As we have complex organisations within the society, the society itself becomes complicated. Understanding these organisations and the way they function requires a technical knowledge of how they organise and function to sustain their aims and objectives. Such knowledge is usually the specialised type. In relation to schools, one needs to be conversant with such issues as school goals, background of the school, perception of power, communication patterns, mode of compliance by staff, mode of involvement by staff and other organisations issues before an effective analysis of such organisation can be effectively conducted.
This book seeks to explore such issues both theoretically and experimentally and it is hoped that it will benefit parents, teachers, students and professional educators who are keen on understanding organisations.
This book was inspired by a post-graduate course: ?Curriculum Evaluation and Planning in the context of National Development?, at the University of Sussex, Falmer, England in 1981.
It was a challenging exercise getting books on curriculum analysis as well as on organisational analysis. Recent findings have revealed that subjects such as these cannot be taught in isolation of field engagement. It is therefore hoped that this book, which is a practical guide, will be a relief to its users.
Chapter one deals with an explanation and justification for the study of organisations.
Chapter two x-rays some major theoretical positions involved in the study of organisations.
Chapter three puts forward a framework under which a typical organisation like the school can be studied.
Chapter four examines the goals of a typical school and analyses them from the standpoint of the analyst.
Chapter five looks at the school background, vis-?-vis, its relevance to the work of the analyst.
Chapters six, seven, eight and nine examine various aspects of power perception, communication, compliance, and the involvement of staff in the school system.
Chapter ten exemplifies a typical school problem, taking up indiscipline and the school system.
Chapter eleven examines the concept of evaluation at various levels in the system.
Chapter twelve summarises the whole work and draws a conclusion. On the whole, the author starts this work by, first of all, finding a justification for the study of organisations. In times gone by, society was not as organised as it is today. With this degree of complexity, then, there is need for men to understand the way organisations work so that they can serve us better.
Going into this field one can see that so many theoretical perspectives have been presented by various writers now. The author has attempted to look at their views critically, and out of this exercise she has chosen to base this organisational analysis on the works of Amatral Etzioni and Charles Handy who are experts in organisations. Using this framework she has examined the said organisation under the sub-headings of goals, historical background of the school, perspectives of power communication, compliance and involvement.
In 1961, Dr. Vicky Reggie-Fubara had her Cambridge School Certificate in (8 subjects), awarded by the University of Cambridge, United Kingdom with distinctions in English Literature, History and Bible Knowledge. She got married shortly after this on the 5th of July 1962 as was required by Tradition for the Girl Child.
After settling down to married life, she enrolled locally at the College of Education, Port Harcourt, Nigeria for her early teachers' training and graduated with distinctions. In 1976, she taught History and English at Stella Maris College, Port Harcourt, Nigeria. Early 1978, she went to the Moray House College of Education, Edinburgh, Scotland where she did an Advanced Diploma in Educational Management and Administration. She later left Scotland at the end of her course for University of Sussex, Falmar, Brighton, England where she took her Bachelor's degree in Guidance and Counseling. She immediately went to her graduate work in the same University and graduated in 1981 with a Masters Degree in Curriculum Studies. Later she did a Ph.D in Curriculum Studies at the University College, Carddiff Wales, United Kingdom.
Currently, she lectures at the University of Port Harcourt, Department of Curriculum Studies and Educational Technology, Port Harcourt, Nigeria, as a Senior lecturer. Before joining the University, she served at the Ministry of Education, Port Harcourt, Nigeria, as a Senior Inspector of Education in-charge of Curriculum Development Unit.
She has had immeasurable experiences as an Educator both in Nigeria, United Kingdom and in fact the Diaspora. She has published several articles in learned journals as well as co-authored books.
Her Other Titles Include-