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Controlling the Efficient Use of Resources
Canadian Education Association (CEA)
One of the best strategies for making a given organization successful is how resources are controlled. At CEA, resources are monitored and controlled by the Board of Directors. The members of the board ensure every head of departmental is accountable for different resources used by the organization. Timely reports should be presented to the board for evaluation. Materials obtained from different partners and academicians should be accounted for. Human capital is also taken seriously at this organization (“CEA: About Us” par. 6). The human resource (HR) department focuses on the needs and inputs of different individuals. This practice is taken seriously to achieve every targeted goal. The finance department makes sure money is used wisely to support the organization’s goals.
Canadian Association of Independent Schools (CAIS)
This organization is headed by a competent Executive Director. Financial assistance and support are received from different stakeholders. Volunteers and workers play a positive role in making the agency successful. School heads are considered whenever managing various resources at the organization. The agency has several coordinators support whose role is to monitor various operations and resources used by the agency (“The Canadian Accredited Independent Schools” par. 6). Human resource is used to support the changing needs of different stakeholders. The finance department ensures the required resources are accounted for. The ED (ED) reviews various projects and initiatives to ensure the organization’s resources are controlled and used sustainably.
Social Impact: A Comparative Analysis
The Canadian Education Association (CEA) engages different schools and stakeholders to understand the effectiveness of its efforts. This strategy is used to measure impact and identify the major areas that should be improved. Consequently, the agency has managed to spread meaningful ideas to more scholars. The social impact is that these two agencies have transformed the learning outcomes of more people in society. The quality of education has been improved in the targeted region. The agencies propose new measures that can make a huge difference in the nation.
This strategy has made it easier for the agency to support the education system of Canada. Many schools use CEA’s research findings and ideas to implement new changes in education. The approach encourages more schools to support the diverse needs of their respective students (Morgan 129).
The actions and initiatives of the CEA have made it easier for more students to pursue their professionals and personal goals (Mendelson 15). This is true because more institutions are currently using evidence-based ideas to implement superior educational policies.
On the other hand, the Canadian Accredited Independent Schools (CAIS) uses the concept of continuous assessment to measure impact. This strategy makes it easier for the agency to identify the results realized within a specified period. Such results include academic performance and quality of education. CAIS’s use of a continuous improvement approach has played a positive role in empowering many school heads.
Reviewers assess each member school on several criteria to determine if they meet the standards and should continue to be accredited. Such feedbacks are used to analyze the achievements of the organization. It should be observed that the efforts undertaken by the Canadian Accredited Independent Schools have played a positive role in improving the educational outcomes of many students (“The Canadian Accredited Independent Schools” par. 7). By so doing, the organization has supported the educational expectations of many students.
The agency had empowered stakeholders to focus on their strategic actions such as the need to empower more students. Students who get the required support throughout the academic ladder will pursue their dreams and eventually become successful (Morgan 135). The results recorded within the past three decades indicate that CAIS’s social impact has been positive (Morgan 136). More schools should, therefore, apply for accreditation.
Impact of Globalization and Changing Environmental factors
Globalization has an unbelievable impact on the world. People’s living standards around the world are not balanced meanwhile; 400 million people improved their situation from poverty since 1980. The world’s economy is also moving up despite the economic crises and half of the GDP is happening outside of developed countries and at least 20% of jobs in the U.S are related to exports. (Stewart, Vivien. “Chapter 1. Globalization and Education.”)
The majority of the manufacturing is happening in countries such as China and India because the labor costs are cheaper than in developed countries. However, this is causing the growth of economies in less developed countries and also increasing demand for high-end goods, luxury items, and so on. Also, the number of tourists and international students in North American universities has increased (Stewart, Vivien. “Chapter 1. Globalization and Education”).
High school education is the regulation of most industrialized countries. The society with high school education has higher purchase power which contributes to lower unemployment and a better economy (“The Canadian Accredited Independent Schools” par. 7).
Today’s economy is knowledge-based and education is the reason for the growth of the economy by providing innovation and educated human capital to be able to meet the changes of demands in the industry.
Globalization has changed the education system from the traditional style. This style was characterized by a small number of institutions. Teachers were the source of information and expanded in a way that emphasizes more on valuable learning, internationalization, and competition in the national market and workforce development.
“The effects of new information technologies are being felt by the education community. Within Canada, knowledge sources such as the Canadian Encyclopedia are now available entirely online and can be used in classrooms throughout the land. These sorts of innovations have the potential to free up previously untapped resources, and should be introduced widely”-(Paul Cappon, “The Globalization of Education: p. 6”).
In non-profit education organizations such as CAIS even though the services are across Canada but some of the Board of Directors and advisors are internationally graduates and professionals. For example, Donna Bridgeman MBA graduate from Harvard Business University or Lu Cacioppo who is 2015 was awarded for Professional Excellence from CIBPA (Canadian Italian Business and Professional Association). These are the examples that reflect the impact of globalization on the education sector. People can use the education system anywhere in the world that is more suitable for them and based on their skills and knowledge, they have the opportunity to work anywhere across the world and get involved in global markets. (“CAIS: About CAIS: Meet the Board”)
CEA provides a blog section on their website that gives this opportunity to their members and staff to publish blogs and express their concerns and knowledge about anything regarding education. Lyle Hamm and Kevin Cormier have argued the diversity and globalization issues as they mentioned “What constitutes effective educational professional development (PD) in a rapidly changing diverse country like Canada? Well, given that our nation is vast, stretches in all directions, consists of ten provinces and three territories, and boasts a multiethnic, multicultural and multi-linguistic population of over 34 million people, PD is going to look remarkably different from one region/community to the next.
It may even look different from one school to the next within the same community. And in our minds, it should.” In this blog, they are covering the problems that multi-culture and language students are facing and the impact of their teachers and education system on their success (“CEA: Blog”, Effective Teacher PD in Canada in the New Millennium).
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