SWOT Analysis of

School Management
Mijo Mirkovi School of Economics, Trade and
Administration

Headmasters role a brief

intersection
Organizational and pedagogical tasks
staffing, coordinating the work of teachers, professional
staff, shift leaders and other school employees,
participation in the Parent and Student Council meetings
analysis and monitoring of student success
presenting educational programmes to the public
preparation and conducting of the Teachers Council
meetings, the Commission for the state graduation
meetings, participation in the School Board meetings

Financing and participation in

cultural and public school activities

planning, coordination and implementation of the financial plan

equipping schools (technical literature, magazines, teaching aids, personal computers
etc.)
public procurement (collecting and analyzing offers concerning transportation of disabled
children )-funded by Ministry of Education and Sports
repairs and maintenance of the building (planning funds),
employees professional development
preparing and organizing competitions at the school, county and state level;
organizing seminars and conferences which the school is the host for (professional intercounty council in the education sector of economy, trade and business administration)
leadership and participation in projects (Comenius multilateral school partnerships, IPAECHO in collaboration with the High School of Economics Varadin, The world in a palm
of hand "- with International student organisation AIESEC, South East Mediterranean
environmental project etc.
organizing lectures and public discussions
constant cooperation with Town and County Tourist Board and with Regional
Development Agency Porin,
humanitarian actions in school and beyond

STRENGTHS
1.Programmes
2.Human resources
3.Cooperation with local community and
Government bodies
4.Educating students with special needs
5.Growing interest for enrollment
6.Cooperation with parents

Programmes and Human

Resources

Preferences: a) students can work after the graduation exam or

b) continue their education at colleges (high turnout of
students for the state graduation)
foreign languages (English and German) and ICT skills enable
application to different colleges
constant monitoring and analysis of student success through
Classroom sessions and the Teachers Council Meetings
Teaching staff: programme improvement projects and competent
teachers - (about one third of all teachers) represent an intellectual
capital, those teachers have a motif for positive changes and team
oriented work, they are focused on better achievements and results,
the primary goal is to become more recognizable in the local
community and at the state level

Cooperation with local community

and Government bodies

cooperation with the Department for Education and Sports on County

level, Ministry of Education and Sports, Agency for Education and
Agency for Vocational Education on all matters related to: training,
staffing, funding, planning and implementation of projects, as well as
other issues concerning School
local community suggests its representatives to the governing bodies of
school (4 members in the School Board) and thus directly participate in
decision-making on all important issues
cooperation with the Department of Employment (especially related to
adult education and programme adjustments according to labour market
needs)
Regional Development Agency Porin supports Entrepreneurship
Education
the school has its representative in the Sector Council at the Agency for
Vocational Education (changes in programmes and enrollment policy)

Educating students with special

needs

students may enroll in Administrative Official Programme

since 1996/1997 and in Assistant Administrator
Programme since 2006/2007
school has an architectural adaptation for those students
(elevator, entrance, transport), medical care, physical
therapists and special education teachers
we are the only secondary school with over 30 students
with special needs
joint teaching and project work is organized with
students from other classes to encourage individuality
and creative potential for each student

The role of parents in school life

regular Teacher-Parent Meetings and School

Sessions enable parents to be well informed on
all relevant issues
a parent representative of the School Council is
elected each year to the School Board and
directly involved in management and decision
making

WEAKNESSES
1.

centralised school system - prescribed

curriculum

2.

financing (reduced inflow of funding for building

maintenance, project funding by County,
reduced self-financing from grants)

3.

teaching staff
class organization

4.

School System and Financing

School system:
strictly prescribed curriculum (number of hours) and programme (content) per
subject
professional development of teachers of the same area or profession is
organized by the Agency for Education and Vocational Education Agency
inadequate exchange of information and teaching material among teachers in
different counties/schools
Financing :
from state budget (payments) and local authorities (building maintenance etc.),
other resources depend on the headmaster (project involvement and donationsgrants)
limited resources and funds have direct impact on acquisition of new equipment
and teaching aids
donations from individual and/or small companies partially cover costs related to
certain activities like: issuing the school magazine, anniversaries, seminars etc.

Teaching staff-what is missing?

This refers to a group of teachers:
lack of pedagogical and psychological education which affects
teaching, therefore has direct influence on class absence
lack of interpersonal skills (unadjusted to changes)
fear of new teaching methods
computer illiteracy - some teachers dont know how to use a PC or
dont want to
unconcern (there is no legal obligation to monitor educational
legislation, there is no personal responsibility)
lack of modern business ideas and enthusiasm

Classes in shifts

due to a large number of students and teachers (854

students + 74 teachers), classes are organized in two
shifts: the first from 8.00 to 13.15 and the second from
13.15 to 19.20
the building dates from 1858, adjusted for education
after the World War I
almost all the classrooms and cabinets are occupied in
both shifts, so there isnt too much space for creative
work (extracurricular activities, work on projects etc.)

OPPORTUNITIES
1.

introduction of new curricula and programmes

2.

knowledge and technology transfer - modernization of the

educational system and its adaptation to the EU

3.

use of pre-accession funds (IPA)

equipping schools

4.

involving the wider community in creating a business school

policy

5.

strengthening the recognition and identity of School

Creating a new vocational curriculum and

the introduction of new occupations

working together with the Croatian Employment Service,

Ministry of Education and Sports and the Agency for
Vocational Education to modernize and adapt
programmes to labour market needs

facilitate transfer of technology and knowledge - align

our education system and qualifications framework to
those in the EU countries
provide a better vertical mobility and employability of
young people in the country and beyond

Working on projects, use of the

Pre-Accession Assistance funds (IPA)
and equipping schools

motivate more teachers to turn in project work

use available resources of the Agency for Mobility and

the EU programmes and plan new projects under the
Comenius, Leonardo da Vinci
get involved in the development of the IPA projects,
especially component IV- Human resource development
and thus part of the funds spent on furnishing and
equipping school

Enhancing school identity

regular informing of the public about the activities

(updating the school website, publishing an article in the
press, address to local TV stations)

strengthening the role of the county School Board

members in decision making and creating business
school policy

develop new projects, increase interest in student

enrollment

THREATS

unfavourable business environment (possible lack of enrollment

quotas or termination of certain programmes due to poor
employability)

the consequence a part of employees becomes redundant

administrative barriers, lack of entrepreneurial spirit by some

teachers and lower-financing obstacles
lack of specific knowledge and insufficiently trained staff can
significantly reduce the interest in school / programmes and lead to
poor educational results

compensation system and lack of motivation may cause drain of

professional and highly motivated staff in other professions/areas