Leadership and Management Development in Education (Education ...

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THE CURRICULUM FOR LEADERSHIP DEVELOPMENT: CONTENT AND PROCESS37• Pedagogical leadership• Law and public administration• School development• Quality and evaluation• ICT and learning.(pp. 30–1)In Austria, programmes are organised by each federal state. The programmein Salzburg includes five core modules:• Communication and leadership• Conflict management• Lesson supervision• School development• School law and budgeting.(Huber and Schratz 2004: 203)Singapore is a major centre for leadership development, the pioneer in Asiaand one of the first countries to focus strongly on preparation for principals.The Ministry of Education, and the National Institute of Education, launchedthe Diploma in Educational Administration, a one-year full-time programmefor prospective principals, as early as 1984 (Bush and Chew 1999). This wasreplaced by a new course, ‘Leaders in Education’, in 2001. Chong et al. (2003)stress that the ‘delivery’ is the main concern of the new programme but theyalso note the content of the modules:• Managing competitive learning school organisations• Marketing and strategic choice• Applying new technology in managing learning• Achieving excellence in teaching and learning• Building human and intellectual capital• Leadership for the new millennium• Personal mastery and development for principals.(p. 170)China has provided training programmes for principals for 50 years andmore than 1 million had been trained by 1997. Daming (2003: 211) notes that‘most professional training programs continue to emphasise knowledge, andneglect administrative skills and leadership competencies’ but offers fewdetails of the content of such programmes. In contrast, there were nopreparation programmes for principals in Taiwan before 2001 (Lin 2003).Subsequently, two principals’ training centres were opened. The curriculum
38LEADERSHIP AND MANAGEMENT DEVELOPMENT IN EDUCATIONcomprises ‘fundamental’ courses, such as research and organisational analysis,and ‘professional’ courses focusing on three areas:• Instructional leadership• Management and administration• Politics and policy.(Lin 2003: 196)South Africa’s university sector has been presenting courses on educationalmanagement for many years and these often attract large numbers of participants.In 2007, the national Department of Education launched a new nationalqualification for principals, in partnership with many of the leading universities.The qualification is the Advanced Certificate in Education (ACE): SchoolLeadership. The ACE is being piloted with 450 candidates at six universities in2007–08 and is subject to a large-scale evaluation funded by the Zenex Foundation(Bush et al. 2007a). Subject to the findings of the evaluation, it maybecome mandatory for new principals from 2010. The ACE has 12 modules:two ‘fundamental’, six ‘core’ and four electives. These modules provide thecontent for the programme (see Table 4.1).Table 4.1 Content of the South African ACE programmeComponentFundamentalFundamentalCoreCoreCoreCoreCoreCoreElectiveElectiveElectiveElectiveModule contentLanguage skillsComputer literacyUnderstanding school leadership and management in the South AfricancontextManaging teaching and learningLead and manage peopleManage organisational systems, physical and financial resourcesManage policy, planning, school development and governanceDevelop a portfolio to demonstrate school management and leadershipcompetenceLead and manage subject areas/learning areas/phaseMentor school managers and manage mentoring programmes in schoolsConduct outcomes-based assessmentModerate assessmentSource: (Department of Education 2007)Overview of leadership development contentThis short description of leadership development programmes in nine countriesprovides a flavour of the content offered to principals and other leaders.
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