College of education and behavorial study departement of educational planning and management assessing the practice of diversity management in

part in the promotion of the school activities. 
Diversity management makes use of diversity through target-oriented actions. There are a 
number of reasons in favor of including diversity in schools. On the one hand, there is
an effective argument in terms of human resources management, and on the other hand, there is 
an education-related argument that it brings knowledge that brings economic development. In 
addition, it helps to build social relations, which creates a favorable environment allowing for 
more innovation, flexibility and creativity (Kellough, 2006).
Therefore, if diversity is to be managed properly in order to foster better schools 
organizational performance, it is important for managers to understand and value cognitive 
diversity. One of the reasons is that the problems of today's schools activities are complex to a 
higher extent than multiple years ago. Understanding the concept of cognitive diversity therefore 
is highly desirable for good management. 
Wrench (2007) also added, something that can cause confusion and is conceptually not very 
elegant is the fact that in the literature the term diversity is used in fundamentally
different ways. Firstly, diversity refers to heterogeneity. Secondly, diversity is used to denote
the characteristics in which individuals can differ. Thirdly, diversity is used to describe an 
attitude that values diversity, and fourthly, diversity isused as shorthand for the diversity 

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management approach itself. It is therefore; theterm diversity shall refer to heterogeneity and
will be distinguished from attitudes valuing diversity and a policy of diversity management. 
School managers‘ awareness of all aspects of diversities will help people understand each other 
better, free from prejudices and lessen conflicts. In this way, it will lead a stronger social 
adaptation at school (Van Der, 2012). Managers should establish school policies providing 
respect for diversities and appreciation of diversities in order to manage diversities at schools. 
Schools and teacher education institutions reflect the growing linguistic and religious diversity of 
our communities, and need to find ways to address both the challenges and opportunities they 
represent. These remain complex issues to negotiate, despite recent positive departmental policy 
statements on cultural diversity and decades of support for various multicultural education 
programs in schools (Mansouri & Wood 2007).
According to Ahmed et al. (2011), the effective management of diversity has different aspects 
that organizations must implement in the workplace. One of these aspects is training which is a 
common activity adopted by organizations to enhance awareness of diversity and management. 
To ensure that organizations take full advantage of the positive aspects of cultural diversity, their 
training programs should focus on four areas: awareness, attitude, knowledge and skills. 
Awareness is a skill that requires one to overcome stereotypes and learn about one‘s own 
reactions to people who are different.
Attitude enables people to examine their values and beliefs about cultural differences and 
understand their origins. Knowledge is an essential skill that deals with behavior and how it 
relates to fairness and workforce effectiveness. Skills allow organizational leaders and 
employees to achieve cultural competence and create a new work environment based on 
understanding, communication and cooperation.