Impactul teoriilor organizaţionale în învăţământul românesc

Abstract

Around the world, schools and the societies of which they are part, are confronting the most profound changes. What follows is uncertain and unclear. The different directions of change can seem conflicting and are often contested. Decentralized systems of school self-management are accompanied by centralized systems of curriculum and assessment control.

It is a world where change is a journey of unknown destination, where seeking assistance is a sign of strength, where simultaneous top-down bottom-up initiatives merge, where collegiality and individualism co-exist in productive tension. School development belongs to these complex and contradictory cross-currents pose real challenges to theoretical and practical interpretation in many fields of education and constitute an important intriguing agenda for educational change. School development is an educational current who propose to show how our paradigms of teaching-learning and our school organization are changing and why.

We must accept that mostly Romanian schools need support. School system, parents, school councils, community agencies and groups, business and universities can be effective and powerful partners in assisting schools and their pupils. A learning organisations is both an organisation that learns and of its entire people.

Change is ubiquitous and relentless, forcing itself on us at every turn. It is remarkable how far this study of educational change has come in the last years, since it started in earnest in the 1960s. I will not review the evolution of this development except to say that it has brought us to the beginning of a new phase which will represent a quantum leap - a paradigm breakthrouth – in how we think about and act in relation to change.