Wednesday, 9 December 2015

How to study the modules

Managers in education can undertake a wide variety of activities to develop experience and expertise in their work. They can read literature relevant to their profession and work context; they can exchange experiences with colleagues and fellow managers; or they can take part in local, regional or international programmes and activities, which may come their way through affiliation to various bodies such as staff associations, professional associations or wider international associations. One such international programme, which has reached several countries in the sub-region, is the Commonwealth Secretariat Education Programme designed to help Ministries of Education in Guyana improve their management and support systems for teachers. In 1990, the Commonwealth Secretariat Education Programme initiated the development of a series of modules that built on past experience and were specifically designed to improve the management skills of heads and other, such as deputy heads and trainers interested in the management of education in Guyana. The modules also catered for educationists interested in self-development, particularly those who would like to upgrade their professional skills and qualifications.

Learning outcomes
By the end of this unit you should be able to:
· state the context in which the Education Management Programme was created
· explain the meaning of self-development and give example of self-development activities

You will perceive, as you undertake the programme and read the materials, that one of the prime objectives was to create an environment for the school and the child that taps all the available resources for maximum effectiveness.

Structure, design and content of modules
The materials are arranged in a modular form in order to facilities self-directed learning, the principal technique through which the modules are to be used.

Each modules has:
· A standard general introduction
· An introduction specific to each unit.

Thereafter each unit follows a standard form, which features:
· introduction
· statement of individual study time for each unit
· learning outcomes
· activities
· comments
· summary
· reference materials
· reading

The modules cover a wealth of topics , as you can from a glance at the Contents. In the context of self-directed learning, each unit is designed to introduce the topic and get you thinking about your work. Once your interest has captured, the activities and other stimulus materials will get you looking beyond the immediate pages. You are likely to find yourself reconsidering standard practices and seeking solutions to situations and questions, which they raise. It is the firm belief of the writers that if this modules is to serve its purpose, your study of the materials will not be complete until you have taken steps to introduce beneficial changes into your school.

Using the modules

One of the most effective ways in which these materials may be used is through self-directed study or open learning. As heads your backgrounds differ. You have varying experiences and your schools are different. Your learning needs, therefore, very considerably. We are certain that within the seen modules you will find something new and relevant to your needs. You may study the modules in any order. Many units may actually be studied on their own. You need to bear in mind that there is a suggested length of study-time for each unit.

The modules may be studied by individuals working on their own or in formal or informal study groups. They can also be used in a distance-learning situation. Please read the general introduction closely.

Supplementary materials
We stated earlier that your study of the modules would not be complete without active steps being taken to address issues in your own school or in your neighbourhood. There should be no mere reading of the materials.

Similarly a study of the modules will only be complete for you in your particular context, when the materials are related to important publications in Guyana.

Your list may have included some of these:
· the constitution of the country
· education acts
· civil service rules and regulations
· executive instruments on education
· policy papers, guidelines and circulars from your ministry
· ministry or school mission statements
· various handbooks for heads where these exist
· pupils’ exercise books.

The list is endless and may include published books and media. You should also have a good dictionary.

In these units you have had an overview of self-development and some of the activities in which you engage in your efforts to develop yourself in your work. You have also had an overview of the study materials that you will be handling in this programme. We hope that you are now in a position to say how they came about, how they are structured, designed and presented and how they can be used. We also hope that you have seen how they relate to your particular context.

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