employees for state affairs and raise of military facilities to defend the needs related to foundation of the schools by the state. The schools were founded thousand years ago in the countries of Old Asia: in China, India, Babilona and then Egypt and Minor Assia. In Antique Greece and in Rome the schools were opened about VI-V Century before Christ in the time of slave owners democracy and latter in the philosophy pedagogy influence of that time. Since the schools in Greece were military oriented and supported by the state the first elementary schools in Rome were private. At this time Plato (427-347) proposes the education system for the assigned group ages of children and youths2. After the death punishment of Socrates (399), Plato founded the academy which he run up to the end of his life which is considered the first university in the world3. Latter in 335 was opened the other high school by Aristotel. The schools at this time were opened all over the developed countries4. The school was an institution of education of the children and youths were not well structured, organised and run properly. These were the first steps of their organisations. The first steps of the education system were formed for mastering and the running skills were owned by their managers. The education system involved all the legal pedagogic, programming and professional mechanisms (methodology and techniques of teaching and learning). Historically seen this mechanism has never been complete especially at its beginning. The legal frame was lacking too. However, the content of education and its formation were relied in meeting the demands of the dedicated people. In Old Greece and other countries of that time, the education had not the mission it has today. Then in the process of education were involved only the 2 Jani Sota, Histori e shkollave dhe ideve për edukimin në botë. Nga zanafilla deri në fund të shekullit XVIII (më tej: Histori e shkollave ...), Tiranë: Shtëpia Botuese EXTRA, 2015, f. 161. 3 Ibid, p. 162 4 Ibid, p. 166. 50 Interdisiplinary Journal of Research and Development, Vol. 4, no. 2, 2017 high society and it had different purposes from time to time. By the 8th century B.C up to the end of XX century, the purposes of education system were about creation and cultvation of moral views of society and abilitiation of epmloyees and military men in the state affairs. The type of education was dictated by the political system domination into centuries. The purpose of education was the creation of general and eternal principles that lead the human in life, stressing mainly the moral values of society. The first deep reforms in the international education system were scored in the middle of XX century. In 1967 in Great Britain, Plauden Community a parlmentary commission urged all the elementary schools of England to adopt e method of Education focused on children5. The world was rising on new concepts for the development of society also for the development of education. In the years 70 in USA a new and great movement of education was started for everyone. “World must know that if this idea means everyone must be educated, everyone must go to school”6. In 2000 after the liberation of Kosovo also in Albania after the political change, were restored deep foundation in education system in full accordance with improved international education development. 1. Historical opinion development in education reformation Firstly schools were primitive institutions, without any organisational structure, some were private (i.e in Rome and Illyria) while some others were state schools (i.e. Greece) and some others were religious schools, while their management was closely related to founder. Latter in the experience and way of organising the education process in all the respective education levels. The management of the schools was closely related to the management of education process and far less in the management of education. In the management of the schools the key role was played by the teacher, because the main duty of the school was related to the education process and this process was lead by the teacher. The first elements of the school reforming were encountered at the begging of the XVII century when John Komenks proposed a detailed organisation of the school works. He is the first to implement the academic year, academic 5 Samuel Bowles; Herbert Gintis, “Schoolling in capitalist America”, in: Sociology of Education, American Sociological Association, Vol. 75, No. 1, (Jan., 2002), New York: Basc Books, pp. 1-18. http://www.jstor.org/stable/3090251 6 Majkëll Fullan, Kuptimi i ndryshimit në arsim (më tej: Kuptimi i ndryshimit… ), botimi i tretë, botim i Qendrës për Arsim Demokratik (CDE), përkthyese: Majlinda Nishku, Tiranë, 2010, f. 19. Interdisiplinary Journal of Research and Development, Vol. 4, no. 2, 2017 51 week, education class and formation of the class as an organisative constructive and functional unit of the school work, but also to the way of organising the education classes7. He also planned and implemented the vacation of the schools even though this was reached through the organizing of the education process, but as a manager of the process and institution he couldn’t reach education targets because in the planning process he could not plan the continuous number of classes. In the language of managment means that the volume of work was not well planned with the required time for unit of work. But he could involve since that time, managerial components such as: • The education purpose of the school and the level of education • Work Planning • Work managment of school • Work methodology • Tools of work8. The opinion of Komenks for organising the education process was continued by Zhan Zh. Ruso who was the first to explain the importance of the work, necessity, impossibility suc as elements of managerial process9. Than the important world lecturer Johan F. Herbart who explained many dimensions of achieving different results especially stressed the role of interests in achieving education purposes such as final products of work of school such as: • Empiric Interest (mental) • Estethic interests (body) • Religious Interests (moral)10. The man who scored a turn in the history of education institution managements was at no doubt John Dewey who brought a new philosophy in the determining the education purposes, content and practical acomplishment. By being a representative of pragmatism and progressivism, he influenced in 7 J. Sota, Histori e shkollave ..., f. 485. 8 Ibid, p. 486. 9 Ibid, p. 535. 10 Norbert Hilgenheger, “Johann Friedrich Herbart (1776-1841)”, in: Prospects: the quarterly review of comparative education, vol. XXIII, no. 3/4, Paris, UNESCO: International Bureau of Education, 1993, p. 649-684. 52 Interdisiplinary Journal of Research and Development, Vol. 4, no. 2, 2017 the flows of functioning of schools and their purposes. Dewey stressed that “purposes must be adopted to the needs requests and individuals profits in existing situations that may change in time and space”11. This gave a new dimension of flexibility to the purpose of school as a main managerial mean of the education process in school. His theory wanted to implement and to try in the first experimental school in 1986 in USA which he himself managed. He also stressed the importance of the experience in the experiment of the final process and results of an education institution.
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