Although educational administration has experienced impressive development in putting schools first in the education process, there is no consensus on the definition of non-financial support to schools and there is no common administrative practice for such support. Each European country provides its unique approach towards the administration of school support and shapes its sole best practice. The main cha lenge we face in education administration is related to the adaptation of best practice from different administration systems and from diverse socio-cultural contexts among European countries. This article acknowledges the need for comparative educational administration and argues that the development of conceptual models is imperative in building a comparative dimension. Four conceptual models in educational administration were developed and illustrated with the practical examples form different European countries. The development of the models was based on document content analysis. The first model represents the idea of educational decentralization, the second - the consultation framework in educational administration, the third model reflects the institutional support of school inspectorates, and the fourth - the centralization of support for learning.
|Number of pages||13|
|Journal||Public Policy and Administration|
|Publication status||Published - 2011|
ASJC Scopus subject areas
- Public Administration