How Public Administration Restructuring Can Contribute to Greek Educational Reform - Information and Communication Technologies in Public Administration - page 310

Upon these pillars, we apply the aforementioned transforming processes,
consequently the four modules (MBO, CAF, ISO, and eGov). The whole pallet
of these techniques can initiate an effective organization reform. To computa-
tionally measure the impact of change and the qualities of the transformation,
first, some concrete metrics will be needed. They must be picked up carefully
so they represent the whole spectrum of attributes. Once they are defined, they
must be simple enough to evaluate to ascertain the impact of transformational
appliances. An assembly of all these variables creates a unique vector (Kerzner,
2013). Analyzing these metrics is up to any different school unit to measure,
modify, or augment the specific criteria according to their particular condi-
tions. In Figure 14.3, we list a skeleton of the most important ones (Solomon,
1998).
The model here is selected among the many in the international literature
(Kerzner, 2013). It consists of a set of 16 variables (metrics) that depict the main
characteristics of a school unit (namely, 1a, 1b, 2a, 2b, 2c, 3a, 3b, 4a, 4b, 4c, 5a,
5b, 6a, 6b, 6c, and 7a), as shown in Figure 14.3. They were chosen based on their
expressed purpose, provision of specific information, reflection of the true status of
the organization, and likelihood to gauge as performance indicators. They consti-
tute the “eigenvector” of the unit as follows:

2. Leadership and management
a. Organization and coordination
of school life
b. Exploitation of means and
resources
c. Support and development of
human resources

3. Te aching and learning
a. Development and
implementation of teaching
practices
b. Development and
implementation of student
evaluation practices

1. Means and resources
a. Building infrastructures,
equipment, financial
resources
b. Stang, auxiliary staff

7. School targets
a. Achievement of
school objectives

6. Educational outcomes
a. Student attending and
leakage
b. Achievements and progress
c. Personal and social
development

4. Climate and relationships
a. Relationships between
teachers and students
b. Relationships between
students
c. Relationships between
school and parents and
community in general

5. Initiatives, good practices, and action
plans
a. Educational programs, innovations
support
b. Projects to improve educational work

Figure 14.3 Simplified school unit model.