In today’s world, adult education has started to
play a more and more significant role, becoming an important tool of
modernizing, adding or upgrading knowledge and skills. In this context,
it is obvious that the specific aims and status of adult education institutions
(AEI) are continuously under an unavoidable process of adaptation, which
determines, as a consequence, further changes in the management process.
Therefore, mangers of adult education institutions have
to fulfil a multitude of different, sometimes even contradictory, roles
and need to react to different external influences on their educational
institutions. In this dynamic context, the managers’ traditional
roles are no more sufficient, the "classic" tasks such as
instructional leadership or administration are accompanied now by new
tasks increased rapidly over the last few years. Flexibility, the abilities
of seeking alternative financial sources, project management skills
or staff development initiatives are some new dimensions to be considered.
Additionally, quality development and evaluation pose an additional
challenge to adult institutions managers and add considerable complexity
to their position.
That is why, the present module is focused on such an important
issue as: „managing adult education institutions”, aiming
to provide an understanding of the concepts relating to the process
of leading adults educational organisations, facilitating the development
of skills and competencies needed by leaders/managers.
The module pays a particular attention to the process of
managing educational organizations for adults, issues approached in
the first part of the module. The central position of the notion of
“organization” in the general framework of the managerial
process of adult education institutions is entirely justified, the efficiency
of these institutions being directly linked with their construction
as unitary organizations, with specific roles and cultures. Therefore,
an in-depth analysis of the notion of “organizational culture”
is added to the general framework. Also, important to be underlined
is the attention paid to the adequate perception and treatment of adult
education institutions as being “learning organization”.
The sense attributed to this notion is in line with that defined by
documents issued by European Commission, which see the learning organization
as a body that encourages learning al all levels (individually and collectively)
and continually transforms itself as a result (Communication from the
Commission. Making a European Area of Lifelong learning a reality, Brussels,
The module is enriched with the contribution on the meaning
of the theories of managing educational institutions; the roles, functions
and specific tasks are considered, along with a comprehensive list of
principles of management are considered.
Two specific chapters are added, devoted to the some core
issues for any managerial process: human resource management and the
specific management of human relations and communication.
Summarizing all these issues, on successful completion
of this unit the students will be able to:
an understanding and critical appreciation of the process of managing
institutions for adults education;
critically on the management of educational institutions in their
own and contexts;
specific capacities of applying and adapting issues relating to AEI
management as a function of self-managing educational institutions.
Therefore, the competences envisaged by this module are:
of proper and critical understanding of the theoretical and practical
background of leading as permeable, dynamic and sustainable organizations;
of mastering the theoretical framework of AEI management as well as
its peculiarities compared to other scientific fields; acquire an
overall idea of the specific roles and functions of a manager of AEI;
of adapting the theoretical approaches presented to specific local
context and organizations;
of perception of the specific organizational culture, of defining
the personal role and contribution to its effective achievement of
Having such aims, it is clear that the present module attempts
to move the readers from the passive role of bystanders to the role
of active participants. By being more and more involved in weighing
and evaluating the decisions a manager must make, the dynamics of managing
organisations becomes more relevant and efficient.