Transcript Slide 1

10,000 principals
leadership programme
Supporting principals to maximize learning
opportunities in Ghana, Kenya, and India
Francesc Pedró
Teacher Development and Education Policies
UNESCO
Context
• Basic needs:
– Insufficient quality training;
– Continuous Professional Development and In-Service training is
conducted on ad hoc basis; and
– Outdated/decontextualized training materials.
• The challenge: 10,000 school leaders
in 3 countries
• UNESCO agreement with Varkey GEMS
Foundation:
– 1,5 M USD 3 countries 4 years
Objectives
• The development of institutional capacity in
teacher education institutions to design, implement
and evaluate effective in-service training programmes for
principals on a permanent basis, and;
• The creation and consolidation of a national
community of practice in the field of school
leadership and management.
– It brings about the actualization of training programmes at local
level targeted at school management teams.
Overall strategy
• A cascade approach that focuses on the development
of the national capacities of existing institutions,
programmes or arrangements which support principals,
by means of reinforcing the skills of the existing trainers
and increasing their number;
• A major effort on the development, local adaptation of
training materials, particularly for e-learning
programmes; and
• Direct support, with a combined effort by UNESCO
and GEMS, to the development or strengthening elearning in-service programs for principals.
Cascade approach
• 100 trainers per country twice: 600
• 150 hours
• Multiplier effect estimated to reach 10,000
principals
Key features
• First year: 100 trainers.
• Supported to train the principals in Ghana, Kenya and India based
on the assessed needs and using a modality to be developed locally
during the planning phase, with strong emphasis on blended
learning;
• Same process will be repeated in the subsequent years. With
feedback.
• A virtual network of trainees and trainers will be established.
• An annual 3 day forum will be organized for live interaction and
feedback by the participants, representatives of their communities,
UNESCO, and GEMS; and
• Lessons learnt will be disseminated through online reports and
publications, in view of promoting scaling up or extension to other
countries.
Training materials
Implementation
• Compilation of baseline information on the
status and the needs of principals in each of the
three target countries to inform the decisions.
• Development of country specific tailormade interventions in the following three
areas:
– Developing capacities
– Producing materials
– Supporting e-learning programmes
• Monitoring and Evaluation.
This meeting
1. Sharing knowledge:
1. Take stock of major initiatives
2. Share views about training principals
3. Review existing materials
2. Improving program definition
3. In-country preparation
1. Needs assessment
2. Synergies
3. Initial planning