DIPLOMA IN EDUCATION MANAGEMENT (DELIVERED THROUGH ODFL)

Transcription

1 DIPLOMA IN EDUCATION MANAGEMENT (DELIVERED THROUGH ODFL) Learner s Guide 2014

2 Vision To be a globally competitive center of excellence for capacity development in education management for sustainable development Mission To provide quality capacity building services through education management training, research and consultancy for lifelong empowerment of our stake holders 1 P a g e

3 TABLE OF CONTENTS WELCOME MESSAGE... 4 MARGIN ICONS BACKGROUND INFORMATION ABOUT KEMI About KEMI DIPLOMA IN EDUCATION MANAGEMENT Preamble Aim of the Diploma in Education Management program General objectives Course outline Course duration Target group entry requirements Tuition methodology Examination Eligibility requirements Evaluation Examination papers structure Conduct of examinations Examination sessions Examination centers Conditions for sitting examination Examination fees Examination results Referrals P a g e

4 Award of certificate LEARNING METHODOLOGY Open Distance and Flexible Learning (ODFL) What is the Open Distance and Flexible Learning (ODFL)? Benefits of Open Distance and Flexible Learning (ODFL) Challenges of Open Distance and Flexible Learning (ODFL) Tips for studying at a distance KEMI LEARNER SUPPORT PROGRAM Organization of the KEMI learner support program Administrative Support Your role as a learner Guidelines for submission of assignments CONCLUSION P a g e

5 WELCOME MESSAGE Dear Participant, Welcome to the learners guide to the KEMI Diploma in Education Management Program. The purpose of this guide is to provide you with background information about the KEMI Diploma program. We hope you will use it as reference document to inform or remind yourself about the course requirements. This KEMI Diploma program will help you implement management policies, procedures and reforms in the education sector and utilize modern management tools in your institutions. You will also develop the necessary leadership skills required in the contemporary education sector. The modules in this Diploma program have been designed to allow you to study in a flexible manner through distance and work-based learning. For each module, learning objectives and tools have been indicated. The modular approach will involve active learning through exercises, case studies, doing self-assessments and assignments. Your study will be strengthened by KESI through learner support and supplementary resources from time to time. As you study, you will need to frequently ask yourself "What did I learn today?" and "How can I implement this in the school?" This will lead to improved job performance. We hope you will enjoy this 'distance learning' program. DR. WANJIRU KARIUKI DIRECTOR KENYA EDUCATION MANAGEMENT INSTITUTE (KEMI) 4 P a g e

6 MARGIN ICONS While working through this Distance Learning Modules you will notice the frequent use of margin icons. These icons serve to signpost a particular piece of text, a new task or change in activity; they have been included to help you to find your way around this Distance learning Module. A complete icon set is shown below. We suggest that you familiarize yourself with the icons and their meaning before starting your study. Activity Assessment Assignment Case study Discussion Group Help Note it! activity Outcomes Reading Reflection Study skills Summary Terminology Time Tip 5 P a g e

7 1.0. BACKGROUND INFORMATION ABOUT KEMI 1.1. About KEMI The Government established KEMI with the aim of strengthening the managerial capacity of educational personnel through continued and expanded capacity development towards improvement of the quality of educational services. KEMI was modeled along the Agency for the Development of Education Management (ADEM) in Tanzania which was started in 1978 and Institut Aminuddin Baki (IAB) or National Institute for Educational Leadership and Management in Malaysia which was started in Legal Notice No. 19 of the Education Act gives KEMI the mandate to conduct management training, research and consultancy, develop instructional materials, run a management advisory and consultancy center, produce and disseminate information on management and to generally carry out the work of a Management Development Institute. The legal Notice also mandates KEMI to conduct examinations and award diplomas, certificates and other awards to suitably qualified candidates of the institute DIPLOMA IN EDUCATION MANAGEMENT 2.0. Preamble Quality educational management is important to the overall achievement of accessible, equitable and quality education. Quality education managers are key requirement to high-performing institutions. To help educational personnel become quality managers, KEMI prepared a Diploma in Education Management which is delivered through distance learning Aim of the Diploma in Education Management program The aim of the Diploma in Education Management is to equip educational personnel with the knowledge and skills to competently improve access, equity and quality of education. 6 P a g e

8 2.2. General objectives By the end of this course, the participant should be able to: Demonstrate an understanding of education laws polices and reforms Practice transformational educational management Manage resources for optimal outcomes Understand how to successfully develop child-friendly schools Apply competencies needed to lead curriculum implementation effectively Promote the practice of ICT integration in educational institutions Lead the implementation of Science, Technology and Innovation (STI) in education effectively Use effective guidance and counselling techniques for reducing school disturbances and handling crises situations Demonstrate an understanding of the course work by writing a project paper Course outline The course has eight (8) modules. The eight (8) modules consist of 57 units each. Each unit consists of 16hrs. In addition trainees will undertake an action research project for a period of 4 months (160hrs). The course distribution is outlined in the section below. Module 1: Education Law, Policy and Reforms 1. International, regional and national frameworks of education 2. Policy and legal framework of education 3. Role of education managers, bodies and institutions 4. Policy and legal framework of public resource management 5. Policy and legal framework of ICT 6. Integrity and good governance 7. Emerging issues in education 7 P a g e

9 Module 2: Transforming Education Management 1. Leading and managing to achieve results 2. Relationship management 3. Strategic planning 4. Building top performing teams 5. Performance management 6. Change management 7. Quality management Module 3: Effective Resource Management 1. Financial Management I Planning and budgeting 2. Financial Management II Financial control systems 3. Procurement of goods and services 4. Income generating projects 5. Auditing 6. Credit and risk management 7. Human resource management 8. Project management Module 4: Child Friendly Schools (CFS) 1. Inclusive child friendly schools 2. Safe and protective schools 3. Equity and equality promoting schools 4. Health and nutrition promoting schools 5. Enhancing school -community linkages and partnerships Module 5: Curriculum Management 1. Introduction to curriculum management 2. Curriculum design 3. Curriculum implementation 4. Curriculum change and innovation 5. Curriculum evaluation 6. Quality assurance and control 7. Special Needs Education (SNE) Module 6: ICT Integration in Education 1. Introduction to ICT 2. Technology literacy approach 3. Knowledge deepening approach 4. Knowledge creation approach 5. ICT mediated education management 6. ICT infrastructure 7. Emerging issues in ICT integration 8 P a g e

10 Module 7: Science, Technology & Innovation 1. Introduction to Science, Technology and Innovation (ST&I) 2. Implementation of ST&I policy 3. Technical, Industrial, Vocational, and Entrepreneurship Training (TVET) programs 4. Resource mobilization and utilization for ST&I programs 5. Integrating ST&I in education 6. Transfer and diffusion of ST&I 7. Management of incubation programs Module 8: Guidance and counselling 1. Basic counselling skills 2. Implementation of the guidance and counselling policy 3. Discipline in learning institutions 4. Adolescent sexuality and related challenges 5. Intervention in crises situations 6. Peer counselling 7. Mainstreaming guidance and counselling Module 9: Action based research project 2.4. Course duration The course duration is 912 hours for the course work and 160 hours for the project. In total the course takes 1072 hours (1 year) Target group entry requirements The Diploma in Education Management will be offered to persons with the following qualifications: Holder of P1 Teacher Training Certificate by training with a minimum of 2 years teaching experience. Holder of P1 Teacher Certificate through promotion by the Teachers Service Commission (TSC) Course in ECDE from KNEC or Ministry of Education DICECE certificate with at least D+ in KCSE or its equivalent and at least 2 years teaching experience. Holder of Diploma in Education or Bachelor of Education with a minimum of 2 years teaching experience. Non-Kenyan participants should contact KEMI to obtain information on equivalent qualifications or special entry criteria Tuition methodology This is a distance learning course supported by face to face tutorials. In addition, the trainees are expected to rely on their interactive work 9 P a g e

11 experience. This course will be offered through distance learning methodologies. After receiving the instructional materials, the learners will be expected to go through the content, undertake the learning activities provided and do the assignments at the end of the module Examination Eligibility requirements To sit for the Diploma in Education Management Exam, you must have: (a). Been registered for the course. (b). Registered for the examination. (c). Submitted all module assignments and the research project Evaluation Table 2 indicates the examination papers and duration for the Diploma in Education Management. Table 1: Examination papers PAPER PAPERS CODE LPR 101 PAPER 1: Education Law, Policy and Reforms ERM PAPER 2: 201 Effective Resource Management TEM PAPER 3: 301 Transforming Education Management CFS 401 PAPER 4: Child Friendly Schools CUM PAPER 5: 501 Curriculum Management IIE 601 PAPER 6: ICT Integration in Education MSTI PAPER 7: 701 Science, Technology & Innovation GCE PAPER 8: 801 Guidance and counselling DURATION 2 hrs. 2 hrs. 2 hrs. 2 hrs. 2 hrs. 2 hrs. 2 hrs. 2 hrs. 10 P a g e

12 Examination papers structure (a). Each examination paper will consist of two Sections, A and B. Section A (40 marks) will consist of one (1) compulsory question. Section B (60 Marks) will consist of five (5) questions. The candidate will be required to answer any three (3) questions from the section. (b). Module assignments will account for 30% while the final examination will account for 70% of the total marks. The research project will account for 100%. (c). The grading scheme for the examination is as follows: 80 above Distinction Credit Pass 39 and below Fail Conduct of examinations The conduct of the Diploma in Education Management Examination is the responsibility of the Kenya Education Management Institute (KEMI) Examination sessions The Kenya Education Management Institute shall determine when the examinations will be held Examination centers Examination centers will be decentralized and determined by KEMI from time to time Conditions for sitting examination A Candidate will be required to produce the following documents: i) Examination card ii) National identity card 11 P a g e

13 Special needs Candidates with confirmed disabilities may apply to KEMI for appropriate assistance. Such application should be made at least one month prior to the examination Examination fees The examination fee of the Diploma in Education Management will be determined by the Kenya Education Management Institute Examination results KEMI will communicate the results of the examination to the candidates Referrals Candidates must attempt all the papers in the first sitting. A candidate who fails in one to three papers will be referred, in those papers only. A candidate who fails in more than three papers must resit the entire examination. A candidate who fails a paper that he/she has re-sat two times, must re-sit the entire examination. A candidate who is referred in any paper will be given an overall result of referred Award of certificate The Kenya Education Management Institute shall award a Diploma in Education Management certificate to candidates who will have fulfilled all the requirements of this course. 12 P a g e

14 3.0. LEARNING METHODOLOGY 3.1. Open Distance and Flexible Learning (ODFL) What is the Open Distance and Flexible Learning (ODFL)? As opposed to the conventional system of learning, there will be a physical distance between you and the institution and the teacher. You will have an opportunity to study at the times and places that suit you, for example, at home, at work or even while travelling. You will be using specially prepared self-instructional print materials and in some cases audio and video compact discs. Because you will be separated from the teachers, you could sometimes experience isolation and loneliness. This is why KESI will provide a system of support for you as a learner Benefits of Open Distance and Flexible Learning (ODFL) 1. Choice: ODFL provides the opportunity to study more subjects and reach out to programs that are not available in the local area. 2. Flexible: Distance learning is much more flexible than traditional styles of classroom education. 3. Pace: ODFL enables learners to work at their own pace in many circumstances. 4. Scheduling: The schedules for distance learning are more open and allow for learners to take the classes whenever it fits into their schedule. 5. Money: ODFL typically cost less than an education in a classroom environment. 6. Traveling: There is no need to travel to and from class every single day. 13 P a g e

15 Challenges of Open Distance and Flexible Learning (ODFL) Learning away from your learning institution requires discipline and motivation. Some of the challenges that you might face as a learner are: (a). You are learning by yourself most of the time; if something crops up that you cannot solve, you may need to wait for the next tutorial to ask advice from the facilitator. This means you may not carry on with your work in a consistent manner. This may cause you frustrations. (b). You may fall behind the study schedule because of sickness, work pressure etc. This can result in discouragement which may lead to unfortunate quitting cogitations Tips for studying at a distance 1. Plan Give priority to study sessions with your tutor and make sure you allow enough travel time to your meeting place. Make a study schedule and try to stick to it. Set specific days and times each week for study and keep them free of other activities. Make a note of the dates that your assessment pieces are due and plan for extra study time around those dates. 2. Manage your time Set aside a reasonable amount of time each week for your study programme but don t be too ambitious or you won t be able to keep up the pace. Work in productive blocks of time and include regular rests. 3. Be organized Have your study materials organized in one place and keep your notes clearly labeled and sorted. Work through the topics in your study guide systematically and seek help for difficulties straight away. Never leave problems until later. 4. Find a good place to study Most people need order and quiet to study effectively, so try to find a suitable place to do your work preferably somewhere where you can leave your study materials set out ready until next time. 5. Ask for help if you need it This is the most vital part of studying at a distance. No matter what the difficulty is, seek help from your tutor or fellow students straight away. 6. Don t give up If you miss deadlines for assessment pieces, speak to your tutor together you can work out what to do. 14 P a g e

16 Talking to other learners can also make a difference to your study progress. Seeking help when you need it is a key way of making sure you complete your studies so don t give up! NB: Time management and planning is a major issue for ODL learners. At the same time, you need to build a network with your fellow learners. Contacts with fellow learners are important for moral support and study support. You can be communicating using the telephone, of social networks that exist today and through scheduled weekend face-to face meeting. You can decide the venue and time for such meetings. Whichever method of contact you decide to use, make sure you are always in contact with these networks KEMI LEARNER SUPPORT PROGRAM 4.1. Organization of the KEMI learner support program (a). Purpose: The purpose of the learner support program is to give you an opportunity to share your learning experiences and ask questions on doubtful areas you have encountered during the private study sessions. It is important to note that tutorial sessions are not for normal teaching. You should not therefore expect the tutor to go through the contents of the learning materials. He/she will be hoping to hear from you and assist based on your revelations. (b). Schedule: There will be scheduled learner support tutorials which will be held during weekends for each module. During each tutorial you will interact with a facilitator who will answer your questions and give you more insight on the module objectives and contents. (c). Study materials: You will receive study materials from the regional center where you have registered. Thereafter you will proceed to study on your own time, pace and place. The study materials have several exercises that you have to undertake. (d). Location: KEMI will establish learner support centers in various counties. This location of these centers will be communicated to you in due course. (e). Functions of the learner support centers: The functions of the learners support centers are to handle issue such as 15 P a g e

17 enrolment, orientation of learners, material distribution, tutorials, assignment submission, examination advice, guidance and counseling etc. There will be a coordinator at each learning center who will provide you with relevant information about the Diploma program from time to time. (f). Guidance and Counseling: Both the regional center coordinator and the tutors shall be available for you in cases where you need further consultation. Pertinent areas of focus could be but not limited to: Organizational needs such as time management, reading skills, writing skills, examination skills Motivation and encouragement (especially where the following is evidenced) Home and family problems, Health difficulties, Spontaneous loss of interest, Bereavement and accidents etc Administrative Support KEMI shall give you administrative support by: Providing an effective enrolment and record keeping systems Giving you reliable information Giving examination advice Properly inducting you into the program Giving you the required learning materials Ensuring the assignments are well marked with constructive comments. Assignment feedback shall be provided timeously. Providing space at the regional center for group discussions. You will only need to inform regional center coordinator to make arrangement in good time. Allowing you to consult your tutors through s or cell phones Providing supplementary reading materials where possible 16 P a g e

18 4.3. Your role as a learner As a learner we expect you to; Attend face-to-face tutorials Complete assignments and submit them on time Study and prepare for examinations Participate in tutorials and study group discussions Create time and space for individual study Research for more information Cooperate with other learners, tutors and learning center coordinators 4.4. Guidelines for submission of assignments The assignment submission schedule is indicated in the program. Assignments and coursework projects must be submitted according to the delivery schedule. Any change in the schedule will be communicated to everybody through the learner support center coordinator. The assignment must be submitted through the center coordinator or any other person with his/her express authority. The coordinator will avail a form for you to sign as you submit the assignment. You must not give the tutor your assignment directly. If you are not able to submit an assignment you must notify the coordinator. Reasonable grounds for such failure must be stated and recorded CONCLUSION Effective management of educational instutions will translate into quality education and enhanced access to education. It is our hope that you will find this Diploma in Education Management program insightful and that you will acquire necessary comptencies required for the effecitve management of our educational institutions. 17 P a g e