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Brief Background on IICBA

Brief Background on IICBA. Established in 1999 by the decision of the General Conference of UNESCO Headquartered in Addis Ababa, Ethiopia Mandate is to help build the capacity of teacher education institutions in Africa in the areas of: Teacher Education Distance Education

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Brief Background on IICBA

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  1. Brief Background on IICBA • Established in 1999 by the decision of the General Conference of UNESCO • Headquartered in Addis Ababa, Ethiopia • Mandate is to help build the capacity of teacher education institutions in Africa in the areas of: • Teacher Education • Distance Education • Curriculum Development • Educational Planning • Major focus on Teacher Policy Development and Capacity Building

  2. IICBA'S SCHOOL LEADERSHIP PROGRAMME By Awol Endris UNESCO IICBA Presented to the UNESCO – GEMS Experts’ Meeting on School Leadership 15 January 2013

  3. School Leadership Programme • Origin - UNISA's Advanced Certificate in Educational Leadership (ACEM) • Adaptation and consolidation done by IICBA • Translated into French • Neutralised to suit various contexts • Module on Legal Aspects of School Leadership left out due to differing legal systems across Africa • First implemented in DRC in August 2005

  4. Components of Package • School Management • School Excellence • Human Resource Management - Personnel Issues

  5. TABLE OF CONTENTS •  1. Unit 1: Instructional Leadership • 1.1. Introduction • 1.2. Aspects of Instructional Leadership • 2. Unit 2: Pupil Management • 2.1. Introduction • 2.2. Pupil Management in the Context of School Management • 2.3. Students’ Participation in Extracurricular Activities • 2.4. Pupil Management and School Discipline • 2.5. Pupil Management and Team Work • 2.6. Pupil Leadership • 3. Unit 3: Financial Management • 3.1. Introduction • 3.2. Principles of Effective Financing and Financial Education Management • 3.3. Education Financing at Macro Level • 3.4. Financial Management in Schools • 4. Unit 4: Parent Involvement • 4.1. Introduction • 4.2. The Need for and the Value of Parent Involvement • 4.3. The Nature and Scope of Parent Involvement • 4.4. Parent-Teacher Partnership • 4.5. Means and the Management of Parent Involvement at School Level • 4.6. Programs for the Management of Parent Involvement

  6. TABLE OF CONTENTS • Introduction • 1. Unit 1: School Improvement • 1.1. Concepts of School Improvement • 1.2. The Meaning and Source of Change • 1.3. Types and Degrees of Change • 1.4. Resistance to Improvement • 1.5. The Principal’s Perception of School Improvement • 1.6. Approaches to School Improvement • 2. Unit 2: School Culture, School Climate and Values • 2.1. Definitions of Concepts • 2.2. Description of a Healthy School Climate • 2.3. Types of School Climate • 2.4. The Role of Leaders in the Formation and Propagation of Values • 3. Unit 3: The Organizational Structure of the School • 3.1. Introduction • 3.2. What is an Organization? • 3.3. Organizational Structure • 3.4. Types of Organizations • 3.5. Open and Closed Organizations • 3.6. Formal and Informal Organizations • 3.7. The School’s Place and Purpose in the Education System • 3.8. The School as an Organization • 3.9. The Organizational Structure of the School • 4. Unit 4: Management Tasks • 4.1. Introduction • 4.2. Determining Policy • 4.3. Organizing • 4.4. Decision-making • 4.5. Planning • 4.6. Communication • 4.7. Control • 4.8. Leadership

  7. Target Beneficiaries • School Principals • Head Teachers • School Supervisors • Teacher Trainers

  8. Modality of Implementation • One-week (5 days) intensive training workshop per country • Orientation - Training of Trainers • IICBA facilitators supported by local consultants (in order to contextualise issues) • End of workshop formulation of Country Action Plans • Range of participants – 50 (Sierra Leone) - 105 (Nigeria)

  9. Countries Covered • Burundi (2006 – 65 participants) • DRC (2005 – 75 participants) • Republic of Congo (2006 – 50 participants) • Guinea (2007 - 60 participants) • CAR (2008 – 52 participants) • Nigeria (2006 - 36, 2008 - 58) • Sierra Leone (2007 - 50)

  10. Lessons Learnt • Dire need for training of principals – most are given post without formal training • Principals working in isolation one from the other; need for creation of community of practice to enhance learning from each other • Very little use of ICT for either training or on the job; need for mainstreaming use of ICT tools • Need for beefing up the training package as some parts are lacking in depth and breadth

  11. Challenges • Intervention one-off and of too short duration (one week) per country • Scarcity of funds for scaling up • Follow up of intervention and country action plans very difficult • Inability to integrate programme in a local institution(s)

  12. Thank You

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