Published on 9/04/2010

The Educational Administration and Management Department is a full-fledged one operating under the School of Education of the Mauritius Institute of Education(MIE).

THE DEPARTMENT OF EDUCATIONAL ADMINISTRATION AND MANAGEMENT

The Educational Administration and Management Department is a full-fledged one

operating under the School of Education of the Mauritius Institute of Education(MIE).Presently, it is being led by a Head of department, namely Mr. Mahboob Sooltan SOHAWON, one full-time lecturer, Mrs. Nathalie CONGO-POOTTAREN and some resource persons as part-time lecturers.

The vision of the Educational Administration and Management Department is to spearhead the development of leadership capacity in Mauritian schools by harnessing and channeling available expertise, both local and international, to the transformation of schools as centres for effective and quality learning.

The mission of the Educational Administration and Management Department is to set up the right platform/avenue where issues on educational leadership and management can be shared and discussed with a view to enhancing the efficiency

of all those who are interested in leading and managing their institutions.In the past, various programmes like the Certificate in Educational Management (CEM) and the Advanced Certificate in Educational Management (ACEM) were organized for

Heads of Primary schools. Some time back, the above programmes have been revised and we have come today with the Diploma in Educational Management (DEM) programme. Details of the programme are found below.

THE DIPLOMA IN EDUCATIONAL ADMINISTRATION AND MANAGEMENT PROGRAMME

The DEM has two entry points.

A one-year programme for candidates holding the following qualifications: Teachers' Diploma Primary, Certificate in Educational Management, Advanced Certificate in Management and/ or possessing a Degree.

These candidates will follow a programme of two semesters consisting of 6 modules one of which will involve a school based project.

A two-year programme for candidates who possess the Teachers' Certificate Primary and the Advanced Certificate of Education of the MIE.

These candidates will follow a programme of four semesters consisting of 12 modules one of which will involve a school-based project.

Aim

The aim of this programme is to empower primary school Headmasters/Headmistresses and educators, through a body of specialised knowledge, practical skills and experiences, to bring quality and good governance within their schools.

Learning Outcomes

At the end of the programme participants should be able to:

Identify and reflect on the fundamentals and the international trends of school management and leadership
Communicate and network with all stakeholders for the efficient and effective running of the school
Engage in strategic planning,producing and managing school development plans
Apply skills and strategies towards team building and address conflicts throughnegotiations
Demonstrate knowledge and understanding of the teaching and learning processes with a view to supporting educators and learners
Monitorthe implementation of the curriculum effectively at school level
Develop, use and apply principles and strategies which would promote good school governance and effective financial management
Demonstrate knowledge and understanding of basic relevant legal provisions and procedures pertaining to school sector at primary level
Enhance their self development and contribute to knowledge in the field of education through research, lifelong learning and scholastic activities
Use MIE Moodle e-learning platform.

Programme Structure: One Year Programme

The modules that will be offered during Semester I and II are shown below together with the number of credits assigned to each. Each credit will be equivalent to 30 hours of study time which will include study of self-instructional materials and of supplementary reading materials, attendance to face-to-face sessions, online interaction, work on assignment and any other activities requested from participants.

YEAR 2 – SEMESTER 1
Module Code	Module Title	Number of Credits	Evaluation
DEM 2107	Managing Change and Innovation	3	One assessment combined
DEM 2108	School Management and Leadership II	3	One assessment combined
DEM 2109	School Based Project	6	Project Work
YEAR 2 – SEMESTER 2
DEM 2210	School Governance	3	One assessment combined
DEM 2211	School Discipline	3	One assessment combined
DEM 2212	Managing Teaching and Learning	3	Examination

Programme structure: Two Year Programme

The semester wise distribution of the modules that will be studied during the two year programme and the number of credits assigned to each are shown below. A credit will, as mentioned in the preceding paragraph be equivalent of 30 hours of study time.

Year 1 – Semester 1
Module Code	Module Title	Number of credits	Evaluation
DEM1101	ICT for Educational Leaders	3	Course Work
DEM1102	School Management and Leadership I	3	One assessment combined
DEM1103	Planning for Better Schools	3	One assessment combined
Year 1 – Semester II
DEM1204	Communication and Team building for Effective School Management	3	Assessment combined with 1206
DEM1205	The curriculum and its implementation at school level	3	Examination
DEM1206	School and the Community	3	Assessment combined with 1204
Year 2 – Semester I
DEM2107	Managing change andinnovation	3	One assessment combined
DEM2108	School Management and Leadership II	3	One assessment combined
DEM2109	School Based Project	6	Project Work
Year 2 – Semester II
DEM2210	School Governance	3	One assessment combined
DEM2211	School Discipline	3	One assessment combined
DEM2212	Managing Teaching and Learning	3	Examination

Presently, the department is working on the incessant launching of The Post Graduate Diploma in Educational Leadership

THE POST GRADUATE DIPLOMA IN EDUCATIONAL LEADERSHIP

The Post Graduate Diploma in Educational Leadership is programme which is tailored for aspiring rectors of secondary schools.

AIMS OF THE PGDEL PROGRAMME

The aim of the programme is to offer the possibility to all aspiring Deputy Rectors/Rectors to become acquainted with and knowledgeable in a set Management and Leadership skills for their future professional practices, to share experiences, to discuss commonly faced problems and find their likely solutions. They will also acquire skills to integrate new innovative tools such as Information Communication and Technology (ICT) in education as a catalyst for changing schools in ways that will enhance lifelong learning. It is hoped that through this process, they will have the opportunity to enhance their knowledge, understanding and competencies, and be equipped to run their schools confidently.

INTRODUCTION

This programme is organised by the Mauritius Institute of Education (MIE). Prior to designing the course content, we have taken into consideration many of the suggestions put forward by a group of rectors during our brainstorming sessions. Many of the topics, suggested by them, have been taken on board in the present programme for your professional growth and development.

RATIONALE

We are presently living through an era of unprecedented change in our history. With the advent of globalisation and its related effect, old paradigms are giving way to new ones. Traditional and embedded mindsets are being questioned and challenged and new understanding and competencies have to be acquired as quickly as possible to guarantee survival and progress. Expectations are high concerning our system of education and our schools are facing conflicting demands and new urgencies and have at all costs to meet the norms of efficiency and effectiveness in order to thrive. Consequently, aspiring Deputy Rectors/Rectors have to shoulder additional responsibilities, assume new roles, develop new skills and build new competencies. This programme comes at this most opportune moment and hopes to bridge the gap by meeting these requirements. Besides, it will provide an ideal platform to all of them to work collaboratively and reflect on their future roles and responsibilities and come forward with innovative ideas and proactive demarche in the management of their school.

THE HANDBOOK

This programme handbook is a useful and important reference for you during your one and a half years of studies at the MIE. It will provide you with all the necessary information about the course, namely:

·The structure and organisation, aims, expected learning outcomes and content of the course

·The various components, related modules, activities and the assessment requirements

·The salient features of the course content

·The rules and regulations regarding the programme and the assessment procedures

·All other related information concerning the programme.

RULES AND REGULATIONS

Post Graduate Diploma in Educational Leadership (PGDEL) trainees are governed by the general rules and regulations pertaining to all MIE trainees.( Refer to rules and regulations for students June 2007)

They are further governed by the regulations specific PGDEL programme as outlined below:

ENTRY REQUIREMENTS

The Post Graduate Diploma in Educational Leadership (PGDEL) part time programme is offered to candidates with the following profiles:

(i)Bed

(ii)A first degree and a PGCE

MODE AND DURATION

The Post Graduate Diploma in Educational Leadership (PGDEL) programme will be run over three semesters, that is, one and a half academic year.

SPECIFIC AIMS OF THE PGDEL PROGRAMME

This PGDEL course has been designed to provide aspiring rectors/rectresses with the necessary skills to enhance their effectiveness in their role.The programme supports the professional growth of practitioners and enables them to contribute effectively to the improvement of practice in their own classroom setting and the wider school community.

The PGDEL programme aims at:

·Assisting participants to show understanding of the importance of information technology in school management

·Enabling participants to understand the significance and practicality of using leadership perspectives

·Helping participants to critically analyse the significance of leadership skills

Assisting participants to demonstrate a sound understanding of school leadership and management practice and theory as it applies in school settings
Developing the means of using critical reflection in participants to enhance their practice and develop the leadership and management competencies
Developing an understanding in participants ofeffective management approaches in key areas of school policy and management

·Assisting participants in showing capacity in leading and managing groups of teachers and improve teamwork

·Acquainting participants with the procedures by which researchers go about their work of describing, explaining and predicting phenomena.

·Assisting participants in appreciating the feeling and reaction of the individual to change and how to cope with resistance, fear and conflict.

·Enabling participants to develop broad policies, guidelines and procedures for selecting major instructional materials as well as for adopting, implementing, evaluating and revising content areas of instruction.

·Assisting participants in implementing a structure for effective collaboration between teachers with the purpose of sharing and developing best practices

·Helping participants in building up a portfolio of practical ideas and strategies

·Enabling participants to undertake an individualised leadership development mini-project as a basis for implementing best practices in the particular context.

·Developing in participants a strong sense of professionalism which corresponds to the expectations that the profession has of its members.

PROGRAMME OVERVIEW

The PGDEL programme is structured on a modular basis.

The table below summarises the major components of the PGDEL programme:

TABLE OF CONTENT

Module 1Information Technology in School Management

Module 2School Leadership and Management

Module 3Research Methodology

Module 4Managing Innovation, Change and Conflict

Module 5Curriculum Management

Module 6Issues in Educational Management

Module 7-8Portfolio

Module 9-10Mini Project

PROGRAMME STRUCTURE

This part-time one and a half years PGDEL programme is structured around three components as follows:

Components	Credits
1	Taught modules	18
2	Portfolio	6
3	Mini-Project	6
Total	30

YEAR 1	SEMESTER 1
Module Code	Module Title	Number of credits	Evaluation
PGDEL2010/1/1	Information Technology in School Management	3	Coursework
PGDEL2010/1/2	School Leadership and Management	3	Coursework & Examinations
YEAR 1	SEMESTER 2
PGDEL 2010/2/1	Research Methodology	3	Coursework
PGDEL2010/2/2	Managing Innovation, Change and Conflict	3	Coursework & Examinations
YEAR 2	SEMESTER 1

PGDEL 2011/1/1	Curriculum Management	3	Coursework
PGDEL 2011/1/2	Issues in Educational Management	3	Coursework & Examinations

The Portfolio (PGDEL2011/1/3) and the Mini-Project (PGDEL2011/1/4) will have to be submitted before the end of Year 2, Semester 1.