Μοντέλα διοίκησης στην επαγγελματική εκπαίδευση

Abstract

ABSTRACT Education management has occasionally accepted the effects of different theoretical approaches that frame the evolution of management as a social phenomenon. In recent years, there has been a tendency for modern business management to prevail in education management, which places particular emphasis on concepts such as efficiency, namely achieving goals with the least cost and effectiveness, that is the ability to achieve specific goals. Thus, although educational organizations are unique, as they manage the social good of education and differ from other profit organizations, they are not exempt from the social obligation to operate efficiently, rationally manage material and intangible resources, and continually improve quality of their services. The above technocratic approach finds its full expression in the decentralized model of educational administration, where the state transfers powers to local and regional authorities and schools, making them self-governing decision-makers. The state is now a co-ordinator and evaluator of education policy, with the school, parents and local authorities taking charge of education policy making and implementation. This does not mean eliminating the role of the state as it remains the guarantor of equality and the quality of education, but the emergence of the school as the core of the educational process, as well as the active involvement of those directly involved in it. Over the past twenty years, a process of decentralization of education systems has been developed in many countries of the European Union, pointing out that in order to improve the learning process, a more important role should be given to schools. In contrast, the Greek education system is characterized by a centralized structure, unified planning and control, with the overwhelming majority of responsibilities and decisions being the responsibility of the central authority, while the debate on decentralization is almost nonexistent. Reforming the decentralization of the education system is a cornerstone of the upgrading of the vocational education, which has a key role to play in reducing unemployment and the growth of the economy through the improvement of the professional qualifications of citizens in the years to come. Evidence from European studies shows that in countries where vocational education is widespread, youth unemployment is lower and economies more robust. This finding is of particular value for our country, where the margins of upgrading vocational education are large. In Greece, however, vocational education and training shows little attraction and high social resentment, as it appears as a second option, which involves and attracts students with reduced school performance, which usually come from low socio-economic layers. In recent years and under the framework of harmonizing educational policy with the rest of European states, vocational education has been found in the priorities of modern governments, aiming at an overall upgrading of education. Recognizing and enhancing the social role of vocational education, enhancing its working role and linking it to the labor market and the country's overall developmental planning are key points in reforming vocational education so that it becomes the driving force of economic growth and prosperity in the country.