Brief Background on IICBABrief Background on IICBA

• Established in 1999 by the decision of the Established in 1999 by the decision of the General Conference of UNESCOGeneral Conference of UNESCO

• Headquartered in Addis Ababa, EthiopiaHeadquartered in Addis Ababa, Ethiopia• Mandate is to help build the capacity of Mandate is to help build the capacity of

teacher education institutions in Africa in teacher education institutions in Africa in the areas of:the areas of:– Teacher EducationTeacher Education– Distance EducationDistance Education– Curriculum DevelopmentCurriculum Development– Educational PlanningEducational Planning

• Major focus on Teacher Policy Development Major focus on Teacher Policy Development and Capacity Buildingand Capacity Building

IICBA'S SCHOOL LEADERSHIP IICBA'S SCHOOL LEADERSHIP PROGRAMMEPROGRAMME

By By Awol EndrisAwol Endris

UNESCO IICBAUNESCO IICBA

Presented to the UNESCO – GEMS Experts’ Presented to the UNESCO – GEMS Experts’ Meeting on School Leadership Meeting on School Leadership

15 January 201315 January 2013

School Leadership ProgrammeSchool Leadership Programme

• Origin - UNISA's Advanced Certificate in Origin - UNISA's Advanced Certificate in Educational Leadership (ACEM)Educational Leadership (ACEM)

• Adaptation and consolidation done by Adaptation and consolidation done by IICBAIICBA– Translated into FrenchTranslated into French– Neutralised to suit various contextsNeutralised to suit various contexts– Module on Legal Aspects of School Module on Legal Aspects of School

Leadership left out due to differing legal Leadership left out due to differing legal systems across Africasystems across Africa

• First implemented in DRC in August 2005First implemented in DRC in August 2005

Components of PackageComponents of Package

• School ManagementSchool Management• School ExcellenceSchool Excellence• Human Resource Management - Human Resource Management -

Personnel IssuesPersonnel Issues

• TABLE OF CONTENTSTABLE OF CONTENTS

•   1. Unit 1: Instructional Leadership1. Unit 1: Instructional Leadership

• 1.1. Introduction1.1. Introduction

• 1.2. Aspects of Instructional Leadership1.2. Aspects of Instructional Leadership

•   

• 2. Unit 2: Pupil Management2. Unit 2: Pupil Management

• 2.1. Introduction2.1. Introduction

• 2.2. Pupil Management in the Context of School Management2.2. Pupil Management in the Context of School Management

• 2.3. Students’ Participation in Extracurricular Activities2.3. Students’ Participation in Extracurricular Activities

• 2.4. Pupil Management and School Discipline2.4. Pupil Management and School Discipline

• 2.5. Pupil Management and Team Work2.5. Pupil Management and Team Work

• 2.6. Pupil Leadership2.6. Pupil Leadership

•   

• 3. Unit 3: Financial Management3. Unit 3: Financial Management

• 3.1. Introduction3.1. Introduction

• 3.2. Principles of Effective Financing and Financial Education 3.2. Principles of Effective Financing and Financial Education ManagementManagement

• 3.3. Education Financing at Macro Level3.3. Education Financing at Macro Level

• 3.4. Financial Management in Schools3.4. Financial Management in Schools

•   

• 4. Unit 4: Parent Involvement4. Unit 4: Parent Involvement

• 4.1. Introduction4.1. Introduction

• 4.2. The Need for and the Value of Parent Involvement4.2. The Need for and the Value of Parent Involvement

• 4.3. The Nature and Scope of Parent Involvement4.3. The Nature and Scope of Parent Involvement

• 4.4. Parent-Teacher Partnership4.4. Parent-Teacher Partnership

• 4.5. Means and the Management of Parent Involvement at 4.5. Means and the Management of Parent Involvement at School LevelSchool Level

• 4.6. Programs for the Management of Parent Involvement4.6. Programs for the Management of Parent Involvement

• TABLE OF CONTENTSTABLE OF CONTENTS• IntroductionIntroduction• 1. Unit 1: School Improvement1. Unit 1: School Improvement• 1.1. Concepts of School Improvement1.1. Concepts of School Improvement• 1.2. The Meaning and Source of Change1.2. The Meaning and Source of Change• 1.3. Types and Degrees of Change1.3. Types and Degrees of Change• 1.4. Resistance to Improvement1.4. Resistance to Improvement• 1.5. The Principal’s Perception of School Improvement1.5. The Principal’s Perception of School Improvement• 1.6. Approaches to School Improvement1.6. Approaches to School Improvement

• 2. Unit 2: School Culture, School Climate and Values2. Unit 2: School Culture, School Climate and Values• 2.1. Definitions of Concepts2.1. Definitions of Concepts• 2.2. Description of a Healthy School Climate2.2. Description of a Healthy School Climate• 2.3. Types of School Climate2.3. Types of School Climate• 2.4. The Role of Leaders in the Formation and Propagation of Values2.4. The Role of Leaders in the Formation and Propagation of Values•   • 3. Unit 3: The Organizational Structure of the School3. Unit 3: The Organizational Structure of the School• 3.1. Introduction3.1. Introduction• 3.2. What is an Organization?3.2. What is an Organization?• 3.3. Organizational Structure3.3. Organizational Structure• 3.4. Types of Organizations3.4. Types of Organizations• 3.5. Open and Closed Organizations3.5. Open and Closed Organizations• 3.6. Formal and Informal Organizations3.6. Formal and Informal Organizations• 3.7. The School’s Place and Purpose in the Education System3.7. The School’s Place and Purpose in the Education System• 3.8. The School as an Organization3.8. The School as an Organization• 3.9. The Organizational Structure of the School3.9. The Organizational Structure of the School•   • 4. Unit 4: Management Tasks4. Unit 4: Management Tasks• 4.1. Introduction4.1. Introduction• 4.2. Determining Policy4.2. Determining Policy• 4.3. Organizing4.3. Organizing• 4.4. Decision-making4.4. Decision-making• 4.5. Planning4.5. Planning• 4.6. Communication4.6. Communication• 4.7. Control4.7. Control• 4.8. Leadership4.8. Leadership

Target BeneficiariesTarget Beneficiaries

• School PrincipalsSchool Principals

• Head TeachersHead Teachers

• School SupervisorsSchool Supervisors

• Teacher TrainersTeacher Trainers

Modality of ImplementationModality of Implementation• One-week (5 days) intensive training One-week (5 days) intensive training

workshop per countryworkshop per country

• Orientation - Training of TrainersOrientation - Training of Trainers

• IICBA facilitators supported by local IICBA facilitators supported by local consultants (in order to contextualise consultants (in order to contextualise issues)issues)

• End of workshop formulation of End of workshop formulation of Country Action PlansCountry Action Plans

• Range of participants – 50 (Sierra Range of participants – 50 (Sierra Leone) - 105 (Nigeria)Leone) - 105 (Nigeria)

Countries CoveredCountries Covered

• Burundi (2006 – 65 participants)Burundi (2006 – 65 participants)

• DRC (2005 – 75 participants)DRC (2005 – 75 participants)

• Republic of Congo (2006 – 50 Republic of Congo (2006 – 50 participants)participants)

• Guinea (2007 - 60 participants)Guinea (2007 - 60 participants)

• CAR (2008 – 52 participants)CAR (2008 – 52 participants)

• Nigeria (2006 - 36, 2008 - 58)Nigeria (2006 - 36, 2008 - 58)

• Sierra Leone (2007 - 50)Sierra Leone (2007 - 50)

Lessons LearntLessons Learnt• Dire need for training of principals – most Dire need for training of principals – most

are given post without formal trainingare given post without formal training

• Principals working in isolation one from the Principals working in isolation one from the other; need for creation of community of other; need for creation of community of practice to practice to enhanceenhance learning from each learning from each otherother

• Very little use of ICT for either training or on Very little use of ICT for either training or on the job; need for mainstreaming use of ICT the job; need for mainstreaming use of ICT toolstools

• Need for beefing up the training package as Need for beefing up the training package as some parts are lacking in depth and breadthsome parts are lacking in depth and breadth

ChallengesChallenges

• Intervention one-off and of too short Intervention one-off and of too short duration (one week) per countryduration (one week) per country

• Scarcity of funds for scaling upScarcity of funds for scaling up

• Follow up of intervention and country Follow up of intervention and country action plans very difficultaction plans very difficult

• Inability to integrate programme in a Inability to integrate programme in a local institution(s)local institution(s)

Thank YouThank You