Educational Systems Theory Educational Systems Theory
Students take textbooks and assignments home at the end of the day (FO), do their assignments, and return them to their teachers when they come to school the next day (FI).
Teachers and other school staff pay taxes on income from school salaries (FO), and some of this tax money is taken in by the educational system for its operating capital (FI).
Some students graduate from high school and enter college (FO), prepare to become teachers in college, and then are hired as teachers by local educational systems (FI).
Some students graduate from high school (FO), get married and have children. When those children are old enough, they are admitted as students in the educational system (FI).
Students leave school with inadequate skills, knowledge and attitudes(FO), become destitute and try to raise families in poverty. Their impoverished, malnourished and underdeveloped children are admitted as students to the educational system in special educational program(FI).
Students get internships to work in companies (FO) and then come back to school with working experience (FI).
Articles written by teachers are selected for publishing in journals(FO),and then critiques are made by readers for improvement FI).
A software developed by IST department is installed in a company (FO), and then two weeks later, users report a tax computation for each employee is wrong (FI).
3. If educational system environmental change increases, then change in feedback is greater than some value.
23. If change in educational system feedback is greater than some value, then system environmental change increases.
24. If educational system feedback is greater than some value, then storeput is less than some value.
25. If educational system feedback is greater than some value, then regulation is less than some value.
45. If educational system output increases and feedback is greater than some value, then input increases.
47. If educational system feedthrough is greater than some value and spillage is less than some value and feedback is greater than some value, then efficiency is greater than some value.
148. If educational system environmental change is greater than some value, and it is not the case that feedthrough is greater than some value, and feedback is greater than some value, then stability is less than some value.
198. If educational system size increases and complexity growth is constant, then feedback decreases.
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