Education Infrastructure Library (EIL), is a framework based on best practices for educational centers. The architecture of this framework is service-oriented encompassing both conceptual and operational concepts of an educational center. The conceptual model (service architecture) states how the school educational system can, from the conceptual and logical perspective, create and develop the aimed values in the learners. The operational model (process architecture) states how the school works shall be done in order to guarantee, for sure, the implementation of the conceptual model and its constant improvement.
It is a key point that EIL organically encompasses particular issues, like curriculum and syllabus, of the educational center while it is introducing general best practices of service-oriented organizations. This inclusion distinguishes EIL from other general frameworks. Thus, this architecture can systematically consolidate and run the educational organization to achieve a major education goal integrated and concordantly. It can also guarantee the achievement of the goals as well as the continuous improvement of the run towards the goals. EIL is not a conceptual or operational model for a given center, but it is a framework model stating how an educational center can develop its own models and implement them. It is the owners of the educational organization who are responsible for the goals and contents. For instance, if a school intends to have only academic success in its goals, or social skills or the like, then EIL will help the inclusion of that concept and its related methods and criteria in the conceptual model after which they will run, be evaluated, and be improved in the operational model and processes of the education center. Based on the general architecture model for service oriented organizations, EIL categorize the educational processes into five sets.
The service delivery processes are responsible to directly deliver educational services. These processes include processes related to production and development of educational content, development of lesson plans, teaching in class and lab, evaluation and feedback, documentation, knowledge management, and so on so forth.
These are the processes responsible for preparation of service delivery. The processes related to selection and monitoring of teachers or outside institutes, development of curriculum for each subject matter, provision and monitoring environmental infrastructure, hardware, and software resources, registration, etc.
The service support processes that neither directly deliver any service nor prepare for any delivery, but support the delivery of other services, like what an advising teacher does in support of other teachers, such as processes related to recognition, monitoring, and solving the problems, councils, public relations, service desk, etc.
The monitoring and improvement processes responsible for ensuring that all other processes in the cycle of improvement of planning, implementation, evaluation, and remedy (Do, Plan, Act, Check cycle) are implemented according to the formulated criteria.
This process set which is the most fundamental process layer of the educational organization is some how defining and orientating other processes. It includes processes related to the needs assessment, formulation of goal basket and service basket, strategies and solutions of the educational center. The curriculum guide as the approach and governing principle for the syllabus is formulated and is continually improved by this set.