INTRODUCTION
Efficiency and effectiveness are both commonly used management terms. Yet, while they sound similar and start with
the same letters, they both mean different things. Efficiency refers to doing
things in a right manner. Scientifically, it is defined as the output to input
ratio and focuses on getting the maximum output with minimum resources while
effectiveness, on the other hand, refers to doing the right things. It
constantly measures if the actual output meets the desired output. Since
efficiency is all about focusing on the process, importance is given to the
‘means’ of doing things whereas effectiveness focuses on achieving the ‘end’
goal.
Efficiency is concerned with the present state or the ‘status
quo’. Thinking about the future and adding or eliminating any resources might
disturb the current state of efficiency. Effectiveness, on the other hand,
believes in meeting the end goal and
therefore takes into consideration any variables that may change in the future.
In order to
be efficient time and again, discipline and rigor is required. This can build
inflexibility into the system. Effectiveness, on the other hand, keeps the long
term strategy in mind and is thus more adaptable to the changing environment.
Since
efficiency is about doing things right, it demands documentation and repetition
of the same steps. Doing the same thing again and again in the same manner will
certainly discourage innovation. On the other hand, effectiveness encourages
innovation as it demands people to think, the different ways they can meet the
desired goal.
CONCEPT OF EFFECTIVENESS AND EFFICIECNY
Effectiveness
and efficiency are two important concepts crucial to management but which are
often lost sight of by managers.
Effective
management is not the same thing as efficient administration. As Viswasan (1975)
concluded recently, "the latter may lead to the former, but not
necessarily".
EFFECTIVENESS IN SCHOOLS
School effectiveness
research SER has attracted the attention of many people in the last two
decades. The ensuring debate centered on what an effective school is an
indicator of school effectiveness. The controversy has been so intense that
Ellist 1996 regarded it as being music in the ears of politicians and
government officials .He asserted that SER is being used to politically refusal
to respond to teachers anxieties about the increasing size of the classes
instruction, and a tendency to blame head teachers for failing schools on the
grounds that they lack a capacity for strong leadership. Unfortunately, according
to Ellist, school effectiveness researchers, because of their desire to win
friends and exercise influence in the political arena, rarely present their
findings and exercise influence in the political arena, rarely present their
finding objectively within the educational research consensus has been reached
on the criteria for school effectiveness. There has been different models of
school effectiveness these are:
GOAL MODEL:
This model assumes that
a school is effective if it can accomplish its stated goals with the given
inputs. This model assumes that a school is effective if it can accomplish its
stated goals with the given input.
This model is widely
accomplished or used in evaluating schools through the students’ achievement.
THE PROCESS MODEL:
This model assumes that
a school is effective if its internal functioning is smooth and healthy. The
criteria for determining the effective school as follows;
• The pupil control
system
• The School environment
provided for pupils.
• The involvement provided
for pupils.
• The behaviour of
teachers.
• The academic
development of pupils.
• Classroom management
THE SYSTEM RESOURCE MODEL:
This model sees an
effective school as the one that can acquire the resources it needs.
The strategic constituency model:
This defines a school,
as effective when all its strategic s constituencies are minimally satisfied
and the school action are largely responsive to the demands of the strategic
constituencies.
The legitimacy model:
This states that school
strive for legitimacy with external public in order to enhance their
longetivity and avoid being selected out of environment.
Organizational model:
This model contends that
a school is effective if it can learn how to make improvements and to adapt to
its environments. The proponent of the model argues that the impact of
environmental changes and the existence of internal barriers to the school
functioning are inevitable and therefore it is very important to the school.
Considering the state of Nigerian
Schools most especially
the tertiary institution Specific factors should be taken into consideration by
administrators some of these factors are Professional leadership, shared vision
and goals, attractive learning environment, concentration on teaching and
learning all round expectations, positive reinforcement, monitoring of pupil
performance, conscious pupil rights an responsibilities home school partnership
and a school based staff development.(Brown ,S. Duffield, J. and
Riddell,S.1995)
EFFECTIVENESS AND EFFICIENCY IN HIGHER EDUCATION IN NIGERIA
The problem of higher
education can be viewed as allowing more staff to run the activities of higher
education. The smooth running of higher education depends on division of
labour, the sharing of knowledge or ideas as well as the integration of social
roles. A single individual or group of men cannot possess the entire skills
capabilities, creativity and ingenuity needed to ensure effective resource
management infrastructure transformation as well as human technical and moral
development. (Ujomu 2001). Leslie 1975:234) was of the opinion that stability
within the university can only be attained through effectiveness and
legitimacy.
External efficiency
refers to the success of the educational system in meeting the cultural, social
and economic objectives outlined or assigned by the society. Internal
efficiency refers to the success of the educational system and its individual
institutions in meeting specific operational targets within the resources made
available to it.
Efficiency in educational
institutions defines the level and extent of meeting the goal of educational
system resulting from economic and social policy. Efficiency requires not only
versatility and relevance but also prudent and visionary resource management
within the university system. (Leslie 1975:234) says that stability within the
university can only be attained through effectiveness and legitimacy on one
hand.
Effectiveness therefore
presupposes efficiency, accountability, and valuability of training,
protections and stability. On the other hand, effectiveness therefore
presupposes efficiency, accountability, and valuability of training,
protection, and stability.
CONCLUSION:
Administrators face a
difficult fusion of roles contexts and challenges Effective educational
leadership in the 21st century will require administrators to face a difficult
fusion of roles contexts and challenges. Effective educational leadership will
require administrators committed to enact strategies that make it possible for
all students to succeed academically. School leaders must respond to accountability
pressures originating in state policies by emphasizing test scores, or by
focusing on general improving effectiveness, teaching and learning. Educational
leaders must cope with two chief issues. They must overcome labour shortages;
second, they must maintain a qualified and diverse professional staff. Leaders
must also increase the racial and ethnic diversity of qualified teachers and
administrators. To move forward, educational leadership programme must take
into account both new scientific reach on effective leadership models.
Universities must consider linking educational leadership to teacher education
programmes including the provision of leadership training for teachers who may
not want to become administrators. Admission requirements for university
leadership programmes should reflect higher expectations for future school
leaders in alignment with principles of democratic leadership.