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

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

School Leadership Programme Origin - UNISA's Advanced Certificate in Educational Leadership (ACEM) Origin - UNISA's Advanced Certificate in Educational Leadership (ACEM) Adaptation and consolidation done by IICBA 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 First implemented in DRC in August 2005

Components of Package School Management School Management School Excellence School Excellence Human Resource Management - Personnel Issues Human Resource Management - Personnel Issues

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

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

Target Beneficiaries School Principals School Principals Head Teachers Head Teachers School Supervisors School Supervisors Teacher Trainers Teacher Trainers

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

Countries Covered Burundi (2006 – 65 participants) Burundi (2006 – 65 participants) DRC (2005 – 75 participants) DRC (2005 – 75 participants) Republic of Congo (2006 – 50 participants) Republic of Congo (2006 – 50 participants) Guinea ( participants) Guinea ( participants) CAR (2008 – 52 participants) CAR (2008 – 52 participants) Nigeria ( , ) Nigeria ( , ) Sierra Leone ( ) Sierra Leone ( )

Lessons Learnt Dire need for training of principals – most are given post without formal training 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 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 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 Need for beefing up the training package as some parts are lacking in depth and breadth

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

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