EDUCATION NATION – SOMALILAND Short Training Programme
Designed and delivered by:
www.marktjones.com
Education Nation – Somaliland
Since its inception as a nation Somaliland has set great store by education. There is a widespread recognition of the need to develop local capacity in urban, peri-urban and rural communities. Various stake holders from the Ministry of Education to teaching unions and the country’s universities are working tireless to ensure that the population are equipped with the skills that will help Somaliland move forward in a positive and purposeful manner. Education is central to achieving all of Somaliland’s Millennium Development Goals: Goal 1: Eradicate Extreme Poverty and Hunger Goal 2: Achieve Universal Primary Education Goal 3: Promote Gender Equality and Empower Women Goal 4: Reduce Child Mortality Goal 5: Improve Maternal Health Goal 6: Combat HIV.AIDS, Malaria and diseases Goal 7: Ensure Environmental Sustainability Goal 8: Develop a Global Partnership for Development
Whilst data is decidedly sketchy at present, there is some evidence that progress is being made, but this would appear to vary considerably from one part of the country to another. Years of conflict and a distinct lack of resources has meant that the challenge faced by educators and those formulating educational strategies is truly Herculean in nature. Whilst it is true that no individual programme is capable of addressing all the current needs, it is essential that principals, teachers, facilitators and other interested parties be presented with opportunities to address the various needs in a meaningful and culturally sensitive manner. This outline of the Short Training Programme (STP) is designed to address a number of key requirements of those working in the educational sector throughout Somaliland. It has been designed with the aim of providing scaffolding for educators to enhance the service they offer as well as to build on existing skills. No training can provide all the answers, but this bespoke provision can help teachers to develop strategies that can be adapted to meet a variety of school or classroom situations in rural or urban locations. Whilst initially the medium of training would be in English, programme notes and other materials would also be supplied in Somali to ensure maximum effectiveness. Whether delivered as a one off unit or rolled out as part of the full programme this provision seeks to draw on the knowledge of the participants and so is tailored to ensure that case studies, examples and solutions are relevant. Each component has been designed to address a specific need and I am confident that participants will gain fresh insights and practical solutions. Education Nation – Somaliland strives to be about empowerment and respect.
Education Nation – Somaliland Short Training Programme – Course Outline
Unit 1
Leadership Education
Those in leadership roles in educational institutions face a raft of challenges. All too often leadership roles can appear ill-defined and nebulous and so it is essential to have a clear appreciation of what is achievable. Participants will be introduced to strategies that help them maximise the potential of colleagues and ensure that their duty of care for the pupils is paramount. To introduce the subject, different techniques are applied including regional case studies, role play, team work and discussion. Attendees will get an opportunity to explore best practice in management education. A range of issues will be covered including: accountability, coping with stress, target setting and raising standards. This unit can be tailored to meet the specific needs of personnel in primary and secondary leadership roles.
Unit 2
Education and Good Governance
Teachers have enormous responsibility, not only as pedagogues, but as role models within their local communities and in the wider society. Educators are often put in difficult situations that can be made worse by those who might choose to exert undue pressure upon them. Systems and strategies are essential if teachers are to safeguard their good name and ensure that their school is run in an honest and effective manner. As well as seeking to codify exactly what Good Governance is, this unit will examine procedures that should be established if a school is to improve its chances of being successful. Participants will have the opportunity to examine real and hypothetical situations, share experiences and formulate practical responses and solutions.
Unit 3
Effective teaching and learning strategies
Whatever the limitations of the classroom and the resources therein, all teachers benefit from the acquisition and sharing of teaching and learning strategies. No matter how good a pedagogue is they can always draw strength and inspiration from fresh ideas. The finest teachers require assessment and appraisal systems and lesson effectiveness benefits from clear definable objectives. From reward systems at primary level to the use of Bloom’s Taxonomy at secondary level this unit is a golden opportunity to appraise the very essence of what makes for the finest teachers in an environment that is safe and conducive to learning. An appreciation of the unique dynamics of the classroom (no matter how small or how dark and crowded) is essential.
Unit 4
Target setting and evaluation
No person or organisation can truly measure its worth and impact without target setting. Goals are pivotal to the motivation of the young, but all too often these are implicit rather than explicit. Schools require achievable targets both with regard to their teaching and their physical environment. From literacy and numeracy levels to reducing absenteeism, schools must ensure that systems and procedures are in place to record, monitor and act upon such appropriate information. Data collection if done sensitively and used judiciously can help with funding bids and the shaping of local and national policy. Rather than being purely theoretical, this unit will endeavour to explore the practical difficulties that many institutions face, especially small rural schools or those schools in urban and peri-urban settings that may well be overcrowded and or understaffed.
Unit 5
Teacher Parent Partnership
There is sometimes a rather uneasy standoff between teachers and parents; sadly all too often they appear to view each other with mutual suspicion. Yet one of the real indicators of an effective school is the relationship that it has with its parents and the community. In this unit we aim to explore which elements help to establish and maintain a purposeful Teacher Parent Partnership, these include: •
The importance of communication and dialogue
•
Transparency
•
Parents/Carers/Families as an asset
•
Setting and managing expectations
•
Reducing absenteeism and truancy
•
Reinforcement of core values
Unit 6
Encouraging the questioning mind
Sadly a view still persists amongst some in the teaching profession that children are but empty vessels waiting to be filled with knowledge. It is essential that a learning environment (even a crowded one) is one where children are free to take risks, formulate opinions and challenge accepted ideas. Heuristic learning takes pupils on a voyage of discovery and wonder, but in certain subjects is more difficult when limited by a lack of space or equipment. By nurturing an independent mind we help stimulate creativity and foster key cognitive skills. Such a positive and challenging learning environment yields the added bonus of helping equip young citizens for the democratic process and a world that requires and values innovation and ingenuity. Down the centuries Somalis have a proud record of adaptability often in difficult circumstances and by encouraging an interest, curiosity and an independence of mind there is much potential to train mental agility and self reliance.
Unit 7
Giving girls a greater voice
The gender imbalance in education has resulted in many girls underachieving in education. Family pressures and expectations often mean that girls are far more likely to miss some of their schooling or to drop out altogether. Even when in a classroom environment girls are perceived to be more passive learners and therefore are often overlooked and are steered away from certain subjects. There is a wealth of evidence to demonstrate that by strengthening female literacy and numeracy both health and life opportunities can be improved. This unit aims to take note of cultural differences, yet also help professionals develop strategies that will empower girls to feel a greater sense of worth which may well result in greater participation and progress.
Unit 8
Schools and their community
School – Community engagement is integral to the well-being of pupils, not least because it ensures greater understanding and improves attendance. The main areas of focus of this unit are: •
Community diplomacy
•
Transparency
•
The Community as a tool of learning
•
Celebrating success
•
Schools as a learning hub
•
Child safety issues
•
Safeguarding traditions
Unit 9
Praise versus Punishment
It is a truism of education that the carrot is better than the stick. Whilst it is essential to have clear boundaries, real learning, rather than purely rote learning takes place in an environment free from fear. This unit aims to explore a raft of strategies that are aimed at giving confidence to the shy and fearful and recognizing those students who often get overlooked in a large or lively classroom setting. The use of sincere praise in a disciplined and stimulating setting can yield extraordinary results. Whilst some of the unit examines the psychology of the situation, it is chiefly aimed at practical situations and the finding of bespoke solutions based on the participants collective experience and wisdom. Most of us recognise the importance of being valued and appreciated and for the young, especially those from pressured or challenging home environments the encouragement of teachers can be truly transformative.
Unit 10
Acknowledging Difference
A true professional in the field of education endeavours to recognise and celebrate difference. This recognition can take many different forms; from the choice of first names and genders used when teaching maths to acknowledging different backgrounds and cultures. An inclusive education is one grounded in mutual respect. This unit endeavours to help teachers discover ways in which we can imbed and strengthen the positive nature of diversity. Participants will have the opportunity to look at a number of lesson plans and ideas and at celebrating diversity. Areas that will be examined are: Disability, Ethnicity and Gender.
Unit 11
Austerity education – a viable alternative
Many education institutions face problems when it comes to facilities and resources. School rooms are often oversubscribed and in poor repair. In remote areas supplies of basic equipment is at best fitful and teachers’ salaries are often very low and paid months in arrears. As if these challenges were not difficult enough there are the added difficulties of pupil absenteeism and apparent underachievement. Parents often appear to place little store by education beyond primary level and resent the ‘burden’ that school places in regards to additional expenses. Yet the school environment can be the vehicle for change and is instrumental in developing self sufficiency and greater communal confidence. This unit enables participants to learn something of how schools can be pivotal in the following areas:
Unit 12
Practical Health & Hygiene Education
If the health and well-being is to be truly improved it is vitally important that it is embedded in every aspect of a school’s life. This unit is aimed primarily at teachers working in rural locations (but it relevant to all) contains a wealth of practical ideas that could easily be incorporated into every day activities ranging from assemblies and sport to religious instruction and sport. The main areas of focus are: •
Food safety
•
Health in and around the home
•
Personal hygiene
•
The establishment of school medicinal gardens
•
Water safety
Each unit is designed to be free standing and they each take approximately three hours to deliver effectively, although there is scope for greater in-depth workshops and provision as and when required. The Education Nation – Somaliland Short Training Programme (STP) is formulated in such a manner that it can be delivered to various sized groups. Other areas that are explored included: •
Citizenship
•
Education via the airwaves
•
Massively Open Online Courses (MOOCs)
•
International Partnerships: Mark T Jones
Mark is a fervent internationalist, who is widely travelled. In the year 2000 he initiated and oversaw a major humanitarian venture into war-torn Sierra Leone, and then spent two years in the Middle East where he worked in Jordan (2002 – 2004). An orator of distinction, he is the author of several books and numerous articles (especially about the Horn of Africa), and in 2009 produced a forward strategy for the sericulture sector in Bangladesh entitled: Rajshahi – the Silk Sensation. He is the co-author of Developing the Ministerial Mindset – A Global View (2013). Mark trains Executives and Legislative Leaders as well as being an advisor on trade and investment in frontier markets. Having formulated Jones’ Octagon of Success (JOOS) he is in considerable demand internationally advising and training corporate and institutional executives. Mark believes that many of the current economic and geopolitical difficulties in the world are the result of a combination of a poverty of leadership, poor regional/market knowledge and a lack of strategic vision. He is a trustee of Tear Drop Love, a UK based charity that supports the arts as a means of fostering communal harmony within post civil conflict Sri Lanka. Mark was instrumental in the establishment of the Horn of Africa Business Association and currently serves as the Director – Centre for Innovative Leadership Navigation (CILN), London. As part of Mark’s active commitment to scholarly endeavour he sits on the Advisory Board of the Gumbad Business Review (India) and the Advisory Committee of the International Journal of Contemporary Research in Management & Social Sciences (India), and also serves as Associate Editor of the Journal of Business & Retail Management Research (UK), and the International Journal of Business & Economic Development (UK) and is the Managing Editor of the International Journal of Higher Education Management (UK). In 1994 Mark was elected a Freeman of the City of London. © MTJ 2014