Faculty of Humanities and Education (Postgraduate) - The University ...

More documents

Recommendations

Info

122 POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION ASSESSMENT Rationale for assessment The programme focuses on higher-order skills and authentic assessment. Therefore, traditional testing is not recommended. The emphasis, instead, will be on enhancing the analytical, writing, and presentation skills of participants. Individual work is important to help promote the assessment philosophy of accountability and transparency. Group work is also advocated, since it reinforces the mandate of the present millennium for working in teams. Indeed, the new collaborative management thrust demands meaningful team interaction. Finally reflective practice as a component of assessment is indispensable. Participants must be made to recognize that the main purpose of the programme is to have them improve their practice and to align it with the aims of education mandated by the environment of this age of information and communication. Individual assignment – 40% of marks Group assignments – 20% of marks, to be submitted one week after the completion of each module Technology group assignment – 10% of marks Reflective practice – 30% of marks YEAR: SEMESTER: COURSE CODE: EDEA 6118 COURSE TITLE: EDUCATIONAL LEADERSHIP NUMBER OF CREDITS: 8 COURSE DESCRIPTION: Overview The majority of educational scholars and practitioners are convinced that leadership is the most potent factor in the delivery of high-quality education. It is argued that managerial skills are important for certain technical requirements of the tasks in educational administration, but leadership provides the sources of power, influences, motivations, and synergies to achieve the goals of education. Leadership is the most essential cohesive force that holds organizations together. Education itself is not a clear area of endeavour. Its goals are often ambiguous, vague, amorphous, etc., and its methods and technologies are equally inexact with respect to the delivery of the stated goals. Leadership has therefore to be possessed of understandings and skills that benefit a human enterprise that is characterized by perennial inherent uncertainties in the face of turbulent environments. This is obviously a critical course since the understandings underlying the design and delivery pervading this programme are geared to encompass a comprehensive range of educational leadership functions and tasks. OBJECTIVES Students will: 1. understand the theories and concepts underlying leadership generally, and educational leadership specifically; 2. justify the centrality of leadership in education; 3. differentiate between leadership and management 4. make judgements about the role of leadership in education; 5. assess the need for leadership in the delivery of quality education; 6. evaluate the need for leadership in developing and sustaining positive school cultures; 7. compute the relationships between leadership in schools and the need for unity in a democratic, multicultural society. CONTENT • Theories of and approaches to leadership trait,behavioural, situational, contingency • Power and leadership understanding of the bases of power expert, rational/legal authority, coercive, reward, culture, charismatic, etc.; the use of power and group dynamics • Educational and instructional leadership educational and curriculum designs and forms of educational and instructional leadership • Transformational leadership entrepreneurship in human enterprises, proactive vs. reactive leadership, vision, change and change processes, policy reforms and implementation • Multicultural leadership theories and concepts relating to multicultural, multiethnic, plural, or diverse societies; issues relating to forms of discrimination, alienation, marginalization, deprivation, etc.; Leader as ‘centrist’ and ‘divisivist’ in a plural society • Reflections on concepts of equity, equality, human rights, freedom, responsibilities, etc., toward community and nation-building • School/community leadership the boundary-spanning activities of leaders; community/public relations; developing constituencies or communities of support within and outside the school as linkages to educational success, community, and nation-building Methods of Delivery Lectures Small- and large-group discussions Role-play and simulations Audio-visual materials Sensitivity training Case analysis Problem-solving ASSESSMENT Students will be assessed on the basis of written papers. All papers will test the students’ understandings of and abilities to apply theories and concepts, while exhibiting skills and creativity in attacking real-life problems in the school situation.
POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION Each module will be tested by the production of a short paper, which will carry 10% and will be based on an assignment at the end of each module. The word limit for each module assignment will be 1,500 words and would be due two weeks after the completion of the module. The four (4) best marks will be selected to constitute an award out of 40%. The last assignment will be a more comprehensive test of the student’s understandings of leadership theories applied to a school problem or task that is more complex. This will require a response of no more than 5,000 words and will carry 60%. This will be due after the course is completed, at a time specified by the teaching team. REFERENCES Centre for Educational Research and Innovation. (1989). One school, many cultures. Paris: OECD. Gollnick, D. M., & Chinn, P. C. (2004). Multicultural education in a pluralistic society (6 th ed.). Upper Saddle River, NJ: Pearson/ Merrill. Hanson, E. M. (2003). Educational administration and organizational behaviour (5 th ed.). Boston, MA: Allyn & Bacon. Hersey, P., & & Blanchard, K. H. (1993). Management of organizational behaviour (6 th ed.). Englewood Cliffs, NJ: Prentice Hall. Holmes, M., Leithwood, K. A., Musella, D. F. (Eds.). (1989). Educational policy for effective schools. Toronto, ON: OISE Press. Hoy, W., & Miskel, C. (2005). Educational administration: Theory, research and practice (7 th ed.). New York: McGraw-Hill. Karabel, J., & Halsey, A. H. (Eds.). (1977). Power and ideology in education. New York: Oxford University Press. Keith, S., & Girling, R. H. (1991). Education, management, and participation. Boston, MA: Allyn & Bacon. Kimbrough, R. B., & Burkett, C. W. (1990). The principalship: Concepts and practices. Englewood Cliffs, NJ: Prentice Hall. Kimbrough, R. B., & Nunnery, M. Y. (1992). Educational administration: An introduction (4th ed.). New York: Macmillan. Leithwood, K. A., & Montgomery, D. J. (1986). Improving principal effectiveness: The principal profile. Toronto, ON: OISE Press. Murphy, J. (1992). The landscape of leadership preparation. Newbury Park, CA: Corwin Press. Owens, R. G. (1998). Organizational behavior in education (6 th ed.). Boston, MA: Allyn & Bacon. Shade, B. J. R. (Ed.). (1989). Culture, style and the educative process. Springfield, IL: C. C. Thomas Selznick, P. (1984). Leadership in administration. Berkeley, CA: University of California Press. Strike, K., Haller, E. J., & Soltis J. (2005). The ethics of school administration (3 rd ed.). New York: Teachers College Press. YEAR: SEMESTER: COURSE CODE: EDEA 6120 COURSE TITLE: MANAGEMENT OF EDUCATIONAL SYSTEMS 2 NUMBER OF CREDITS: 4 COURSE DESCRIPTION: Overview This course builds on the general principles advanced in ED61Q - Management of Educational Principles 1. It gives specific focus to financial and curriculum management leadership issues for which administrators do not usually receive any training. In a reform climate advocating school-based management and the decentralization of the education system, administrators on site need to be fully aware of how to manage all aspects of the organizations they run. OBJECTIVES Students will: 1. share experiences and understandings of the financial management of schools; 2. report on traditional custom and practice in costing, budgeting, and procurement; 3. discuss modern perspectives on the management of school finance, and curriculum and facilities; 4. apply information and communication technologies to the management of their schools. CONTENT • Overview of course and financial management module; understanding school finance; needs analysis • Costing, budgeting, and funding; programme formulation; modern perspectives on school financing • Introduction to financial auditing and reporting; introduction to supplies and equipment management; risk management • Procurement for secondary schools; stock control; management practice and issues • Foundations of curriculum construction and management; modern perspectives on curriculum design, development, and implementation; principles and strategies of curriculum evaluation; integrating technology with curriculum Methods of Delivery The course will be delivered through mixed modes lectures, discussions, analysis of case studies, simulations, and ICT presentations. ASSESSMENT Group Reflections on: Module 1 - Financial Management Module Module 2 - Management of Educational Facilities and Resources Module Module 3 - Curriculum Model Individual Assignments Module 4 - Financial Management Module 5 - Management of Educational Facilities and Resources Module 6 - Curriculum Management 123
Page 3 and 4:
POSTGRADUATE REGULATIONS & SYLLABUS
Page 5 and 6:
Page 7 and 8:
Page 9 and 10:
Page 11 and 12:
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74: POSTGRADUATE REGULATIONS & SYLLABUS
Page 123: POSTGRADUATE REGULATIONS & SYLLABUS
show all

Faculty of Humanities and Education (Postgraduate) - The University ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?