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Ministry of Education Education Policy and Contemporary Issues in Ethiopia

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Ministry of Education Education Policy and Contemporary Issues in Ethiopia
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  i Ministry of Education Education Policy and Contemporary Issues in Ethiopia September 2013  ii Addis Ababa Ministry of Education Module Title: Education Policy and Contemporary Issues in Ethiopia   Prepared by: Jimma University Module Writer: Mitiku Bekele (PhD) Internal Editor: Tadesse Abera Technical Advisor: PRIN International Consultancy & Research Services PLC Module Development Expert: Getnet Demissie (PhD)  iii Icons Used Dear Learner, throughout this module, you will find the following icons or graphic symbols that alert you to a change in activity within the module. Critically study what each icon represents before using the module. Introduction Objectives Activities Questions Focus     iv Module Information Module Title : Education Policy and Contemporary Issues in Ethiopia Code:  PGDSL 604 Credit hours:  3 (2+1) (2 face-to-face, 1 distance) Contact hours:  48 hrs; 5 ECTS  Prerequisite courses : None  Mode of delivery:  Mixed mode  Acronyms: PGDSL -  Postgraduate Diploma in School Leadership Module Description  Rationale Policy is a framework to guide operations. It provides direction so that activities are performed and decisions are made in line with the directions. School Leaders, therefore, are those who should take the prior position in ensuring compliance of school activities with various policies. To this end, the purpose of this course is to equip school leaders with the necessary knowledge, skills, instincts and personal stances that will help them to digest and apply education policy, strategies, directives and other relevant development policies and cross-cutting issues in their day-to-day operations.  Module Learning Outcomes On successful completion of this module, learners will be able to: 1. Analyse the link between national development policies and school activities; 2. Understand various strategies and techniques to monitor school activities in light of the national development policies; 3. Critically evaluate whether school activities comply with different national policies (GTP, sectoral development) and education policy, strategies, programs, etc; 4. Develop school specific policies in line with the Ethiopian educational policy framework; 5. Ensure that school activities comply with current educational programs; 6. Examine and explain contemporary issues in education.     v  Module Approach This is a mixed mode course offered through a face-to-face summer program followed by a one-semester workplace-based reflective action phase. Having developed a broader and deeper awareness of the policy context of schooling during the face-to-face program, participants will have the opportunity to reflect on and improve the alignment of their own school’s practices with policy through tasks undertaken in the workplace .  Module Learning Strategies Breaking with common approaches to teaching policy, this course aims to engage participants in exploring policy actively and drawing links with their experience of, and obligations in, leading schools. During the face-to-face sessions, participants will take part in activities such as brainstorming, story-telling, word-searches, and scenarios on policy issues. During the school-based phase, where the focus will be placed equally on the learning outcomes of Units 3 and 5, participants will build case studies showing how they are applying their learning about policy to their practice. Participants will be visited by their instructors at least once while working on school-based tasks.  Module Assessment During the face to face session, participants will be assessed through a combination of continuous assessment and a final exam, totaling 50% of the course assessment. The remaining 50% will be allocated to the assessment of school-based tasks, which will be documented in a portfolio and submitted at the end of the first semester of the school-based phase.
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