تطوير أداء إدارات التعليم قبل الجامعي على ضوء منهجية كايزن للتحسين المستمر

Abstract

Developing performance on an ongoing basis makes educational institutions more stable and longer survival, which imposes the need for careful planning, and discovering weaknesses, shortcomings and obstacles to improve, deal with it, and move from traditional methods of dealing with the attitudes and the obstacles to more sophisticated and creative ways. Quality has become a civilized requirement, indispensable vital and an urgent need to raise education level of integrated organization, quality is a basic requirement to help educational institutions to survive and continue to improve their performance in a rapidly changing world, Kayzen methodology considered one of the main entrances to achieve quality; and runs from the constantly efforts in accordance with the goals of improving the total quality, involving all workers, that improvements are made in all areas, activities and events and management processes. Therefore, education Idaras of pre-university is one of the most important educational institutions involved in development and one of the pillars for achieving performance to improve education system quality, and implementing strategies to achieve desired educational goals, to develop education and achieve quality, which requires adoption of an administrative methodology of the criteria for educational administration quality, and supports continuous improvement processes such as Kayzen methodology, because competition is no longer limited to develop competitive strategies only, but extended to the need for continuous development based on available resources. Problem of the Study: Considering the changing and evolving work climate, weakness of the development activities and work procedures regarded a retreat, and requires that all institutions conducting continuous improvement in all activities and processes, with participation of all employees in all departments and units, and by looking, By reading the literature, the current study found that: 1. The departments of the ministry, directorates, and educational departments suffer from a severe slack in employment, poor productivity and poor quality of service. 2. The absence of a functional description of all the functions and tasks in the whole sector with a lack of familiarity with working out tasks, responsibilities and powers, to lead to a conflict of responsibilities and competencies and authorities. 3. There is no clear mechanism for exchanging experiences and information among various levels of leadership. 4. There are some weaknesses in the pre-university education departments, which is a traditional administration that focuses on superficial and non-radical attempts at educational reform, and does not adopt a unified and established educational policy that is the basis for the Ministry of Education.