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International Journal of Educational Management
The planning process in managing organisations of continuing education: the case of Greek vocational
training institutions
Eugenia Petridou Paraskevi Chatzipanagiotou
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Eugenia Petridou Paraskevi Chatzipanagiotou, (2004),"The planning process in managing organisations of continuing
education: the case of Greek vocational training institutions", International Journal of Educational Management, Vol. 18 Iss 4 pp.
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The planning process in

managing organisations
of continuing education:
the case of Greek
vocational training
institutions
Eugenia Petridou and

Paraskevi Chatzipanagiotou
The authors
Eugenia Petridou is an Assistant Professor in the Department
of Economics, Aristotle University of Thessaloniki, Thessaloniki,
Greece.
Paraskevi Chatzipanagiotou is a Staff Assistant in the
Department of Educational and Social Policy, University of
Macedonia, Thessaloniki, Greece.
Keywords
Lifelong learning, Education, Objectives, Organizational skills,
Further education, Human resource management
Abstract
The aim of this article is to offer a framework model of the
planning of the activities of organisations of continuing
education and training, which gives the opportunity to
determine their mission, to seek specific aims, to develop the
available resources and to create a cooperative operating
climate. Adopting this recommended model would help these
organisations to adapt to the changes and challenges of the
contemporary environment, ensure their functioning and the
implementation of feedback and, where necessary, use
corrective steps in order to achieve the objectives set.
Electronic access
The Emerald Research Register for this journal is
available at
www.emeraldinsight.com/researchregister
Introduction
Education is considered to be a basic gateway to
organised society and, as an institutional social
function, it is an important component of the level
of civilization and culture of a country. It is
organised into educational bodies, such as
educational institutions of formal education as well
as organisations of non-formal education (Bush
and West-Burnham, 1994). Each educational
organisation is governed by a regulative structure
in addition to being staffed by people who are
prepared to achieve the mission and to work
towards the aims and objectives of that
organisation. Educational organisations also offer
the means and create the conditions for the
systematic accomplishment of the educational
process in order to satisfy the vocational needs
both of those who participate and of society in
general.
Consequently, educational organisations play a
key role in the education of todays students and in
the preparation of future professionals. So, their
contribution to individual, social and national
development is indisputable. However, if
education is to be regarded as an economic
commodity because of its contribution to
individual and social prosperity, then societies
which make an attempt to improve the quality of
the educational and training system they provide
do succeed in developing their intellectual assets
and in increasing the value that these assets create
(Psacharopoulos, 1984).
Yet, although the demand for new and improved
educational products and services is increasing
along with the users needs, the available financial
resources are limited. Therefore, it is essential to
create an educational environment which, on the
one hand, will facilitate learning and encourage
communication and, on the other, will set strategic
developmental targets so that both individuals and
groups can fulfil their aims in an effective and
efficient way (Beardwell and Holden, 1997). In
order to achieve this, scientific management of
educational organisations is required, which
involves continuous planning, organising,
administrating and controlling their functions and
activities (Petridou, 2001).
The current issue and full text archive of this journal is

available at
www.emeraldinsight.com/0951-354X.htm
The management of organisations of

continuing education

Volume 18 Number 4 2004 pp. 215-223
q Emerald Group Publishing Limited ISSN 0951-354X
DOI 10.1108/09513540410538804
More specifically, organisations of continuing

education, such as institutions of vocational
training, life-long education and adult education,
are formal organisations with a definite mission
(Jarvis, 1998; Tight, 1983). They have clear aims
215
Managing organisations of continuing education
Eugenia Petridou and Paraskevi Chatzipanagiotou
Volume 18 Number 4 2004 215-223
as well as the appropriate structure to achieve

them, and they produce, transform and transfer
knowledge by effectively developing both their
available intangible and material resources.
According to systemic theory (Katz and Kahn,
1978; Hoy and Miskel, 1991), each organisation of
continuing education may be regarded as a selfcontained unit within a countrys wider system of
continuing education. This unit continuously
interacts with the other systems and hypersystems
in its external environment, such as other learning
organisations, the wider educational system,
public welfare or economic organisations, groups
of people, institutions, and so on (Figure 1). This
open system is fed by a variety of input factors,
such as trainers, trainees, administrative staff (their
knowledge, skills, attitudes and behaviour), the
curricula and course content, infrastructure,
facilities, etc. During the operation of an
organisation of continuing education and within
the framework of its activities, all the input factors
mentioned above are transformed into output
factors, that is, into additional knowledge and
skills, alternative experiences and attitudes of both
trainers and trainees, new curricula, modified
facilities and infrastructure.
In an analysis and study of the operation of
organisations of continuing education, certain
problems arise which concern the production,

allocation and dissemination of knowledge, the
recruitment and performance of human resources,
the management of financial resources and of
manpower and, in general, any kind of problem
which may arise in any organisation that offers
intangible economic commodities.
Solving such problems requires the rational
exploitation of their human, financial, material and
technical resources in order to permit such
organisations to fulfil their mission and to meet
their objectives in the most effective way.
Consequently, the running of an organisation of
continuing education should be based on
minimizing the cost and maximizing the profit in a
quantitative and qualitative way. In order to
achieve this, the organisation should be managed
effectively, that is, by planning and organising its
actions and activities, motivating and directing the
human resources, and controlling and evaluating
the outcomes within the framework of the rational
decisions which concern its overall effectiveness
and efficiency. So, scientific educational
management need for the successful
transformation of the input into output, in
organisations of continuing education (Morrison,
1998; Bush et al., 1999).
Figure 1 The organisation of continuing education as an open system
216
Volume 18 Number 4 2004 215-223
The management of organisations of continuing

education could be defined as the continuous and
dynamic process of planning, organising,
administrating and controlling all of the input
factors which contribute to the educational effort,
so that the decisions, activities and the products of
knowledge can be fully effective. In operating an
organisation of continuing education, its functions
include activities such as the development of
knowledge and skills, the connection with the job
market, and administrative activities. So,
management concerns the decision-making
process in planning, organising, administrating
and controlling the organisations activities, as
shown in Figure 2.
way, the suitability and quality of the services and

products provided can be certified through a
procedure of continuous monitoring of their
effectiveness and of implementing corrective steps
(Hargreaves and Hopkins, 1996).
Systematic planning requires the participation
of human resources or the representatives who are
entrusted with decision making. Moreover, as
evidenced by related theory and practice,
systematic planning on an annual basis, along with
increased participation in decision making, result
in an upgrading in the quality of educational
activities, the facilitation of its assessment as well
as the development of the human resources
(Armstrong, 1993; Davies, 1994).
Planning, as it is a main function of
management, could be attempted on the basis of
the following model[1] with two main axes:
(1) Determination of the content of planning; that
is to say, the particular activities that have to
be planned before they can be put into
practice as well as the timescale for the
completion of the action plan.
(2) Description of the planning process, meaning
the stages that should be followed in order to
fully implement the action plan.
Planning within organisations of

continuing education
Planning in an organisation of continuing
education includes determining the objectives and
then the actions through which such objectives can
be met within an anticipated period of time. It is
important as it offers the organisation an
opportunity to identify its mission, to classify its
activities, to determine its objectives, after taking
into account its strengths and weaknesses, and to
follow a certain process in order to fulfil them
(Dempster, 1996; Xirotiri-Koufidou, 2000).
Planning helps to determine the priorities, to deal
with the most serious problems, to develop all
potential opportunities and to help the
organisation to adapt to environmental changes.
Moreover, it is proving to be of vital importance for
organisations of continuing education as, in this
The content of planning derives from an analysis of

the activities conducted by each organisation.
Dividing the activities into three basic categories
the educational, the professional and the
administrative makes it easier to determine the
content of planning (see Table I).
More specifically, the activities in the first
category that should be planned so that relevant
decisions can be taken are:
Figure 2 The management of organisations of continuing education
217
Volume 18 Number 4 2004 215-223
Table I The content of planning

Activities for the development of
knowledge and skills
Teaching
Implementation of the curriculum
Cooperation with colleagues and trainees
evaluation
Staff training
Implementation of retraining programmes and
programmes of continuing training
Activities connected with the job market
Administrative activities
Practice
Cooperation with professional bodies
Supervision
Evaluation
Promotion in the job market
Helping trainees to find employment
Support services
Publicity
Providing information
Dissemination
Attracting clients/staff
Certification
Procedure
Quality control
Participation in:
Studies
Training programmes and programmes for the
unemployed
Seminars and conferences
European programmes/initiatives
Administrative support
Staff-related issues
Cooperation with other bodies
Representation
Secretarial support
Book-keeping
Correspondence
Infrastructure
Operation
Maintenance
Renewal
Financial management
Budget
Investment
Payment of salaries
Other financial transactions
teaching (which involves the implementation

of the curriculum, the evaluation of the
teaching provided, cooperation with both
colleagues and trainees, etc.; and
staff training (through either initial training
programmes or programmes of continuing
training).
In the second category, which is connected with

the job market, the activities which should also
be taken into account in planning could be put into
the following groups:
.
conducting professional practice (cooperation
with professional bodies, supervision,
evaluation);
.
promotion in the job market (creation of
support services);
.
publicity (providing information,
dissemination, attracting clients and staff,
etc.);
.
certification of studies undertaken (procedure
and quality control); and
.
participation in other activities (such as
training programmes and courses for the
unemployed, conducting studies and surveys,
seminars and conferences, as well as European
initiatives).
Finally, the activities within the third category
concern:
.
administrative support (staff-related issues,
cooperation with other bodies, representation,
etc.);
.
secretarial support (book-keeping,
correspondence, etc.);
issues concerning the operation, maintenance

and renewal of the buildings, the laboratories,
libraries and fixed assets; and
financial management (budgets, investment,
payment of salaries, etc.).
The planning process in an organisation of

continuing education refers to determining the
particular stages which should be followed in order
to prepare the action plan. According to
methodology followed in the science of
management in general, this process involves the
following six stages (Petridou, 2000; Everard and
Morris, 1996):
(1) Clarifying the mission.
(2) Determination of the long-term aims.
(3) Analysis of the environment (internal
external).
(4) Policy formation.
(5) Determination of the objectives.
(6) Choice of actions.
The basic component of planning, the first stage, is
the clarification of the mission and vision of the
educational organisation, which constitutes the
main reason for its existence, as well as its system
of aims and values, which enable it to function
(Figure 3). The mission is an intellectual concept,
which must be expressed in written form and
should guide the policies and actions of the whole
organisation. The awareness of the mission
expresses the deeper personal feelings of the staff
and indicates the emotional bond and devotion to
the particular organisation and its aims
(Pashiardis, 1993b; Bartol and Martin, 1994;
218
Volume 18 Number 4 2004 215-223
Figure 3 The stages of planning
Montana and Charnov, 1991; Tsiakkiros and

Pashiardis, 2002).
The second stage of planning deals with the
determination of the long-term aims of the
organisation. In this stage, the aims are specified
and roughly categorized, without yet having
checked how feasible or realistic they are
(Lunenburg and Ornstein, 1991).
The third stage, that of the analysis of the
internal and external environment, is the stage
where the present situation is analysed and the
strengths and weaknesses of the organisation are
determined (Stoner and Wankel, 1994; SOED,
1994; Pashiardis, 1996). It presupposes primarily
the discovery and acknowledgement of the positive
and negative features of the organisation, which
will be evaluated in the light of its mission and
vision, in addition to the challenges and the
dangers present in its environment. For this
reason, self-evaluation is the first stage in the
implementation of administrative practices in
educational organisations.
In this direction, the vital questions which
should be answered are the following:
.
what the particular organisation of continuing
education seeks to achieve (in other words,
what its objectives are, who its clients are,
what the trainees, the trainers, the
employees and the administrations
expectations are that the organisation intends
to fulfil);
.
how the organisation is attempting to achieve
its objectives (in other words, with which
administrative methods, teaching methods
and aids, human and financial resources);
.
how the organisation can determine whether
or not the way it functions is effective (in other
words, what kind of mechanisms it has in
order to ensure the quality of the services it

provides); and
how the organisation is changing aimed at its
continuous improvement (in other words,
how it collects and processes the information
collected from its internal and external
environment in order to plan its
developmental policy and to adapt to the
changes in its environment).
The exploitation of the findings and information

collected in this third stage will lead the
organisation to choose its policies, its tasks and the
action plan in order to provide high quality
knowledge.
A policy is the total of the governing guidelines
which help in decision making and action, but at
the same time allowing latitude for initiative. In the
case of an organisation of continuing education,
policies are formulated for each of its functions
the educational, professional and administrative
activities. The policies chosen and followed reflect
the general attitude of the organisation towards
organising, and ensure not only firm action but
also coordination in its decision making and
action. In addition, such policies help to maintain
balanced relationships between all those involved.
These policies could be made known in many
ways, such as through the operating regulations,
mail and circulars, announcements on
announcement boards or in the press, publicity on
the Internet, etc.
After the analysis of an organisation s
challenges, strengths and weaknesses follows the
determination of the objectives, meaning the
recording of the feasible, realistic, countable and
clearly specified models of performance of the
educational organisation. The determination of
219
Volume 18 Number 4 2004 215-223
the objectives is based on the creation of specific

targets which, within the framework of the chosen
policies, will influence the formulation and choice
of the actions in order to achieve these objective
targets (Koontz and Weihrich, 1990).
In the final stage of planning, the choice of
actions includes a series of specific tasks, methods,
and steps which must be followed in order to fulfil
the objectives of the action plan (Bartol and
Martin, 1994).
The bodies which deal with decision making,
concerning both the planning content and
procedures, should operate in accordance with the
principle of participation. Participation in decision
making is promoted as a general policy which best
serves the fulfilment of the organisations mission,
its effective operation, the creation of a cooperative
climate, as well as the motivation of the employees.
Besides, research shows that when targets are clear
and feasible, then their achievement is a challenge
for employees to perform more efficiently
(Pashiardis, 1993a; Fidler, 1996).
Participation and decentralization in the
decision-making process require the involvement
of all interested bodies, in each stage of the
planning and in each matter concerned. The
degree of participation of those individuals
interested, the type of authority, the level of
participation as well as the forms that such
participation may take, are issues which require
specific research and attention, as they greatly
affect the action plan of any educational
organisation (Mitchell and Larson, 1987;
Chatzipanagiotou, 2003).
However, we have to underline that, while the
procedure and the model for the educational
organisations action plan are clearly defined
within the scientific field of educational
management, the choice of method for the
realization of the plan and its content is
determined by those bodies entrusted with
decision making for the particular organisation at
any given time (Balani et al., 1995). In short, this
means that studying and analysing each case
individually ensures that the appropriate aims,
objectives, tasks and actions can be fulfilled within
the framework of the action plan that the
organisation itself has decided on.
to scientific and technological progress and the

fluid demands of the job market. Those who are
responsible for mapping out the educational policy
agree not only that educational opportunities
should be offered throughout life but also that the
economic prosperity of the country is connected to
the evolution of continuing education. For those
reasons, an attempt is being made to upgrade and
modernize the institutions of continuing
education. Scientific educational management
focuses on systematic planning and on evaluation
research activities, which constitute the core of the
changes required in order to be funded by both
European and national sources.
Continuing education in Greece is provided by
institutions, either state-controlled or private, such
as:
.
institutes and organisations of adult education
(e.g. the Institute of Continuing Adult
Education, the General Secretariat of Popular
Education, the Greek Open University);
.
centres and organisations of professional
education (e.g. Centres of Vocational
Training, Centres of Agricultural Education,
the Organisation of Employment, the
Organisation of Professional Education and
Development, the national bodies for further
education run by local authorities and various
government ministries);
.
professional associations and unions which
provide opportunities for the further
education of their members (e.g. the General
Federation of Greek Workers, scientific
associations such as the Medical Association,
the Chamber of the Economy, the Chamber of
Commerce and the Chamber of Industry, the
Union of Greek Industrialists); and
.
businesses and organisations which provide
in-service training programmes (e.g. banks,
the National Train Service, the Post Office,
the Electricity Board, the Greek
Telecommunications Service, the Police
Force, and other private businesses).
The case of Greek vocational training

institutions
In Greece, continuing education has been
accepted, first of all, as an aim of the educational
and social policy. Furthermore, its development is
closely connected to the economic and social
changes taking place within the country, as well as
The exceptional importance of continuing

education in Greece is becoming particularly
noticeable, especially in terms of continuing
vocational training, due to its contribution towards
the economic development of the country and
towards combatting unemployment. For such
reasons, a systematic attempt is being made by the
Ministry of Education and the Ministry of
Employment to organise and upgrade the services
provided through the National System of
Vocational Education and Training, which was
founded in 1992 (Greek Circular 2009, 1992).
More specifically, however, since 2001, the bodies
of continuing vocational training and adult
education are requested, first of all, to certify their
220
Volume 18 Number 4 2004 215-223
structures and, furthermore, to implement

continuous monitoring of the services offered.
These bodies are aimed primarily at the labour and
scientific personnel in Greece and complement the
skills and knowledge which have been acquired
during their formal, general and professional,
education and training, or during their previous
employment. This is aimed at facilitating their
entrance into the job market or at ensuring or
improving their professional position.
Due to the new framework of continuing
vocational training, there is an urgent need to
monitor such organisations and evaluate the
functioning of their bodies using qualitative and
quantitative criteria. The importance of the
planning process in managing them becomes
crucial. By applying the recommended model of
planning, which focuses on both the content and
the process, it is expected that vocational training
institutions will not only become able to
implement procedures of certification and control
but they will also respond fully to the social and
national demand for training.
An example of an analytical implementation of
the recommended model of planning is shown in
Figure 4. The hypothetical model concerns the
centre for vocational training named Epsilon,
which operates throughout Central Macedonia.
Since it was officially recognised in 2001 by the
National System of Education and Training, it has
been offering services in the following four fields:
in professions related to IT, the environment,
tourist service and agriculture. In this specific
educational organisation, three people are
employed as administrative staff, many as hourlypaid trainers, four as trainers in charge for each of
the above fields, the head of training, who is in
charge of all those above, as well as the director of
the organisation. In the most recent meeting of the
board of directors, the director was requested to
submit within one month the action plan for the
following academic year.
The following day the director called a meeting
of the four trainers and the head of training in
order to map out the action plan for the
organisation. Taking into consideration the
current legal framework, the needs of the market as
well as the operational regulations of the
organisation, they determined as the mission of the
their institution the provision of vocational
training so that the trainees will become able to
cope with the demands of the present-day
environment. Following that, the discussion
focused on the aims that the organisation will set
by taking into account the activities of the
organisation, meaning the provision of education,
its connection with the job market and the
administrative work. The aim set in the first field
was the development of the trainees knowledge

and skills, that of the second field of activities
being the promotion of trainees in the job
market, while that of the third the smooth
functioning of the organisation.
After the determination of the aims, those
responsible for the design of the action plan went
on to analyse the organisations internal and
external environment. They discovered that within
the same area there are two additional centres of
vocational training, a fact which indicates the
strength of the competition, not only in attracting
trainees, but also suitable trainers. Moreover, they
realized that during the previous year the number
of trainees who entered the job market reduced as
well as the number of programmes funded by
national and European sources. These conclusions
led them to the formulation of policies C1.1.
(continuous improvement of teaching), C1.2.
(continuous improvement of staff efficiency),
C2.1. (continuous adaptation of the organisation
to meet the demands of the environment), and
C3.1. (modernization of the administration), of
which the first two relate to the field of education,
the third to the job market and the last to the field
of administration.
On the basis of the policies formulated, those
responsible for the programming went on to state
the objectives and the actions. The objectives in
the field of education concern the enrichment of
teaching using new methods (D1.1.) and the
training of the trainers in IT and distance learning
(D1.2.). From these specific aims, the actions
derived are the implementation of the principles of
adult education (E1.1) and the attendance of inservice training until September (E1.2). Similarly,
with the field concerning the relationship with the
job market, aims D2.1. (to place 50 trainees in the
job market), D2.2. (to get a high degree in the
quality control), and D2.3. (to take part in at least
ten programmes of vocational training of the
unemployed) were set with their corresponding
actions E2.1. (cooperation with professional
bodies), E2.2. (design of a system of internal
evaluation), and E2.3. (submission of competitive
proposals). And within the field of administration
aims D3.1. (to train managers in administrative
issues) and D3.2. (to upgrade technological
equipment) were set, along with actions E3.1. (the
director and the head to attend a seminar
concerning the management of human resources)
and E.3.2. (purchase of 50 modern PCs and
network connected computers).
The above formulation of the action plan for
this specific educational organisation, as shown in
Figure 4, is an indicative proposal for
programming which can be applied to any centre
of vocational training. The recommended steps,
221
Volume 18 Number 4 2004 215-223
Figure 4 An example of the implementation of the recommended model of planning in centres of vocational training
mission, aims, policies, objectives and actions that

it could adopt are outlined. It is obvious that the
mapping out of the final action plan is the business
of the personnel participating in decision making
in each vocational training institution, and is based
mainly on a thorough analysis of the internal and
external environment.
open, as does the possible enrichment of the

proposed model.
Note
1 An initial version of the model was tested and evaluated
within the framework of the pilot programme School
improvement Planning the school tasks (1998-2000)
funded by the Greek Institution of Education.
Conclusion
The model of planning presented above is based
on two basic axes:
(1) The determination of the particular activities
which should be planned and fulfilled.
(2) The description of the stages that should be
followed in order to fully implement the action
plan.
As there are no trial-and-error studies concerning
the planning process in the management of
organisations of continuing education, or at least
none which have been published, both the design
and the benefit of such a model are considered of
great importance. However, its practical
implementation and its evaluation still remain
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