Quality development in vocational schools
The quality development in vocational schools project was a pilot project to increase the quality of education at vocational schools in Berlin.
Content
The school development should especially through school programs are encouraged. Up until February 2006, schools did not work with control models based on the business model. The use of the balanced scorecard as a control instrument is to be examined as part of this pilot project .
The schools use the Balanced Scorecard to develop key figure systems in order to be able to evaluate individual organizational areas and better structure resources. However, the balanced scorecard has to be adapted for schools, as schools are subject to restrictions that companies are not aware of and that influence the balanced scorecard. Therefore a new model of the BSC for schools was constructed in the project. The classic term of the customer has been replaced by the school partner perspective. This includes pupils, graduates and their employers. Schools are also not taxable on profitability, so that the financial perspective has been transformed into profitability. To support the development process, models were developed to show what the BSC's key figures could look like under the specific framework conditions. With these individual modules, schools can individually develop and implement a BSC.
The implementation road map developed in the project is very similar to the model from non-profit organizations. The following steps are taken: developing a vision / mission statement, deriving goals, defining indicators for target achievement, developing evaluation tools, describing measures, agreeing responsibilities / deadlines, carrying out a final evaluation, drawing conclusions and determining further procedures.
Difficulties arise in establishing the control instrument in the organizational culture . The transfer performance is high and can mainly be achieved through communication. Means for this are a control card and the interlocking via it as well as depth control via the committees. There are also special features in the context of leadership when implementing the BSC in schools. The balanced scorecard is based on control and leadership, which in places contradicts schools, in which leadership is culturally shaped differently than, for example, in companies (see school management ).
carrier
The project is carried out by the Rationalization and Innovation Center of German Business . V. (RKW) Berlin-Brandenburg and funded by the Senate Department for Education, Science and Research Berlin and by the European Social Fund. The project ran until December 2008 and took place in cooperation with the Humboldt University of Berlin , the Johannes Gutenberg University Mainz and the State Institute for School and Media Berlin-Brandenburg .
See also
literature
- J. van Buer, C. Wagner (eds.): Quality of School - Developments between extended independence, defined educational standards and strict control of results - A critical handbook. Lang, Frankfurt am Main 2007.
- J. van Buer, O. Zlatkin-Troitschanskaia (Hrsg.): Vocational training on the test bench - development between systemic control, transformation through model experiments and teaching innovation. (= Vocational training in transition. Volume 5). Lang, Frankfurt am Main et al. 2003.
- Detlef Horn-Wagner: Target agreement as the basis for a balanced scorecard. 2008. (under project results and brochure )
- Felix Hartmann: The balanced scorecard for schools. 2008. (under project results and brochure )