IIEP UNESCO courses 2011-12 by Nick Moe-Pryce

IIEPâ&#x20AC;&#x2122;s Virtual Campus Distance training offer 2011-2012 Worldwide training in educational planning and management

2011-2012

International Institute for Educational Planning

Printed in UNESCO-IIEP’s printshop UNESCO International Institute for Educational Planning 7-9 Rue Eugène-Delacroix 75116 PARIS

IIEP Virtual Campus Distance training in educational planning and management IIEP is one of the world’s leading international training and research institutes in educational planning and management. Created by UNESCO in 1963, IIEP aims to enhance countries’ capacities in the design, planning, and management of their education systems through training, research, technical assistance, and information-sharing. IIEP carries out a large range of residential (at its headquarters in Paris, in its regional office in Buenos Aires, and in countries) and distance activities in the field of training. Training offered by IIEP covers the full planning cycle (sector diagnosis, policy analysis, projections, programme formulation, costing, monitoring, and review) and benefits from continuous access to the latest educational developments, thanks to its worldwide network of former trainees and international experts, its research activities, its participation in national education planning at country level and its longstanding cooperation with major international development agencies (such as the World Bank, regional developments banks, UN agencies, and bilateral donor agencies). IIEP’s Virtual Campus offers specialized courses and forums with various distance learning technologies: learning content management system (Moodle e-learning platform), e-mail, CDROMs, and audio and video presentations. Distance training activities have a flexible framework that makes allowances for participants’ other commitments. Led by experts in educational planning, they offer high-calibre intensive training, which meets professional requirements.

Our 2011–2012 offer Programmes: - Education sector planning Courses: - Reforming school supervision for quality improvement - External Quality Assurance: options for higher education managers - Financial management and budgeting for education - Using indicators in the planning of basic education - Micro-planning and school mapping - Using indicators in the planning of higher education - Preparing education sector plans, programmes and projects - Human resource management - Projections and simulation models - Education management information systems (EMIS) Online forums: - Household costs for education - Teacher codes of conduct

Why choose IIEP’s Virtual Campus? IIEP draws on over 40 years of experience in educational planning and management. The distance education delivered by the IIEP Virtual Campus builds on the following advantages: - Hands-on and practice-oriented training. Participants study using their national data, documentation, and references in their national settings. The practical exercises allow them to apply directly the skills acquired. - Quality at every step of the way. Training materials are based on the Institute’s up-to-date knowledge from its research and ﬁeld work. Courses are administered by seasoned experts from IIEP staff and/or international experts. - Interactive and peer learning process. Participants from the same ministry or institution and from different countries

communicate with each other, exchange experience, build and strengthen their professional networks. - Flexibility. Participants can organize their own study schedules around of their daily, professional commitments.

How does it work? The IIEP distance offer is addressed primarily to experienced professionals from public sector institutions involved in education sector planning and management (e.g. ministries of education, finance, planning) working at both central and decentralized levels, and to teaching and research staff in universities and other public institutions. Participants are organized in national teams of up to 10 middle- or senior-level professionals. The offer includes an 11-month distance education programme on the fundamentals of educational planning: Education Sector Planning. Participants who successfully complete this programme obtain credits, which allow them to complete their training in the framework of IIEP’s residential Advanced Training Programme (ATP) in Educational Planning and Management in Paris, leading to the IIEP diploma or the Master’s degree. In 2011-2012, IIEP is offering 15 short distance courses, each one of about two months’ duration. They cover a range of important education planning and management-related themes. They are provided in English or French. Participants are expected to be available six to eight hours each week for training. All course participants receive a certificate of attendance upon completion of the course. Participants who successfully complete the optional assessment will receive an IIEP course certificate. Our online forums are available to the same public from all over the world and are a channel for keeping abreast of the issues faced by educational planning and for drawing on international experiences. They make use of the latest IIEP publications and research. Debate is lead by international experts over periods lasting two to three weeks. Registration is individual.

This brochure provides an overview of the distance courses and online forums offered by the IIEP Virtual Campus in 2011 and 2012. For further information on our distance training offer, we invite you to visit the IIEP Virtual Campus website at: www.iiep.unesco.org/capacity-development/training/virtual-campus. html

The information provided in this brochure is subject to change. Please consult our website for possible cancellations, postponements or changes in our distance training offer. For further information, please contact: Patricia Dias Da Graรงa: p.dias-da-graca@iiep.unesco.org Jimena Pereyra: j.pereyra@iiep.unesco.org

2011

Reforming school supervision for quality improvement

Content

Date: 31 January to 30 March 2011 (8 weeks) Registration deadline: 29 November 2010 Many countries have attempted to reform their school supervision services to improve educational quality. This desire for reform is inspired by disappointment with the effectiveness of supervision and by the recent trend towards more school autonomy. Indeed, the ability of schools to use their greater freedom effectively will depend to a large extent on the support services on which they can rely, while supervision may be needed to guide them in their decision-making and to monitor their use of resources. This training course takes participants through a systematic examination of the issues that a ministry of education intending to reform its supervision service will face. It examines such issues as:

➧ the role and mandate of supervision services; ➧ the organization of the service, staff management, and the management of supervisory work; and

➧ the relationship between supervision and school selfevaluation. 

Participants’ proﬁles: Senior staff within ministries who are directly involved in the organization, planning, and management of supervision services, staff of research and training institutions who work on school supervision.

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Countries: Worldwide

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Language: English

Contact and further information If you wish to participate in this course, please contact Anton De Grauwe at isupervision@iiep.unesco.org on or before Monday 29 November 2010. 7

External quality assurance: options for higher education managers (in French)

Content

Date: 4 April to 24 June 2011 (12 weeks) Registration deadline: 21 February 2011 Most countries in North Africa have been confronted in recent years with a major expansion and diversiﬁcation of their higher education systems. Private higher education is developing rapidly within a context of restricted public funding. Countries are also faced with a new set of transnational providers and growing levels of student mobility, both of which pose numerous and immeasurable challenges to regulation and the recognition of credentials. For most countries, external quality assurance (EQA) systems are a relatively recent feature of higher education management to respond to these challenges, and experience in the options available to construct and benchmark an EQA system is still limited. The course aims at developing capacity to enable higher education authorities to design and put in place EQA systems or to improve existing ones, in line with international good practice. The course covers the following topics:

➧ basic choices for EQA; ➧ conducting the process of EQA; ➧ setting up and developing an EQA agency; ➧ understanding and assessing quality; and ➧ regulating and assuring the quality of cross-border providers of higher education. 

Participants’ proﬁles: Professional staff of quality assurance agencies and ministries of (higher) education in charge of quality assurance.

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Countries: Algeria, Mauritania, Morocco and Tunisia

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Language: French

Contact and further information If you wish to participate in this course, please contact Michaela Martin at eqa@iiep.unesco.org on or before Monday 21 February 2011. 8

Financial management and budgeting for education

Content

Date: 18 April to 10 June 2011 (8 weeks) Registration deadline: 21 February 2011 In all regions of the world, many countries are carrying out reforms of the management of the public sector, through public finance reforms and decentralization. Ministries of finance (for recurrent budgets) and ministries of planning (for capital budgets) increasingly apply mediumterm expenditure frameworks, expenditure tracking, and monitoring of plan implementation, at all levels of government – central, regional, local. Education is directly concerned since it is usually one of the largest public sectors in terms of recurrent public budget. But often the technical knowhow of public education sector authorities (ministries of education, subnational level education authorities, schools) to deal with modern finance approaches is limited. The course aims at strengthening capacities in these domains to enable the participants to be well prepared to successfully defend claims on public budget resources, in the face of competition from other public sectors. The course covers state-of-the-art methodology, tools, and techniques required:

➧ to assess the ﬁnancial implications (cost, expenditure, budget) of education plans and their implementation programmes;

➧ to prepare plans and programmes that are feasible in ﬁnancial terms;

➧ to prepare medium-term ﬁnance plans (MTEF) for the education sector; and

➧ to prepare annual budgets through which medium-term plans are implemented. 

Participants’ proﬁles: Planning staff from ministries of education and from sub-national entities involved in education planning (regions, provinces, governorates, etc.) and staff of training institutions in education planning. Please note: Participants of this course should have at least three years of experience in plan preparation obtained through participation in the country’s other long-term or medium-term education sector plan.

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Countries: Worldwide

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Language: English

Contact and further information If you wish to participate in this course, please contact Igor Kitaev or Ilona Genevois at edbudget@iiep.unesco.org on or before Monday 21 February 2011. 9

Using indicators in the planning of basic education

Content

Date: 9 May to 8 July 2011 (8 weeks) Registration deadline: 28 February 2011 For decades international organizations have been promoting the use of indicators to assess the functioning of education systems and monitor progress towards the development targets stipulated in national plans and donor-supported development programmes at country level. Indicators are also used to measure progress towards the achievement of international development objectives linked to international frameworks such as the Millennium Development Goals (MDGs) or the Education for All (EFA) agenda. Indicators are used to keep track of ambitious objectives linked, for example, to the reduction of disparities, the universalization of basic education, or education quality improvements. The course aims at strengthening participants’ skills in the identiﬁcation or design of relevant indicators and the use of existing indicator systems for education planning and monitoring of plan implementation, particularly when linked to basic education and EFA. The course covers the following topics:

➧ reasons for using indicators in planning and monitoring of plan implementation;

➧ uses of indicators (such as monitoring of progress, assessment of impact, evaluation of efﬁciency);

➧ choice of indicators, techniques and tools to construct indicators;

➧ analysis of indicators; and ➧ communication techniques to facilitate the use of information. 

Participants’ proﬁles: Education planners and statisticians in ministries of education, and education planning trainers in national training institutions and universities.

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Countries: Worldwide

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Language: English

Contact and further information If you wish to participate in this course, please contact Patricia Dias Da Graça at indicatorsbe@iiep.unesco.org on or before Monday 28 February 2011. 10

Micro-planning and school mapping (in French)

Content

Date: 19 September to 11 November 2011 (8 weeks) Registration deadline: 1 July 2011 Micro-planning at community and school level emerges as an adequate response of local stakeholders to challenges associated with education provision at local level. Challenges such as persistent disparities in education access, quality of service provision, and learning achievements cannot be addressed through national or regional planning and interventions only. They require localized responses based on a thorough understanding of local realities, and these should be supported by the local stakeholder communities who are directly affected. This course will equip educational planners and administrators with the skills needed for effective micro-planning. It covers the approaches, methods, and technical instruments used for school mapping, and discusses their limitations as well as the linkages between micro-planning and national/regional education planning. More speciﬁcally, the course will cover the following topics:

➧ concepts of micro-planning and school mapping; ➧ diagnostic methods and instruments to analyse the functioning of an education system at local level;

➧ analysis of the organization of school networks and possible alternatives;

➧ norms and standards applied in school mapping; ➧ prospective school mapping; and ➧ principles and methods for scaling up a school mapping pilot project. 

Participants’ proﬁles: Education planners and statisticians in ministries of education at national and regional level, and educational planning trainers in national training institutions and universities.

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Countries: Worldwide

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Language: French

Contact and further information If you wish to participate in this course, please contact Khadim Sylla at microplaniﬁcation@iiep.unesco.org on or before Friday 1 July 2011. 11

Using indicators in the planning of higher education (in French)

Content

Date: 3 October to 2 December 2011 (9 weeks) Registration deadline: 30 June 2011 In many countries, higher education information systems are under-used, largely because of difﬁculties in accessing existing information. As a result, available analytical information is not, or is insufﬁciently, used to inform higher education policy-formulation and decision-making processes. Regular reports presenting a range of relevant indicators constitute an important instrument in efforts to analyze the status and monitor the development of higher education systems, and orient policy decisions. Well-designed, regular reports capturing relevant descriptive and analytical information, statistics, and indicators are a means by which to facilitate access of education professionals to policy-relevant information and constitute an important input for policy review and discussions about reform options. This course is designed to equip educational planners and administrators with the skills needed to effectively exploit existing databases and to develop relevant indicators to review the status and monitor the functioning of national higher education systems. The course will focus on:

➧ information requirements and the effective use of databases;

➧ the analysis of indicators and the development of a system of indicators for higher education;

➧ communication techniques to facilitate the transmission of information; and

➧ the use of indicators for the planning and monitoring of the higher education sector. 

Participants’ proﬁles: Experienced planners, directly concerned with the analysis and use of information for decision-making and monitoring higher education; and trainers in educational planning.

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Countries: Worldwide

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Language: French

Contact and further information If you wish to participate in this course, please contact Michaela Martin at indicatorsup@iiep.unesco.org on or before Thursday 30 June 2011. 12

Preparing education sector plans, programmes and projects

Content

Date: 17 October and 9 December 2011 (8 weeks) Registration deadline: 29 July 2011 The preparation of national education plans and programmes takes place in many countries in a context of public sector management reforms and international development cooperation. International agendas include the Millennium Development Goals (MDGs), Poverty Reduction Strategies, the Education for All (EFA) goals, and pressure to increase the effectiveness of external aid to education. Policy-based support is evolving around sectorwide education plans and planning processes designed to ensure national ownership as well as close government–donor cooperation. Public sector reform focuses on decentralization, medium-term finance planning, and programme- and result-based planning. Implementation, taking the form of programmes and projects, provides the framework for financing and resource management arrangements. The course helps participants to develop the practical skills needed in preparing and implementing plans, programmes, and projects: the process of identification, preparation, negotiation, implementation, and monitoring and evaluation of plans, programmes, and projects. The course covers the following topics:

➧ elaboration of different types of education plans and related planning processes;

➧ linkage between education sector policy setting, preparation of plans, the development of action programmes and projects, and their implementation through the annual budget process; and

➧ programme approaches used in international cooperation at country level, including sector-wide approaches (SWAP). 

Participants’ profiles: Experienced education planners and education officials from ministries of education, finance, and planning; teaching staff working in national training institutions and universities; education professionals from international and donor agencies providing support to education in the country.

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Countries: Worldwide

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Language: English

Contact and further information If you wish to participate in this course, please contact Dominique Altner at projects@iiep.unesco.org on or before Friday 29 July 2011. 13

2012

11-month Distance Programme Education Sector Planning (in French)

Content

Date: 6 February to 28 December 2012 (11 months) Registration deadline: 9 January 2012 Many countries face signiﬁcant challenges in the formulation of education policies and the preparation, negotiation, and implementation of education plans and strategies. Structural issues affecting the organization of the education sector, public sector management reforms, and weak institutional capacity at central and/or decentralized levels limit the ability of ministries of education to compete for budget resources and realize necessary reforms. With support from the Education Development Programme Fund (EPDF) of the Fast-Track Initiative, IIEP has launched the second edition of the distance/ blended education programme on Education Sector Planning. This programme is designed to strengthen institutional capacities in selected African countries involved in the FTI to prepare education policies and plans, and monitor their implementation. It introduces them to policy analysis and to tools and techniques applied in the preparation of plans, strategies, and monitoring. The programme provides hands-on training, allowing participants to directly apply the skills and competencies acquired in their home country using national data, documentation, and references. The programme covers the following topics:

➧ ➧ ➧ ➧

context and frameworks for sector-wide planning; statistics for educational planning; education sector diagnosis (ESD); discussion and analysis of policy options related to access, equity, and quality of education service provision;

➧ projections and scenario-building for policy dialogue; and ➧ implementation and monitoring of education sector plans. The programme combines distance learning with face-to-face meetings organized in partnership with renowned local training institutions. 

Participants’ proﬁles: The programme is targeted at senior and middle-level ministry staff working at the central and regional levels – predominantly from ministries of education, but also from ministries of social affairs, ﬁnance, etc., who are involved in education sector planning. IIEP also encourages the participation of some staff members from universities and other national institutions that provide training in educational planning and management.

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Countries: French-speaking African countries – see announcements on the IIEP website.

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Language: French

Contact and further information If you wish to participate in this course, please contact Patricia Dias Da Graça or Jimena Pereyra at educationsectorplanning@iiep.unesco.org on or before Monday 9 January 2012. 14

Reforming school supervision for quality improvement (in French)

Content

Date: 30 January to 23 March 2012 (8 weeks) Registration deadline: 28 November 2011 Many countries have attempted to reform their school supervision services to improve educational quality. This desire for reform is inspired by disappointment with the effectiveness of supervision and by the recent trend towards more school autonomy. Indeed, the ability of schools to use their greater freedom effectively will depend to a large extent on the support services on which they can rely, while supervision may be needed to guide them in their decision-making and to monitor their use of resources. This training course takes participants through a systematic examination of the issues that a ministry of education intent on reforming its supervision service will face. It examines such issues as:

➧ the role and mandate of supervision services; ➧ the organization of the service, staff management, and the management of supervisory work; and

➧ the relationship between supervision and school selfevaluation. 

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Countries: Worldwide

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Language: French

Contact and further information If you wish to participate in this course, please contact Anton De Grauwe at isupervision@iiep.unesco.org on or before Monday 28 November 2011. 15

Human resource management (in French) Date: 2 April to 1 June 2012 (8 weeks) Registration deadline: 6 February 2012

Content

In the education sector, an adequate supply of competent teachers and administrators is vital if the objectives of Education for All (EFA) and the Millennium Development Goals (MDGs) are to be achieved. Bearing this in mind, the rational management of human resources – especially teachers – is of particular importance. It aims at limiting government spending as much as possible by preventing the waste of human and ﬁnancial resources while ensuring a fairer offering of higherquality education. At the same time, one of the objectives of human resource management is to contribute to teachers’ motivation and professional development. The course will concentrate on teacher management and enable participants to develop their knowledge and skills in the following areas:

➧ the major options at present, and the main organizational aspects of human resource management in the education sector;

➧ planning of stafﬁng, the main options available for staff recruitment and careers, and the ramiﬁcations of the choices made;

➧ information systems and monitoring tools for the management of human resources; and

➧ professional development (especially training and social relations) in the education sector. 

Participants’ proﬁles: Professionals in human resource management, particularly teacher management at central and regional levels; senior staff involved in the preparation of plans and strategies to develop the education sector; specialized trainers and researchers in education management.

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Countries: Worldwide

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Language: French

Contact and further information If you wish to participate in this course, please contact Gabriele Gottelmann grh@iiep.unesco.org on or before Monday 6 February 2012. 16

Projections and simulation models

Content

Date: 16 April to 15 June 2012 (9 weeks) Registration deadline: 27 February 2012 Projection techniques and simulation models are essential tools for modern educational planning and policy analysis. They are also used to create alternative policy scenarios based on different combinations of targets. The assessment and comparison of several scenarios in terms of their resource implications allow policy-makers to verify the feasibility of preferred policy options and thus facilitate the setting of policy priorities. The process of testing the resource implications of alternative sets of targets, and comparing alternative scenarios, is part of the policy dialogue process that accompanies the formulation of policy and preparation of the plan document. This course is designed to develop the participants’ understanding of methods and projection techniques used in education sector planning, including enrolment projections and projections of human, material and ﬁnancial resources. The course will address the following topics:

➧ clariﬁcation of important concepts and basic projection methods;

➧ the contribution of projections and simulations in the development of an education plan and related policy dialogue process;

➧ methods and techniques to project enrolments, human, material and ﬁnancial resources;

➧ guidance in developing a simulation model using spreadsheets (Excel), taking participants through the different steps in the process. 

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Countries: Worldwide

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Language: English

Contact and further information If you wish to participate in this course, please contact Patricia Dias Da Graça at projection@iiep.unesco.org on or before Monday 27 February 2012. 17

Financial management and budgeting for education (in French)

Content

Date: 30 April to 22 June 2012 (8 weeks) Registration deadline: 12 March 2012 In all regions of the world, many countries are carrying out reforms of the management of the public sector, through public finance reforms and decentralization. Ministries of finance (for recurrent budgets) and ministries of planning (for capital budgets) increasingly apply mediumterm expenditure frameworks, expenditure tracking, and monitoring of plan implementation, at all levels of government – central, regional, local. Education is directly concerned since it is usually one of the largest public sectors in terms of recurrent public budget. But often the technical knowhow of public education sector authorities (education ministries, subnational level education authorities, schools) to deal with modern finance approaches is limited. The course aims at strengthening capacities in these domains to enable the participants to be well prepared to successfully defend claims on public budget resources, in the face of competition from other public sectors. The course covers state-of-the-art methodology, tools, and techniques required:

➧ to assess the ﬁnancial implications (cost, expenditure, budget) of education plans and their implementation programmes;

➧ to prepare plans and programmes that are feasible in ﬁnancial terms;

➧ to prepare medium-term ﬁnance plans (MTEF) for the education sector; and

➧ to prepare annual budgets through which medium-term plans are implemented. 

Participants’ proﬁles: Planning staff from ministry of education and from sub-national entities involved in education planning (regions, provinces, governorates, etc.) and staff of training institutions in education planning. Please note: Participants of this course should have at least three years of experience in plan preparation obtained through participation in the country’s other long-term or medium-term education sector plan.

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Countries: Worldwide

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Language: French

Contact and further information If you wish to participate in this course, please contact Ilona Genevois at edbudget@iiep.unesco.org on or before Monday 12 March 2012. 18

Education management information systems (EMIS) (in French)

Content

Date: 17 September to 16 November 2012 (9 weeks) Registration deadline: 25 June 2012 Access to relevant and reliable data and information is vital for policy, planning and sector management-related processes in ministries of education and other national education institutions. The EMIS underlies the deﬁnition of evidence-based education policies; supports the different education planning stages from the sector diagnosis to implementation monitoring and evaluation; and ensures effective education resource management, at national, sub-national and institutional levels. Using information available in the EMIS – ranging from day-to-day management information to statistical surveys – decision makers deﬁne policy priorities; planners assess resource implications of plan targets; teacher departments forecast teacher requirements and recruitments; managers prepare education budgets and follow up on resources allocation decisions; up-date school maps; or manage the school network. The course is designed to strengthen the conceptual understanding and technical skills of participants to develop and use education information systems for education policy analysis and planning. It will then examine in-depth the process and use of school census. The course will address the following topics:

➧ clariﬁcation of concepts related to information systems; ➧ the role and uses of information systems; ➧ the identiﬁcation of data and information needs; ➧ information collection instruments, including the annual school survey;

➧ identiﬁcation of the different stages involved in data collection, the design and use of a data base;

➧ dissemination of statistical information and the design of statistical publications. 

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Countries: Worldwide

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Language: French

Contact and further information If you wish to participate in this course, please contact Ousmane Farba Diouf at emis@iiep.unesco.org on or before Monday 25 June 2012. 19

Using indicators in the planning of higher education

Content

Date: 1 October to 30 November 2012 (9 weeks) Registration deadline: 2 July 2012 In many countries, higher education information systems are underused, largely because of difﬁculties in accessing existing information. As a result, available analytical information is not, or is insufﬁciently, used to inform higher education policy-formulation and decision-making processes. Regular reports presenting a range of relevant indicators constitute an important instrument in efforts to analyze the status and monitor the development of higher education systems, and orient policy decisions. Well-designed, regular reports capturing relevant descriptive and analytical information, statistics, and indicators are a means by which to facilitate access of education professionals to policy-relevant information and constitute an important input for policy review and discussions about reform options. This course is designed to equip educational planners and administrators with the skills needed to effectively exploit existing databases and to develop relevant indicators to review the status and monitor the functioning of national higher education systems. The course will focus on:

➧ information requirements and the effective use of databases;

➧ the analysis of indicators and the development of a system of indicators for higher education;

➧ communication techniques to facilitate the transmission of information; and

➧ the use of indicators for the planning and monitoring of the higher education sector. 

Participants’ proﬁles: Experienced planners, directly concerned with the analysis and use of information for decision-making and monitoring higher education; and trainers in educational planning.

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Countries: Worldwide

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Language: English

Contact and further information If you wish to participate in this course, please contact Michaela Martin at indicatorsup@iiep.unesco.org on or before Monday 2 July 2012. 20

Micro-planning and school mapping (in French)

Content

Date: 15 October to 7 December 2012 (8 weeks) Registration deadline: 3 September 2012 Micro-planning at community and school level emerges as an adequate response of local stakeholders to challenges associated with education provision at local level. Challenges such as persistent disparities in education access, quality of service provision, and learning achievements cannot be addressed through national or regional planning and interventions only. They require localized responses based on a thorough understanding of local realities, and these should be supported by the local stakeholder communities who are directly affected. This course will equip educational planners and administrators with the skills needed for effective micro-planning. It covers the approaches, methods, and technical instruments used for school mapping, and discusses their limitations as well as the linkages between microplanning and national/regional education planning. More speciﬁcally, the course will cover the following topics:

➧ concepts of micro-planning and school mapping; ➧ diagnostic methods and instruments to analyze the functioning of an education system at local level;

➧ analysis of the organization of school networks and possible alternatives;

➧ norms and standards applied in school mapping; ➧ prospective school mapping; and ➧ principles and methods for scaling up a school mapping pilot. 

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Countries: Worldwide

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Language: French

Contact and further information If you wish to participate in this course, please contact Khadim Sylla at microplaniﬁcation@iiep.unesco.org on or before Monday 3 September 2012. 21

Preparing education sector plans, programmes and projects

Content

Date: 22 October and 14 December 2012 (8 weeks) Registration deadline: 10 September 2012 The preparation of national education plans and programmes takes place in many countries in a context of public sector management reforms and international development cooperation. International agendas include the Millennium Development Goals (MDGs), Poverty Reduction Strategies, the Education for All (EFA) goals, and pressure to increase the effectiveness of external aid to education. Policy-based support is evolving around sectorwide education plans and planning processes designed to ensure national ownership as well as close government–donor cooperation. Public sector reform focuses on decentralization, medium-term finance planning, and programme- and result-based planning. Implementation, taking the form of programmes and projects, provides the framework for financing and resource management arrangements. The course helps participants to develop the practical skills needed in preparing and implementing plans, programmes, and projects: the process of identification, preparation, negotiation, implementation, and monitoring and evaluation of plans, programmes, and projects. The course covers the following topics:

➧ elaboration of different types of education plans and related planning processes;

➧ linkage between education sector policy setting, preparation of plans, the development of action programmes and projects, and their implementation through the annual budget process; and

➧ programme approaches used in international cooperation at country level, including sector-wide approaches (SWAP). 

Participants’ proﬁles: Experienced education planners and education ofﬁcials from ministries of education, Finance, and Planning; training and teaching personnel working in national training institutions and universities; education professionals from international and donor agencies providing support to education in the country.

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Countries: Worldwide

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Language: English

Contact and further information If you wish to participate in this course, please contact Dominique Altner at projects@iiep.unesco.org on or before Monday 10 September 2012. 22

E-discussion forums for 2011 IIEP’s discussion forums provide an opportunity to keep up to date on key issues in educational planning. They bring together participants from around the world – from ministries of education, international organizations, non-governmental organizations (NGOs), etc.- and provide an unique space to exchange ideas and experiences among professionals working in the ﬁeld of education. Our forums focused on speciﬁc topics and refer to recent IIEP research and publications. They are moderated by experts in the discipline, and run for two to three weeks. At the end of each forum, a report with a summary of the discussion is prepared and shared with all participants.

Forum: Household costs for education (2 to14 May 2011, in French) Quantitative and qualitative expansion of basic education and achievement of Education for All (EFA) goals call for devoting more financial resources to education systems. In developing countries, public domestic funding is often not sufficient and government resources are complemented with various funding facilities from the development partners, contributions by parents and communities, and public-private partnerships to support educational development. Although household contributions have been up to now a complement to finance the basic education, it is widely recognized in the developing countries and international community that these contributions constitute a real barrier to the access of many children in basic education. Based on a series of research and activities undertook by IIEP on this theme, the Forum will help participants share experience on policies and strategies led in the areas of household expenditure for education, and of the economic barrier to access basic education. More specifically, the discussion will be centered on the following questions: ➧ How much families contribute for education (fees, other types of expenditures, hidden costs, opportunity costs)? ➧ How do education costs influence family decisions regarding schooling? 23

➧ What measures can be taken to reduce their expenditure? The online forum will take place in French from 2 to 14 May 2011. Education professionals throughout the world are invited to participate, share their information and contribute to the reﬂection towards possible policy options to address this important ﬁnancial issue surrounding the EFA goals. The registration form for the forum will be available on our website in April 2011.

Forum: Teacher codes of conduct (21 November to 2 December 2011, in English) Various countries have endeavoured to design and implement teacher codes of conduct to regulate teacher behaviour. They consist of a set of recognized ethical and professional standards to which all members of the profession must adhere. Their main objective is to provide self-disciplinary guidelines through the formulation of professional conduct norms. Experience, however, shows that although the codes are often perceived as useful instruments, they are not always effectively used due to various factors, e.g.: lack of information about the codes; absence of training for teachers; low capacity to implement the codes; and limited knowledge about the procedures for lodging complaints. Consequently, the efﬁciency and impact of the codes are often questioned. Within this framework, IIEP conducted several activities to explore some of the conditions required for codes to be effective, including an international survey, the development of guidelines, and the creation of a new website that provides examples of country codes. These materials will form the basis of discussions during the e-forum to be held from 21 November to 2 December 2011 on the following topics: ➧ key issues to be covered by the code; ➧ strategies to ensure its proper enforcement; and ➧ ways to monitor its application. Some 300 professionals who work in education worldwide will participate. Those interested in participating will ﬁnd the registration form on the IIEP website in October 2011.

French English English French French English

External Quality Assurance: options for higher education managers

Financial management and budgeting for education

Using indicators in the planning of basic education

Micro-planning and school mapping

Using indicators in the planning of higher education

Preparing education sector plans, programmes and projects

French French French English French French English French English

Distance Programme â&#x20AC;&#x2DC;Education Sector Planningâ&#x20AC;&#x2122;

Reforming school supervision for quality improvement

Human resource management

Projections and simulation models

Financial management and budgeting for education

Education management information systems (EMIS)

Using indicators in the planning of higher education

Micro-planning and school mapping

Preparing education sector plans, programmes and projects

2012

English

2011

Language

Reforming school supervision for quality improvement

Title

Worldwide

French-speaking African countries

Worldwide

22 October - 14 December

15 October - 7 December

1 October - 30 November

17 September - 16 November

30 April - 22 June

16 April - 15 June

2 April - 1 June

30 January - 23 March

6 February - 28 December

17 October - 9 December

3 October - 2 December

19 September - 11 November

9 May - 8 July

18 April - 10 June

4 April - 24 June

Algeria, Mauritania, Morocco and Tunisia Worldwide

31 January - 30 March

Date

Worldwide

Countries

IIEP Distance education courses calendar 2011-2012

Testimonials from participants ‘I found all the (training) modules quite useful and I will continue to use them as a point of reference in the future…’

‘The course platform really provided a useful avenue to share information with IIEP team members as well as colleagues...’

‘The moderators played a very important role in gathering the ideas and organizing them in an easy and comprehensive way...’

‘The course made us aware of other practices which could beneﬁt our decision-making process…’

‘There was a lot of sharing of ideas amongst team members and this enhanced our learning and understanding …’

‘I found the course to be very useful to my professional goals. I learnt a lot ... The experience of other countries was also helpful...’

‘My overall comment on the course was that it was very useful to me and to my organization. It has taught me many lessons as well as enabling me to know the experiences and processes that are being used by other countries…’

‘I found the way to study in a team is very useful. Group discussions, preparation for the assignments, we help each other, exchange ideas, face-to-face debating, they are really useful …’

International Institute for Educational Planning