the open university of tanzania faculty of …all bed (policy and management) students shall need to...

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THE OPEN UNIVERSITY OF TANZANIA

FACULTY OF EDUCATION

DEPARTMENT OF POLICY, PLANNING AND ADMINISTRATION

PROGRAMME SPECIFICATION

PRO FORMA

B.ED IN EDUCATIONAL POLICY AND MANAGEMENT

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INTRODUCTION

Currently Educational Policy, Planning, Management and Administration courses are offered

under the programme of B.Ed in the stream of education policy and management. The B.Ed in

Policy and Management programme is designed for mature individuals who have a combination

of at least five years education and related vocational/occupational work experience. The B.Ed

(Policy and Management) degree Programme is intended to produce effective professionals in the

area of educational planning, policy, management and administration. Damian (2003) maintains

that an ineffective school leadership is the main factor that contributes to differences in proper

schools’ functioning. World Bank (1994) observed that in some Tanzanian schools (especially in

public schools) resources are poorly managed and sometimes under-utilised. Thus there is a need

to establish a programme specializing on educational policy, planning and management at

undergraduate level. This specialization will prepare professionals for management and

leadership positions in governmental, NGO, and other private sector organizations that specialize

in educational programs and projects. It is also aimed to produce teachers who will teach

educational planning, management and administration in teachers colleges, NGOs and other

educational institutions. Furthermore it will provide opportunity for participants to acquire

knowledge, skills and techniques used to manage both human and non-human resources in

governmental, NGO, and other private sector organizations that specialize in educational

programs and projects. It will enable learners to design, manage, regulate, monitor, or evaluate

primary and secondary educational programs and schools and manage the inputs necessary for

improving the quality of educational programs. Students in this programme have to study all core

courses listed under each year. This means, graduates in this programme will specialize in one

teaching subject from the Faculty of Arts and Social Science, or the Faculty of Business

Management, or the Faculty of Science, Technology and Environmental studies.

• All BED(Policy and Management) students shall take all 6 educational foundation courses in Level I i.e. 10 units

• All BED(Policy and Management) students shall take OEM 201 and OEI 208 in Level II and one methodology course i.e. 6 units

• All BED (Policy and Management) students shall take three core courses and one elective course in Level III i.e should take a minimum of 8 units.

• All BED (Policy and Management) students shall need to take a minimum of 20 units of FED courses plus 2 units of Teaching Practice.

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All BED (Policy and Management) students shall need to take a minimum of 14 units of their

teaching subjects in their respective faculties.

This is a proposal to develop B.Ed (Policy and management) programme within the Faculty of

Education at the Open University of Tanzania (OUT).

Courses of the programme will be taught by experienced lecturers with general education

knowledge and specializations in educational policy, planning, management, economics and

administration. They are either employed by the OUT on full or part-time basis whose CVs are

attached with this document. The details of the programme are hereunder elaborated.

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PROGRAMME SPECIFICATION PRO-FORMA

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1.3 CRITERIA FOR ADMISSION The programme aims at applicants holding certificates and Diplomas in the area of human services

such as teaching, education administration, social work, health care, job training, or community

development. The entry requirements are as follows: O-level with at least five passes or three credits

plus a certificate in educational management or a certificate in educational management related

fields plus the foundation course certificate of the OUT or a qualifying test run by recognised

University OR Diploma in management of education. Prior to enrolment students must have served

in the system for a period of not less than two years

2. EDUCATIONAL AIMS OF THE PROGRAMME The programme aims at exposing students to knowledge and skills in pedagogy of various subjects.

The programme is planned to provide basic knowledge of management and administration of

educational organizations to help teachers understand what is entailed in school administration, and

those who might be involved in school administration have a grasp of what is expected of them as

school administrators.

3. INTENDED LEARNING OUTCOMES

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:

3A Knowledge and Understanding: * On completing the programme students can be expected to: A1 have developed positive understanding and accumulated knowledge in the methods, and

approaches to teaching various subjects. A2 have a strong understanding of educational policy, planning, administration and management A3 be able to demonstrate understanding of educational planning in cultural context, economic and

national perspectives; A4 have developed knowledge and understanding of research and evaluation in diverse areas of

educational planning, policy, management and administration. A5 have developed knowledge and understanding on how to manage both human and non-human

resources in education institutions A6 have developed knowledge and understanding on how to plan, implement and evaluate projects

as well as rationale for entrepreneurship in education sector.

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3B Intellectual Skills: On completing the programme students can be expected to have the ability to: B1 Identify and apply appropriate teaching/ learning methods for student teachers B2 Show basic knowledge in management and Administration of schools and other Education institutions. B3 identify and apply appropriate identification, screening, assessment and early intervention

methods and strategies in educational planning and implementation B4 identify and apply appropriate research and evaluation methods in leadership and management

of education institutions B5 identify and apply principles and skills for managing human and no-human resources in

educational organizations. B6 Analyse and design projects in education institutions

3C Professional/ Practical Skills:

On completing the programme students can be expected to have the ability to: C1 use a range of didactic methods in teaching and supervising student teachers C2 effectively and efficiently use of leadership and administrative skills in managing schools and

other education institutions. C3 effectively use of research and evaluation skills in leadership and management of education

institutions C4 write and plan services and lessons for student teachers in colleges and other educational

programmes C5 design and implement viable projects in education institutions or programmes

3D Transferable/Key Skills:

On completing the programme students can be expected to have the ability to: D1 teach student teachers in colleges and other stakeholders in the education sector ; D2 plan, carry out, and report on an individual research project; D3 carry out managerial tasks in schools, colleges and educational programmes; D4 participate constructively in planning and evaluation of educational policies D5 find information and use information technology

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4.0: PROGRAMME STRUCTURES AND REQUIREMENTS, LEVELS, MODULES, CREDITS AND AWARDS

Programme Structure

The programme is divided into three parts namely: level one- Foundations courses(10 units), Level

two – Teaching subjects, methodology and Practice including leadership and management (6 Units),

Level three- Policy and Administration subjects chosen by the student (12 Units). In that for a

student to be awarded a B.Ed (Policy and Management) of The Open University of Tanzania has to

complete a total of 36 Units.

Programme content

The contents in this degree programme are divided into three parts as shown in the diagram above.

The programme also has three interconnecting types of courses. These are policy, planning and

management courses, general education courses and the teaching subject courses. The first two with

the exception of the methodology are pre-determined. The last one is a selection of the student.

Specialization (10 Units in Level II & III)

Foundation & General Courses (14 Units in Level I & II )

One teaching subject (14 Units in Level I, II & III)

COURSE CODES

OEM 201, OEM 301;

OEM 302; OEP 303 AND

OEM 303 OR OEM 304;

COURSE CODES OEP 101, OEF 101, OEF 102, OEI 101, OCP 100, OFC 017, OEI 208 AND ONE METHODOLOGY COURSE SELECTED BY THE STUDENT

SELECTED BY THE STUDENT IN A RESPECTIVE FACULTY

B.ED (Policy, Planning & Management

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General education courses are taken from the respective departments and programmes.

The following table shows course/units to be covered before one qualifies for a B. Ed. (Policy and

Management) degree.

S/N COURSE TITLE COURSE CODE

UNIT(S) TCU LEVEL

Level I

1 Educational Psychology OEP 101 2 (CORE) Degree

2 Philosophy of Education and Teaching OEF 101 2 (CORE)

3 History and Sociological Aspects in Education

OEF 102 2 (CORE)

4 Curriculum Development and Evaluation

OEI 101 2 (CORE)

5 Introduction to Computer OCP 100 1 (CORE)

6 Communication Skills OFC 017 1 (CORE)

Level II

7 Educational Management and Leadership

OEM 201 2 (CORE)

8 Teaching Practice OEI 208 2 (CORE)

9 *One Teaching Subject Methodology 2 (CORE)

Level III

Economics of Education & Planning OEM 301 2 (CORE)

Organizational Behaviour and Human Resource Development in Education

OEM 302 2 (CORE)

Introduction to Educational Research OEP 303 2 (CORE)

Project Design and Appraisal in Education

OEM 303 2 (ELECTIVE)

Human Right and Cross cutting issues in Education

OEM 304 2 (ELECTIVE)

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5.0 : FEE STRUCTURE

Current Fee Schedule for the programmes

No Item Minimum annual

fees in T.Sh

Full programme

Tsh

Full for

EAC/SADC

(USD)

Full for non-

EAC/SADC

(USD)

1. Application fee - 10,000 30 30

2. Examination fees

paid annually

30,000 30,000 240 460

3. Student

organisation fees

10,000 10,000 10 10

4. Student identity

card

10,000 10,000 10 10

5. Tuition fee 360,000 2,160,000 3,456 4,992

6. SUPPORT FOR STUDENTS AND THEIR LEARNING In this programme students are supported through: provision of study materials, face-to-face

sessions with self assessment portfolios, marking of assignments and tests, teaching practice

supervision, consultations, and guidance and counselling.

7. METHODS FOR EVALUATING AND IMPROVING THE QUALITY AND STANDARDS

OF TEACHING AND LEARNING

Written assignment, supervised tests, home assignments, and group work and written supervised

examinations.

Mechanisms for gaining student feedback on the quality of teaching and their learning experience include: Students evaluation forms of the lecturers and the programme, students course work activities (Assignments, group works, and tests) and minutes of students government meetings. Staff development priorities include: Seminars, workshops, conferences and meeting both local and

international, research, publications and registration on higher level academic programmes.

8. ASSESSMENT REGULATIONS

There are clear criteria for the marking and grading of assessments based on the generic criteria of

the OUT as indicated in the OUT Prospectus. The scheduling and amount of assessment are

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consistent with an effective and appropriate measurement of the achievement by students of the

intended learning outcomes and those they effectively support learning. The criteria of the

assessment enable internal and external examiners to distinguish the different categories of

achievement. In developing competence in learners, a variety of assessment methods are used to

allow peer assessment and teaching, e.g., student self assessment portfolios. Feedback to students is

managed through sending back the marked assignments and tests are sent back to students for self

correction and guidance in reading. Skills are assessed through the teaching practice, projects

assignments, student self assessment through portfolios. The assessment workload realistic for both

students and staff. The programme complies with the OUT current assessment and progression

regulations.

9. INDICATORS OF QUALITY AND STANDARDS

Standard entry qualifications, qualified teaching staff, standard assessment criteria and formats,

standard evaluation mechanisms, standard monitoring and follow up system, good progression and

completion rates, and approved curriculum.

10. INFORMATION ABOUT THE PROGRAMME

Upon completion of this programme, students are expected to be able to teach educational planning

and management in colleges. Also they are expected to be efficient and effective in managing

schools, education programmes and other education institutions.

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APPENDIX I : Programme Content

OEP 101: EDUCATIONAL PSYCHOLOGY Course Description The course gives a short history of psychology and educational psychology and explains the major theories of learning and development, with an emphasis on applications of the theories in teaching. Other topics include individual and group differences, instructional systems, motivation, teacher behaviour, classroom management, learning assessment and other applications of psychology to education. The course will be delivered through lecture modules and students’ activities. Objectives of the Course At the end of the course the student should able to: 1. Recognize types of learning and in their applications; 2. Interpret and analyze research studies; 3. Identify the various characteristics of students in schools; 4. Give guidance to students on learning; 5. List and identify characteristics of a competent teacher; 6. Demonstrate skills of measuring and evaluating teaching/learning processes. Learning Outcomes 1. Meet the prerequisite of OUT degrees in Education; 2. Facilitator of effective classroom learning; 3. Construct and administer of learning assessment instruments; 4. Give consultations on effective learning strategies; 5. Give consultations on effective teaching strategies; 6. Give constructive critiques on Educational psychology studies and articles.

Course Content • Introduction to Psychology • Introduction to Educational Psychology (Definition and History) • Research in Educational Psychology • Development of a Child • Learning Theories in Teaching • Motivation and Learning • Attitudes and Culture and School learning • Cognitive Processes in Learning • Thinking Skills and Problem Solving • Individual Variations and Needs • Exceptional Learners • Teaching Models • Assessment of Learning • Managing Classroom Processes

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Course Evaluation At the end of the course student will be evaluated by: • One timed test - 30%; • Self Student Assessment in the Student Progress Portfolio • A final/annual exam - 70%.

Suggested Readings Baron, R.; Byrne, D. & Branscombe, N. (2006) Social Psychology (11th Ed) en.wikipedia.org/wiki/Attitude_(psychology) Santrock, John W. (2004) Educational Psychology 2nd Ed. Chapter eight. Elliot, S.; Kratochwill, T.; Cook, J & Travers, J. (2000) Educational psychology: Effective Teaching, Effective Learning. Chapter Nine, Eleven.

OEF 101: HISTORY AND SOCIOLOGICAL ASPECTS OF EDUCATION 1.0 Course description This is an integrated course designed to give students the knowledge on several educational ideas, theories and practices as they have evolved over time in a perspective of one nation or across nations. It also aims at equipping the learner with tools to realize the concepts, principles, organizations and practices of the teaching profession in order to have quality teacher educational programs. 2.0. Objectives of the course 2.1 To impart knowledge to students that will enable them to have a better understanding of the systems of

education in various countries, and the extent that societies have endeavoured in historical times to educate their communities.

2.2 To enlighten the students at what extent the education systems of their country have been influenced by others.

2.3 To impart to teacher trainees principles and skills of pedagogy creativity and innovations. 2.4 To appreciate issues that cut across pedagogy of teacher education, comparative education with those

which relate with sociology of education and history of education. 2.5 To enable teacher trainees to acquire theories and principles of educational sociology, History,

comparative of education. 2.6 Empower teacher trainees’, teachers’ and tutors’ knowledge, skills and competence of the teaching

profession. 3.0 Learning outcomes of the course At the end of this course, students are expected to be able to: i) Define comparative education, sociology of education, history of education and critically analyse

various factors affecting systems of education. ii) Synthesize the role of education in national development. iii) Elaborate educational systems in Western capitalist, former socialist and developing countries. (iv) Explain global or cross-national issues and their impacts on education (HIV/AIDS, globalization

issues and education in the society. (v) Elaborate the sociological theories and their implications to education development. (vi) Compare and contrast cross cutting issues in sociology, History, comparative education across time

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and space. PART I: HISTORY OF EDUCATION Course Content

• The history and rationale of studying history of education

• Forms of Education

• Education through history

• Systems of Education

• Trends in of Education in East Africa

• Globalised notion of education

• Current developments of and future prospects in educational issues Suggested Readings Bogonko,S.N; Otiende, J.E. and Sifuna,D.N. (1986) Education: History of Education. pp.1-15; Gitau, F.N; Rwantabagu,H.and Makatiani,M.I.(1993). Comperative Education. Nairobi:Nairobi University, pp.7-18. Durkheim,E. (1977). Evolution of Education. London: Routledge and Kegan Paul. Mbilinyi, M.J. (1982), “The History of Formal schooling in Tanzania, “In H. Hinzen and V. H. Hundsdorfer (Eds.). (1982), Education for Liberation and development: The Tanzania Experience, Hamburg, UNESCO Institute of education (76 – 87). Mbilinyi, M.J. (1970), “Education and Culture” in the Open University Course Guide (1983), Education and Society: The Tanzania Case Study, Grimsby: Castle Press. (pp. 14 – 28). Kimambo, I.N. and Temu, A.J. (Eds.) A History of Tanzania Nairobi: East African Publishing House (pp. 123 – 160). Hinzen, H. and Hundsdorder, V.H. (Eds.) (1982), Education for Liberation and development; The Tanzania Experience, Hamburg: UNESCO Institute of Education. Illife, J.A. (1979), Modern History of Tanganyika, Cambridge: Cambridge University Press. Mbilinyi, M.J. (1970), “Education and Culture” in the Open University Course Guide (1983), Education and Society: The Tanzania Case Study, Grimsby: Castle Press. (pp. 14 – 28). Kimambo, I.N. and Temu, A.J. (Eds.) A History of Tanzania Nairobi: East African Publishing House (pp. 123 – 160). PART 11: SOCIOLOGY OF EDUCATION COURSE CONTENT

• Scope, methodology and purpose of studying history and sociological aspects of education

• Sociology of Education in historical perspective

• Implications of sociological theories on education

• Education and socialization process

• Culture and education

• Access and equity in Education Further Readings Ball,J.S. (2006).Education Policy and Social Class, New York:Routledge Ball,J.S., Goodson,F. And Maguire, M. (eds) (2007) Education, Globalization and New Times. New York: Routldge.

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Comte, A., (2005). A Dictionary of Sociology (3rd Ed), John Scott & Gordon Marshall (Eds). Oxford University Press, 2005 Halsey, A. H. (2004), A history of sociology in Britain: science, literature, and society, p.34 Moghissi, A. A.,( 2010). “Peer Review and Scientific Assessment.” Technology & Innovation 12:187-188. Reverby, S. M., (2011). "Normal Exposure" and Inoculation Syphilis: A PHS "Tuskegee" Doctor in Guatemala, 1946-48. Journal of Policy History. Carnyo, M. (1990).Education and Social Transition in the Third World: Princentown: Princetown Godia, I. And Waiyaki,E. M. (1988). Siciology of Education. Nairobi:University of Nairobi Hallinan, M. T. (ed.) (2000).Hand book of Sociology of Education. New York: Plenum Kluwer. Antikaine, A. (2003). Classical Sociological Theories and modern Sociology of Education Handout. Finland University of Joensuu. Bennaars,G.A., Otiende,J.E. And Bro. Boisvert, R (1994<).Theory and Practice of Education. Nairobi:East African Educational Publishers Godia,I. And Waiyaki, E. M. (1988).Sociology of Education. Nairobi: University of Nairobi Bartle, P. (2007). Socialization and Education, Becoming Human: a life Process. Collins English Dictionary (2003)Complete and Unabridged, London, Harper-Collins Publishers Theories of Socialization | eHow.comhttp://www.ehow.com/about_5525317_theories-socialization.html#ixzz1JgY64iWN Godia, I. And Waiyaki, E, M. (1988) Sociology of Education.Nairobi: University of Nairobi Cynthia,M.I. (2009).Blood and Culture, Youth, Right wing Externism and National Belonging in Contemporary:German. Duke University Press Godia, I. And Waiyaki, E, M. (1988) Sociology of Education.Nairobi: University of Nairobi, (PP.57-70 Lorber, M. A and Pierce,W. D. (1983).Teacher Education and Cultural Change. George Allan and Urwin Ltd. Nieto, S. (2001). Affirming diversity: The sociological context of Multicultural education. New York: Longman Scapp, Ron, and Seitz, Brian, eds. (1998). Eating Culture. Albany: State University of New York Press. Wollons, R. (200). Kindergartens and Cultures The Global Diffusion of an Idea, New Haven: Yale. Bill,W. (1979). Education Social Structure: A Comparative Analysis. New York: Holmes & Meir, Pubs Coram, R. (1999). l Inquiries." American Visions and Revisions. Comp. David Grimsted. Acton: Copley Publishing Group Hallinan, M.T. (2001).”Sociological Perspective on Blck, White Inequalities in America Schooling.”In Sociolgy of Education Extra Issues, (pp.50-70). Mc Loughlin, S. (1981).Education for Liberation and Development.The Tanzanian Experience. London: Oxford Universty Press. Mwalimu, M. C. (2010).”Alternative Primary Education and Socia Stratification in Resource Scarce Countries: Theoretical, Substantive, and Methodological Debates”. In Educate~Vol 10 No.1, 2010,(pp.6-18).

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PART III: COMPARATIVE EDUCATION Course Content

• Conceptualization and rationale for comparative education

• Historical background to comparative education

• Methodological aspects of comparative education

• Educational systems in the modes of socialism and capitalism

• Emerging problems of education (comparative perspective)

• Global contemporary issues influencing education

• Global contemporary issues influencing Education in Africa Further Readings Cameron, J. and Dodd, W.A. (1970), Society, Schools and Progress in Tanzania, Oxford: Pergamon Press Hinzen, H. and Hundsdorfer, V.H. (Eds.). (1982). Education for Liberation and Development: The Tanzania Experience, Hamburg, UNESCO Institute of Education (76 – 87). Mwanahewa, S. A. (1999) Philosophy of Education. Makerere, Makerere University. Muganda (2006) Muganda C.K. (2006) ODC 020: Development, Achievements and Limitations of Education, OUT, Dar Es Salaam. Nyerere (1967) Education ad Development, DUP, Dar Es Salaam

OEF 102: PHILOSOPHY OF EDUCATION AND TEACHING Course Description This course examines issues related to philosophy of education and teaching. Issues explored in this course include The Nature of Philosophy, Philosophical Foundations of Education, Branches of Philosophy, Theories of Knowledge, Education and Human Development, Metaphysics and the Pursuit of Knowledge, Ethical Theories, Isms in Education, Great African Educational Philosophers, Logic, The meaning of Philosophy of Teaching, Teaching and its entanglements, Specific Meanings of Teaching, Teaching and knowledge, The Process of knowledge, Types of knowledge, Knowledge skills and their applications, Social Education and Social Ethics, Substantialist and functionalist Approaches, Interactionist and Existentialist Approaches In this respect the course closely examines the specific characteristics of knowledge and its foundations. Course Objectives The course aims at making students to:

• Gain an understanding of Philosophy in relation to educational issues

• Adapt applicable and effective theories of education and teaching from that design a proper way of imparting knowledge to the students

• Appreciate and analyze philosophy of education and teaching as a foundation of knowledge

• The main objective of this course is to enable the student to get to know what Philosophy of Education and teaching entail.

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Intended learning outcomes After completing this course teacher candidates should be able to:

• Generate new knowledge

• Identify and relate events with the development of specific educational theories and philosophies

• Use appropriate concepts to debate and discuss the importance of philosophy of education and teaching in human development

• Interpret philosophy of education

• Be able to use a variety of knowledge in different educational venues

• Be able to help their communities develop critical thinking

• Provide stakeholders in education with a deeper understanding of the theoretical or conceptual underpinnings of issues dealing with education.

PART I PHILOSOPHY OF EDUCATION COURSE CONTENT SECTION I

• The Nature of Philosophy

• Philosophical Foundations of Education

• Branches of Philosophy

• Theories of Knowledge

• Education and Human Development

• Metaphysics and the Pursuit Of Knowledge

• Ethical Theories

• ISMS in Education

• Great African Educational Philosophers

• Logic SECTION II PHILOSOPHY OF TEACHING

• The Meaning of Philosophy of Teaching

• Philosophy of Teaching and Its Specializations

• Basic Features of Effective Teaching

• Metaphysical and Ontological Issues in Teaching

• Epistemological Issues in Teaching

• Nature and Values of Teaching

• Logical Issues in the Process in Of Teaching

• Philosophical Models that Influence Teaching Process

• ISMS in Teaching

• Substantialist and Functionalist Approaches in Teaching

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Course Evaluation Each student has to write a portfolio prior to sitting for the Main Timed Tests and Annual Examinations. This is to say that students will only be allowed to seat for their Main Timed Tests and Annual Examinations upon the submission of their portfolios. The score for the Main Timed Test is 30% and for the Annual Examination is 70%. Suggested Readings Angeles, P. A., Ed. (1992). The Harper Collins Dictionary of Philosophy. New York, Harper Perennial. Blackburn, S., Ed. (1996) The Oxford Dictionary of Philosophy. Oxford, Oxford University Press. Callahan, J. F. & Clark, L. H. (1977), Foundations of Education. USA: Macmillan, P. H. Inc. Curren, R. (Ed) (2003) A Companion to the Philosophy of Education, Blackwell, Blackwell Publishing Gabbay, D.M., and Guenthner, F. (eds., 2001–2005), Handbook of Philosophical Logic, 13 vols., 2nd

edition, Kluwer Publishers, Dordrecht. Hodges, W. (2001), Logic. An introduction to Elementary Logic, Penguin Books. Hofweber, T. (2004), "Logic and Ontology", Stanford Encyclopedia of Philosophy, Edward N. Zalta (ed.), Eprint. Kneale, William, and Kneale, Martha, (1962), The Development of Logic, Oxford University Press, London, UK. Mbilinyi, M, Lema, E. & Rajani, R. (2004) Nyerere on Education/Nyerere KuhusuElimu, DSM, Hakielimu Ltd. Mondin Battista (1985) Philosophical Anthropology, Rome, Urbaniana University Press, Mpangala, G. P. Mwansasu, B. & Maundi, M. O. (Eds) (2004) Commemorations of Mwalimu Julius K. Nyerere,

79th & 80th Birth dates, DSM, Mwalimu Nyerere Foundation. Mwanahewa, S. A (1999) Philosophy of Education, Dept. of Distance Education, Institute of Adult and

Continuing Education, Makerere University Njoroge R. J. and Bennaars G. A (1986) Philosophy of Education in Africa, Nairobi: Transafrica Press. Olela, H and Bennaars, G. A., Philosophy of Teaching, Lecture Series, University of Nairobi, College of

Education and External Studies, Faculty of External Studies, Department of Education, Nairobi, 1993 (Lecture 1 pp 1-10)

Popkin, R. H. (1999). The Columbia History of Western Philosophy. New York, Columbia University Press. Randall Curren Ed (2003), A Companion to the Philosophy of Education, Oxford, Blackwell Publishing Runes, D., ED. (1942). The Dictionary of Philosophy. New York, The Philosophical Library, Inc. Russell, B. (1979) A History of Western Philosophy. London, Unwin

OEI 101: CURRICULUM DEVELOPMENT AND EVALUATION

Course Description

Curriculum development and Evaluation is a foundation and basic course to student teachers, exposing them to

important issues and basic matters in teaching and learning processes. It is a foundation course to all level

teachers as it gives them the ability and potential in instructional designing, content presentation and evaluation

of teaching and learning processes.

The course exposes student teachers into important curriculum matters (elements, sources, development,

designing, evaluation and implementation of curriculum), application of media and technology in education,

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measurement and evaluation in learning, different teaching and learning theories, as well the use of statistics in

teaching and learning settings. It is divided into three sections which are sub-titled Curriculum development,

Educational Media and Technology, Teaching and Learning Theories, and Statistics and Evaluation in

Education.

Course Objectives

Curriculum development and Evaluation as a foundation course to student teachers has important ten

objectives:

1) To understand the meaning of various terms in curriculum, educational technology, teaching and learning theories as well as in measurement and evaluation.

2) To understand the basic elements of a curriculum, factors for curriculum development as well as different designs of curriculum.

3) To be aware with curriculum change and innovation. 4) To understand the principles involved in curriculum development, implementation and evaluation. 5) To understand the concepts and theories of media and technology as applied in education settings. 6) To understand the concepts of teaching and learning resources as applied in curriculum. 7) To understand the application of different teaching and learning theories in the teaching profession. 8) To understand evaluation and measurement in teaching and learning process 9) To understand the application of statistics in the teaching and learning processes.

Learning Outcomes

At the end of the course, students should be able to:

1. Define important concepts relating to curriculum, evaluation, and educational statistics. 2. Explain and apply different theories of media, communication and technology in teaching and learning

process. 3. Discuss elements of curriculum planning and factors influencing curriculum development. 4. Use different teaching and learning theories in school settings. 5. Measure and evaluate teaching and learning process. 6. Should be able to apply principles of curriculum development, implementation and evaluation in

teaching and learning process. 7. Measure, interpret and evaluate the learning process. 8. Use statistics in the interpretation of teaching and leaning process.

Course Content

The content of this course is divided into four sections of curriculum development, Educational Media and

Technology, Teaching and learning theories, and Statistics and Evaluation in Education.

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Section 1: Curriculum Development

Topic 1: The concept of curriculum and curriculum development with the following sub-topics:

Meaning of curriculum and curriculum development; Elements of curriculum and sources of curriculum development; and Curriculum designs.

Topic 2: Principles of curriculum implementation and evaluation will have the following sub-topics:

Meaning of curriculum evaluation and purpose of curriculum evaluation. Types and phases of evaluations process; Meaning of curriculum implementation; Resources/Factors needed in curriculum implementation; and Factors hinder curriculum evaluation and things to consider in implementing curriculum.

Topic 3: Curriculum change and innovation with the following sub topics:

Meaning of curriculum change and innovation; Factors influencing curriculum change and innovation; and Curriculum change in implementing innovations.

References

Asiachi, A.J and Okech, J.G. Curriculum Development. Nairobi: University of Nairobi: Nairobi.

Byrnes, J.P. (2001). Cognitive Development and Learning in Instructional Context.

Gronlund, N. E (1985), Stating Educational Objective for Classroom Instruction,

Macmillan, New York

Print, M. (1991). Curriculum Development and Design, Allen and Unwin: Sydney

Sigalla, J. R. (2003): Curriculum Development. The Open University of Tanzania: Dar es Salaam.

Taba, H. B (1962) Curriculum development: Theory into Practice. Harcourt –Brace and World: New York.

Tanner, D and Tanner L. N (1980).Curriculum Development: Theory into Practice. Macmillan Publishing Co.,

New York.

Tyler, R. W. (1949). Basic principles of Curriculum and Instruction, University of Chicago Press: Chicago.

Wheeler, D K. (1967) Curriculum Process, University of London Press Ltd: London

Section 2: Educational Media And Technology

Topic 1: Educational technology and its influence in education with the following sub-topics:

Meaning of educational technology Categories of educational technology Roles of educational technology in teaching and learning.

Topic 2: Communication and Media in education with the following sub topics:

Meaning of communication and media

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Communication process and its elements Theories of communication Success and barriers of communication Types of media, functions and important of media in education settings. Forms of media in teaching and learning.

Topic 3: Teaching and learning resources with the following sub-topics

Meaning of teaching and learning resources Resource centres and important equipments. Function and management of resource centre.

References

Bornmann, E. (1980) Communication Theory. Hot Rinchert and Winston: New York.

Ellington, H. Percival, F. & Raxe, P. (Eds), (1993) Handbook of Educational Technology, Kogan Page: London

Lincoln, S., Theories of Human Communication, Wadworth Publishing Company:Carlifonia

Makyikyeli, N, P, S (2003). Educational media and Technology. The Open University of Tanzania: Dar es

Salaam.

Molenda, R. And Russell, J., (1985), Instructional Media & Technologies of Instruction, Willey and Sons: New

York

Romiszon, A. (1988), The Selection and Use of Instructional Media, London: Kogan Page

Section 3: Teaching And Learning Theories

Topic 1: Learning Theories: Classical to Constructivism

Learning in Classical Theories Learning as Behavioural Change Learning as Construction of Knowledge

Topic 2: Models of Teaching

Theories and their Influence on Learning Teaching as Imparting Vs Teaching as Empowerment of Learners Linking in and out of school Learning Current Efforts to Improve Teaching

References

Chi, M. T. H., & Roscoe, R. D. (2002), The process and challenges of conceptual change, In M. Limon & L.

Mason (Eds.), "Reconsidering conceptual change: Issues in theory and practice" Dordrecht: Kluwer

Academic Publishers (pp3-27)

DiSessa, A. A. (2002). “Why conceptual ecology is a good idea” in M. Limon & L. Mason (Eds.), "Reconsidering

conceptual change: Issues in theory and practice” Dordrecht: Kluwer Academic Publishers (pp. 29-60)

Elkind, D (Ed) (1980) Jean Piaget: Six Psychological Studies, Sussex: The Harvest Press

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Linnebrink, E. & Pintrich, P., (2002), The Role of Motivational Beliefs in Conceptual Change. In Limon, M &

Mason, L. (Eds.) Reconsidering Conceptual Change Issues in Theory and Practice, London: Kluwer

Academic Publishers

Mbunda, F., (2006) Application of Teaching and Learning Theories, Dar es Salaam: The Open University of

Tanzania

Mortimer, E.F., (1995), “Conceptual change or conceptual profile change?” in Science and Education Vol. 4,

pp267-285.

Mtana, N., Mhando, E & Höjlund, G (Eds.) (2004) Teaching and learning in primary education in Tanzania,

Morogoro: Morogoro Teacher's College

Mtana, N., Mtavangu, A., & Kauky, A. Eds (2003) Ufundishaji unaozingatia Ujenzi wa maana, Morogoro:

Morogoro Teachers’ College

Phillips, D.C. & Soltis, J.F., (1998) Perspectives on learning (3rd edition) New York: Teachers College Press

Posner, G.J. et al, (1982). “Accommodation of a scientific conception: Towards a theory of conceptual change”

in Science Education, Vol. 66 (2), pp211-227

White, R., (2002) “Content and conceptual change: A commentary” in M. Limon & L. Mason (Eds.),

Reconsidering conceptual change: Issues in theory and practice (pp. 291-297). Dordrecht: Kluwer

Academic Publishers

Wood, D., (1998), How children think and learn (2nd edition) Oxford: Blackwell

Section 4: Statistics And Evaluation In Education

Topic 1: The concept of measurement and evaluation in teaching and learning with the following sub-

topics:

Meaning of measurement and evaluation Types of evaluation, how to measure and evaluate instructional objectives. Validity and reliability in measurement and evaluation.

Topic 2: Tools of Measurement with the following sub-topics

Tools of Measurement Concept of testing and types of testing Planning and test construction using:

� Tables of specification � Bloom’s taxonomy of educational objectives

How to interpret test Topic 3: Statistics in education with the following sub-topics:

Meaning of statistics Measurement of centre tendencies

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How statistics help in test interpretation References

Babyegeya E. B.N.K., (1998), Test and Measurements, The Open University of Tanzania: Dar es Salaam.

Bloom, B.S., Madaus G. J. & Hastings J.T (1981) Evaluation to improve Learning, McGraw Hill: New York

Gronlund, N.E., (1988), How to Construct Achievement Tests, Prentice Hill, Englewood Cliffs

Klien, P., (1986). A Handbook of Test Construction, Methuen: London

Lin, R.L., (1986), Educational Measurement, Macmillan: New York

Thorndike, R.L., and Hagen, E. P (1977), Measurement and Evaluation in Psychology and Education, John

Wiley and Sons: New York

Course Evaluation

At the end of the course student will be evaluated by:

One timed test - 30%; Self Student Assessment in the Student Progress Portfolio showing the basic knowledge gained

from the course, as well as difficulties, challenges and measures for improving it before he/she is granted a Hall Ticket (EHT) for sitting the annual examination.

A final/annual exam - 70%.

OEM 201: EDUCATIONAL MANAGEMENT AND LEADERSHIP

This course is designed to foster learners’ understanding of educational management and leadership.

It provides opportunity to gain special knowledge, skills and competences across the core areas of

educational management and leadership.

Course Objectives

By the end of the course student teachers should be able to:

• Acquire theoretical background of management and leadership; • Obtain knowledge and skills for managing educational organizations; • Attain leadership skills in managing changes, conflicts, resources and culture in educational

organizations. • Gain aspects of pedagogical and technical leadership skills to student teachers; • Attain basic research skills in educational management and leadership; • Gain investigative skills that helps leaders to make rational decisions; • Understand public services tools.

Course Contents

� Definitions and interpretation of educational management and leadership � Principles of Management in Education

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� Management theories � Leadership theories � Leadership Styles � Functions (elements-processes) and tasks of management (emphasis on communication and

decision making in educational organizations) � Educational Management and leadership skills � Management of change in educational organizations � Management of educational resources � Conflict management in educational organizations � Organizational climate and culture in educational institutions � Research in Education management and leadership � Teacher service organs

Assessment


• Self Student Assessment in the Student Progress Portfolio • One timed test - 30%; • Final/annual exam - 70%.

Readings Bukhda, S. (2004). Management and Evaluation of Schools. NewYork: Oxford University Press.

Burke, R. (2003). Project Management: Planning and Control Techniques. Ontario, Canada: John Willey. Burke, R. (2006). Project Management: Planning and Control Techniques. Ontario, Canada: John Willey. Ely, D. P. (1999). New perspectives on the implementation of educational technology innovation. Fullan, M. (2005). Leadership and Sustainability: System Thinkers in Action. Corwin: Press, USA.

Fullan, M. (1982). The meaning of educational change. New York: Teachers College Press.

Gupta, R. (1990). The Process of Management. Barelly: V.K. Publishing House.

Kotter, J. P. (1996). Leading change: why transformation efforts fail. Havard Business Schools Press. Margareth, P.; Glatter, R.; and Wise, C. (2005), Strategic Leadership and Educational Improvements. London: Paul Chapman Publishing

Mark Allen (2002). The Corporate University Handbook: Designing, Managing and Growing a Successful Program.

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Mosha, H. J. (2006), Planning Educational Systems for Excellence. Dar es Salaam: E&D Publisher.

Rogers, E. (1995). Diffusion of Innovations. (4th ed.). New York, NY: The Free Press.

Ryan, J. (2003) Leading Diverse Schools. Kluwer Academic Publishers.

Society for Human Resources Management (2009) Weathering Storms: Human Resources in Difficult Times. Society for Human Resource Management. Schein E. H. (1988), organizational psychology, 3rd ed, Englewood Cliffs, Prentice Hall Inc. OEM 301: ECONOMICS OF EDUCATION AND PLANNING The aim of the course is to make student familiar with the basic concepts used in Economics of Education and Planning and to equip him/her with the basic knowledge, skills and techniques applied in Economics of Education and planning. Course Objectives

• To equip a student with knowledge in economics of education and educational planning

• To conceptualize education as an investment and consumption

• To develop knowledge on analyising factors governing the demand and supply of education services and its contribution to socio-economic development

• To impart knowledge on the nature of resources and how they are allocated in educational institutions

• To provide knowledge and skills in various sources of funds for financing education (revenues, donors, central government)

• To outline the planning processes and functions in education

• Delineate levels of educational system and planning process a mega, micro and macro level

• Examine and analyse various approaches to educational planning

• Participate in the planning process for educational development

Course Contents/Topics

Part A: Economics Of Education The course will cover the following lectures/topics

• Definition and rationale of economics of education

• Historical Background of economics of education

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• Education as an investment and consumption

• Factors governing the demand and supply of education services and its contribution to socio-economic development

• Approaches to financing education

• Sources of funds for financing education by the Central and Local governments

• Financing of primary, secondary and Tertiary education in Tanzania (Loan board, grants, PEDP,SEDP)

• Costs in education

• Benefits/returns of education

• Issues in education finance: Quality, Efficiency, Effectiveness and Equity

Part B. Educational Planning

• Definition of Education Planning

• History and Rationale for Education Planning

• Functions of Education Planning

• Approaches for educational planning

• . Types of Educational Planning

• Strategic Planning

• Educational Plan Models

• The Planning Processes

• Information Required and/ or Tools for Educational Planning

• The Information System in Educational Planning

• Barriers or Problems for Educational Planning in Developing Countries

Assessment



Readings

Adesina S. (1981). Some aspects of school management. Educational Industries ltd:Ibadan

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Aghenta, J. A. (1987). Towards a system approach to planning of secondary in Nigeria.

Ile-ife: University of Ife-Press

Anatoli, P. (1978). Models for educational and manpower planning: A dynamic

linear programming approach. IIASA: Luxenburg.

Babyegeya, E.G. (1993) Efficiency and Cost Effectiveness Indicators in Private and Public Secondary Schools. Unpublished dissertation submitted in the partial fulfillment of the Requirements of the degree of Masters of Arts ( Education) at the faculty of Education, University of Dar-es-Salaam.

Babyegeya, E.B.N.K. (2002). Educational planning and administration. The

Open University of Tanzania: Dar es Salaam.

Breedy.C.E. (1967). Planning and the educational administration. UNESCO: Paris.

Chang, G. C. (2008). Strategic planning in education. UNESCO: Paris

Coombs, P. H. (1970) . What is educational planning? UNESCO: Paris

Dachi , H.A. (2000) Household Private Costs and the Resourcing of Public Primary Schooling In Tanzania accruing from investment in education (Mainland). Unpublished Thesis submitted to the faculty of Graduate studies and research in the partial fulfillment of the requirements for the degree of Doctor of Philosophy. Department of Educational and Administration. University of Bristol.

DDachi, H.A. (1994) Fiscal Centralization of Primary Education in Tanzania. Unpublished dissertation submitted in the partial fulfillment of the Requirements of the degree of Masters of Arts ( Education) at the faculty of Education, University of Dar-es-Salaam.

Galabawa, J.C.J. (1989) Cost Benefit Anaysis of Private Returns to university Schooling. Unpublished Thesis submitted to the faculty of Graduate studies and research in the partial fulfillment of the requirements for the degree of Doctor of Philosophy. Department of Educational and Administration. Edmomton, Alberta falls.

Galabawa, J.C.J. (1991) Financing Education in Tanzania: Strategies during the Economic recovery programme. In East African Journal of Education. Vol.1 No .2 pg 41-50

Galabawa, J.C.J. (1994) State and Non State Financing of Primary Schools in Tanzania. Papers in Education and Development No.15. pg. 35-47

Galabawa, J.C.J. (1995) Non Government Secondary Schools in Tanzania Issues Related to their characteristics, Financing, Unit Costs and Students Selection. Journal of the faculty of Arts and Social Sciences. University of Dar-es-Salaam. Vol.2 Nos.182 (Utafiti pg.68-93)

Gupta, R. (1990). The process of management. V.K Publishing House: Bareilly.

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Hallack, J. (1969) The Analysis of Educational Costs and Expenditure. Paris, UNESCO IIEP

Hallack, J. (1990) Investing in the Future: Setting Priorities in the Developing World IIEP. UNESCO. Permagon Press

Kaufman, R., Herman, J. and Watter, K. (1991). Educational planning: Strategic tactical

operation. Technomic Publishing Company: Lancaster.

Kaufman, R. and Herman, J. (1991). Strategic planning for Educational: Rethinking,

Restructuring, and Revitalizing. Technomic Publishing Company: Lancaster,

Kneller, G.F. (1968) Education and Economic Thought. New York: John Wiley and Sons, Inc.

Knight, J.B. (1996) The Costing and Financing of Educational Development in Tanzania.IIEP

Longe, R. (1987). Fundamentals of educational planning. Adejare Press: Ibadan.

Masudi, A. (1995) The role of Donors and NGOs in Primary Education, Papers in Education and Development No.16. pg. 105 -116

Mgogo, A. (2004) User Charges and Education Participation of Disadvantaged Children in Primary Schools in Tanzania. Unpublished dissertation submitted in the partial fulfillment of the Requirements of the degree of Masters of Arts ( Education) at the faculty of Education, University of Dar-es-Salaam.

Mikesell, J.L (1991) Fiscal Administration. Analysis and Application for the Public Sector. 3rd Edition. Pacific Groove: Brooks/Cole Publishing Company

Mosha, H.J. (1989). The process of Educational Planning in Tanzania: A crical

analysis, Perspectives in Educational Vo.5, pg 81-93.

Mosha, H.J. (2006). Planning for excellence. E & D Limited: Dar es Salaam.

Mtakyahwa, R.G. Financing, Delivery and Management of Educational Services in Tanzania. In Maliyamkono, T.L. and Ogbu, O. (1999) Cost Sharing in Education and Health. Dar-es-Salaam Tanzania: Tema Publisher Company Limited

Musaazi, J.C.S. (1986). Planning and development in education: African perspectives.

Routledge, UK.

Mwingira, A.C and Pratt, S. (1967). The process of educational planning in Tanzania.

UNESCO: Paris.

Omary, I.M. (1994) Cost Sharing and Students Loans in Higher Education in Tanzania.

Papers in Education and Development No.21. pg. 51-57

Olambo, F.F. ( 2007). Approaches for educational planning. In Lemasters, L & Nir, A

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(eds). The journal of the international society for educational planning. Vol.16.No.1

Sagini, J.A (1999) The Effects of Cost Sharing on the Training of Grade IIIA Teachers in Tanzania. Unpublished dissertation submitted in the partial fulfillment of the Requirements of the degree of Masters of Arts ( Education) at the faculty of Education, University of Dar-es-Salaam.

Tsang, M. (1994) Cost Analysis of Educational Inclusion of Marginalised Populations. Paris, UNESCO

UNESCO. (2010). Strategic planning: Concept and rationale. UNESCO: Paris

United Republic of Tanzania(1995) Educational and Training Policy, Dar-es-Salaam: MOEC

Woodhall, M. (1992) Cost- Benefit Analysis in Educational Planning. UNESCO IIEP

Woodhall, M. (2004). Cost-benefit in educational planning. UNESCO: Paris.

Zaidi, M.I. (2007). Methodology of planning for education. NUEPA: New Delhi

Zymelman, M.(1973) Financing and Efficiency in Education: References for Administration and Policy Making. Boston: Ninrod Press

OEM 302: ORGANISATIONAL BEHAVIOUR AND HUMAN RESOURCE

DEVELOPMENT IN EDUCATION

The course’s major intention is to provide skills and competence required in the management and

development of educational personnel, especially teachers.

Objectives It is expected that after studying this course you should be able to:

• Acquire theoretical background of human resource management in education

• Analyse causes of behaviour demonstrated by individual employees and groups in education (teachers and non-teaching staff) and deploy according to areas of competences and interest.

• Utilise appropriate approaches in managing and developing teachers and non-teaching staff working in schools and other educational institutions.

• Analyse teaching and learning activities and make appropriate recruitment, selection and deployment.

• Establish and use appropriate criteria for effective performance and appraisal. • Become effective present and future education managers and administrators who can

elucidate the importance of human resource in education.

Course content

• the foundations of organisational behaviour

• the genesis of human resource management

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• managing individuals, groups and motivation of employees

• organisational culture and organisational change

• human resource management and development

• pre-service professional education and training

• human resourse information system in education

• job analysis in education

• recruitment, selection and induction programmes

• work performance appraisal

• in-service training and professional development

Assessment



Readings

Armstrong, M. (2006), A Handbook of Human Resource Management, Kogan Page, London.

Babyegeya, E. (2007), Human Resource Management and Development in Education, Open

University of Tanzania, Dar-es-Salaam.

Babyegeya, E. (2002)" Teacher Education Reform Initiatives in Tanzania: Responding to strategic

priorities of primary Education Development plan", in Huria Vol. IV No 1, PP. 1– 16.

Beardwell, L. and Holden, L. (2001), Human Resource Management: A Contemporary Approach,

Prentice-Hall, London.

Beaumont, P. B. (2007), Human Resource management, Sage, London

Cascio, W. F. (2010), Managing Human Resources: Productivity, Quality of Work Life and Profits,

McGraw Hill, Boston.

DeCenzo, D. A. and Robbins, S. P. (2004), Human Resource Management, John Wiley and Sons,

New York

Gerber, P. D., Neil, P. S & Van Dyk, P.S (2006), Human Resource Management, International

Thompsons Publishing. Johann esburg.

Hendry, C. (1995), Human Resource Management: A Strategic Approach to Employment,

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Butherworth Heinemann, Boston.

Herriot, P. (1992), The Career management Challenge, Page, London.

Kamerman, S. B & Kahn, A. J. (2003) The Responsive Workplace: Employees and a Changing

Labour Force, Columbia University Press, New York.

Keenoy, T. (1990), “HRM rhetoric and contradictions”, in International Journal of Human Resource

Management, Vol. 1 No. 3, pp 363 – 384.

Kinicki, A. and Williams, B. (2008), Management: A Practical Introduction, McGraw Hill, Boston.

Legger, K. (2000), Human Resource Management Rhetoric and Realities, Macmillan, Basingtoke.

Machkie, M (2002), The Beginning Teacher: Educative Teaching in Primary School, Argus and

Robertson, Melbourne.

Mullins, L. J. (2002), Management and Organisational Behaviour, Prentice Hall, London.

Munro Fraser, J. (1996), Employment Interviewing. Macdonald & Evans, Plymouth.

Robins, S. P. (1998), Organizational Behaviour, Prentice Hall, London.

Rothwell, W. J. & Kazanas, H. C. (1994), Human Resource Development: A strategic Approach.

HRD Press, Amherst.

Tyson, S. & York, A (1996), Human resource Management . Butherworth-Heinemann.

York, A. E. C. (2005), Then systems Approach to Training. Institute of Supervisory Management,

Lichfield.

OEP 303: INCLUSIVE EDUCATION

Course Description

This course examines the philosophical, legal and educational foundations and applications of inclusive education. The course will introduce contentious issues in inclusive and special education, which will generate debate and propose argumentation that will contribute towards an educational system that reaches out to all. It is intended that this course introduces us to basic concepts in inclusive education and disability issues. Part of the course will also include knowledge on developing basic techniques and strategies.

Course Objectives

• explain inclusive education

• appreciate and implement inclusive education

• The evolution of inclusive education

• The practical approaches the teacher can use in the classroom

• The macro and micro politics and its impact in the inclusion process

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• Assessing and developing research skills in inclusive settings

• Assess implementation of inclusive education in Tanzania

Learning Outcomes

• have a strong understanding of inclusive education, people with disabilities and their special educational needs as well as the functioning of their assistive devices and technology supporting their learning

• have developed positive understanding and accumulated knowledge in the inclusive education methods, and approaches to management of disabilities and special needs as well as the processes involved in the development and assistance of people with disabilities or special educational needs;

• be able to demonstrate understanding of people with disabilities and those with special needs in cultural context and national perspectives;

• have an understanding of how inclusive education is related to general education and how it can be used in mobilizing the community, the public, resources and other professions to ensure access, equity and equality in provision of education

• identify, simplify, and apply inclusive education principles in analyzing and modelling of learning environment for people with disabilities and those with special needs;

• identify and apply appropriate teaching/ learning methods for people with disabilities and those with educational special needs;

• identify and apply appropriate identification, screening, assessment and early intervention methods and strategies;

• identify and apply appropriate research and evaluation method in special education

Indicative Content

Introduction to inclusive education

Philosophical Foundations of Inclusive Education

Legal Foundations of Inclusive Education

Learning and Teaching in Inclusive Classrooms

Teacher development and support in inclusive education

Individuation in inclusive setting

Elements of Inclusive Education

Support services for learners with special needs in inclusive setting

Consultation, Collaboration and Teamwork for School Improvement

Quality of education improvement in Inclusive Classroom

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Barriers and enablers to Implementing Inclusive Education

Research in inclusive setting

The practices outside the classroom in inclusive setting

Inclusive education practices in Tanzania

Learning Strategy

The course is delivered through Open and Distance Learning (ODL). Learners will be exposed to different learning strategies that include: face-to-face sessions, group work, online learning through the OUT Learning management System and the general use of internet services. As references are indicated, learners are expected to learn through a number of learning resources. With the introduction of internet services in education, learners will be able to communicate with the lecturer in a number of different ways, including online discussion forum.

Course Assessment

The course will be assessed in the following formats:

Portfolio assessment will be assessed during face-to-face sessions and will be the criteria for attempting written assessment, it will have no marks.

Main Test (MT): 30%

Final Examination: 70%

The pass mark for Undergraduate students will be a C grade. For students doing postgraduate studies the pass mark for the course will be a B grade. The course will be graded following the following criteria:

A = Excellent (70% - 100%) B+= Very Good (60% - 69%) B =Good (50% - 59%) C =Satisfactory (40% - 49%) D =Marginal Fail (35% - 39%) E =Absolute Fail (0% - 34%)

Course Content

• Introduction to inclusive education

• Philosophical Foundations of Inclusive Education

• Legal Foundations of Inclusive Education

• Learning and Teaching in Inclusive Classrooms

• Teacher development and support in inclusive education

• Individuation in inclusive setting

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• Elements of Inclusive Education

• Support services for learners with special needs in inclusive setting

• Consultation, Collaboration and Teamwork for School Improvement

• Quality of education improvement in Inclusive Classroom

• Barriers and enablers to Implementing Inclusive Education

• Research in inclusive setting

• The practices outside the classroom in inclusive setting

• Inclusive education practices in Tanzania

References

URT (2008). The Development of Education: National Report of the United Republic of Tanzania, Dar Es Salaam: MOEVT (Mainland and Zanzibar. Also available at http://www.ibe.unesco.org/National_Reports/ICE_2008/tanzania_NR08.pdf [10.05.2011]

Black-Hawkins, K., Florian, L. and Rouse, M. (2007) Achievement and Inclusion in Schools. (London: Routledge).

URT (2000). Teacher Education Master Plan (TEMP): Medium term strategic and program framework for 2000-2025.

Danielson, C. (2006). Teacher leadership that strengthens professionals practice. Alexandria: Association for Supervision and Curriculum Development.

Day, C., Harris, A., Hadfield, M., Tolley, H., & Beresford, J. (2000). Leading school in time of change. Buckingham: Open University Press.

Leadbeater, C. (2004b) Personalisation through participation. London: Demos. www.demos.co.uk

Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newberry Park, CA: Sage

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OEM 303: INTRODUCTION TO PROJECT MANAGEMENT AND

ENTREPRENEURSHIP IN EDUCATION

The course intends to inculcate knowledge and skills to students to contribute to their being more

self reliant and socially contributive individuals

Course Objectives

The objectives of this course therefore, are to enable the students;

• To understand the complexity involved in project management • To acquire skills in entrepreneurship education • To acquire skills in designing and planning various educational projects • To gain knowledge in implementation and evaluation of the projects Course Content

• Introduction to Projects management • Project Design I • Project Design II • Understanding Project Management

37

• Writing a Project Proposal

• Project Planning I

• Project Proposal

• Project Planning II

• Project Implementation I

• Project Implementation II

• Project Evaluation

• Project Appraisal I

• Project Appraisal II

• Project Financing and Investment

• The Project Closing Stage

• Introduction to entrepreneurship

• Introduction to entrepreneurship

• The Small Business Management

• Factors Affecting Growth of Entrepreneurship

• Overview of the Course

Assessment


Self Student Assessment in the Student Progress Portfolio One project 20%

One Timed Test 30%

Annual Examination 50%

Readings

Blackman, R. (2003) Project Cyrcle Management. United Kingdom. Taarfund.

Cook, S.L. (2007). The Sky’s the Limit: An Activity for Teaching Project Management in Journal of

Management Education. Organizational Behaviour Teaching Society.

Dingle, J. (1997). Project Management: Orientation for Decision Makers. New York: John Willey

& Sons Inc.

Haughey, D. (2008). Project Planning A step by step. Guide Project Smart co.uk

Healy, P.L. (1997). Project Management: Getting the job done on time and in budge. Oxford:

Butterworth - Heinemann Ltd.

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Heldman, K. (2002). Project Management Profesional Study Guide. London. San Fransisco.

Hisrich, R. and Peters, M. (1995). Entreprenourship: Starting, Developing and Managing a New

Enterprise. Irwin, New York.

Journal of Management Education. (2006). SAGE Publications. Vol. 30 No: 3

Kerzner, H. (2001). Strategic Planning for Project Management Using a Project Maturity Model.

New York. John Wiley & Sons.

Kjo Chede, E. (2000). Project Management. Finland. Project Management Institute.

Koskela, L & Howell G. (2002). The Understanding Theory of Project Management is obsolete.

Finland Amsterdam. Project Management Institute.

Lewis P.J. (2007). Fundamentals of Project Management. USA. AMACOM.

Lowenthal, J.N (2002). Six Sigma Project Management. USA: ASD Quality Press

Lubani, E & Qirjo, M. (2000). Project Management. The Regional Environment Center. Eastern

Europe.

Macmahon, R. G. P., et al. (1993). Small Enterprise Financial Management: Theory and Practice.

Harcourt Bruce: Sydney.

Oladipo, A.J. (2008). Project Planning and Implementation at the Local level: Lessons of Expertise

in European Journal of Social Sciences, Vol. 6, Number 4. Nigeria. University of Horin: Kward

State.

Project Circle Management Handbook. European Commision (2002). Germany. Hildastrasse

Fredbury.

Project Management Workshop – Report (2007). Grands Scheme Adelaide 20 – 21 August 2007.

Australia. Buckland Street Strawberry Hills NSW.

Rutashobya, L. and Olomi, D. (1996). African Entrepreneurship and Small Business Managemen:

Research Agenda. DUP, Dar es salaam.

Turner, J.R. (2003). The Handbook of Project Based Management. New York: McGraw Hill.

Verzuh, E. (2003). The portable MBA in Project Management USA 2003. John Willey & Sons.

Westland, J. (2006). The Project Management Life Circle. United Kingdom. London.

Westland, J. (2003). Project Management Guidebook. United Kingdom. London.

the open university of tanzania faculty of …all bed (policy and management) students shall need to...

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