To assess the impact of the Managerial Skills Training Programme (MSTP) for primary School Heads (jointly run by MOESC and UNICEF) between 1996-2000, to identify gaps in the programme and to solicit perceptions on future options regarding the development of School Heads, as well as examining ways of ensuring and supporting utilization of skills acquired.
The specific objectives were:
1. To assess whether the trained head teachers consider themselves to be better managers (e. g. in terms of increasing demand for education, increasing community participation, bringing in participatory approaches to school development, attracting more resources and utilising them more effectively, etc.), and to solicit their views on what support or changes might be needed to ensure that the acquired skills are effectively utilised;
2. To determine whether the teachers, the supervisors of head teachers and the community leadership consider that their schools are better managed after the school heads have attended the courses;
3. To assess the managerial skills training programme itself in terms of gaps, relevance, and adequacy in the light of the recommendations of the baseline study and the recent decentralisation and restructuring reforms, and the increasing demands on the school head;
4. To assess the effectiveness of the programme implementation process in terms of, among other variables, the approaches adopted, teaching/learning methods, the materials, caliber of facilitators and general logistics; and to suggest alternative arrangements that could be considered for adoption in the future;
5. To find out about other head teacher skills-strengthening programmes currently in place or planned, and to assess the level and the potential of developing linkages and collaborative efforts.
Year Published | |
Type | |
Joint | No |
Partner/s | N/A |
Consultant name | |
Agency Focal Point | Lovemore Mhuriyengwe |
Focal Point Email | lmhuriyengwe@unicef.org |
Managed by Independent Evaluation Office | No |
Geographic Scope | Country |
Country/ies |