The knowledge base for re‐engineering schools: multiple functions and internal effectiveness

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Abstract
Numerous school reforms have failed to pursue educational effectiveness and quality in different parts of the world because of the ignorance of the multiplicity of school functions in the rapidly changing environment and the lack of understanding of the internal school process. This paper aims to propose a framework for developing a new knowledge base for re‐engineering schools. The framework requests new knowledge about multiple school functions including technical/economic function, human/social, political, cultural, and educational functions at the individual, institutions, community, society, and international levels in the new century. The understanding of these functions and their inter‐relations is necessary for policy development and formulation.

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