Assessment of Needs and Capacity of District Office Professional Staff

Training Options
Table 53 and Table 54 show that the areas of training in policy are noted as
important by most respondents, since over 60% of respondents believe training
in these areas to be of high priority.
When one examines the data by job classes, however, EDOs seem to give
higher priority to training in areas related to policy and Subject Advisors seem
to allocate least importance to this training as a group. CESs feel that
evaluating policy effectiveness is most critical, which EDOs give high priority to
training in policy development for schools. All evidence seems to indicate that
training in the area of policy is essential and perhaps even urgent, in light of the
information provided by school personnel in the policy gaps and issues which
affect school operation.
Table 52: Training Options: Policy Management
OPTIONS FOR TRAINING
• Understanding Educational Policy
• Policy Development for Schools
• Managing the Implementation of School Policy
• Evaluating Policy Effectiveness
• Other
105
PRIORITY FOR TRAINING
LOW HIGH
NR 1 & 2 3 4 & 5
209 68 112 311 63%
215 75 123 281 59%
223 71 121 279 59%
213 88 102 291 60%
408 56 68 154 55%
Table 53: Training Options by Staff Category: Policy Management
JOB REQUIREMENTS
Understanding Educational
Policy
Policy Development for
Schools
Managing the Implementation
of School Policy
Evaluating Policy
Effectiveness
Other
STAFF CATEGORY
CES EDO SUBJECT ADVISOR LECTURER
No % No % No % No %
7 78% 66 80% 77 54% 9 56%
5 71% 65 80% 66 46% 7 54%
5 71% 64 79% 66 47% 7 58%
7 100% 65 78% 70 50% 7 54%
2 50% 35 69% 37 48% 4 44%
%