Offering Colleges (1)
Over the past few decades, Nepal has made a significant progress in the field of education. Emphasis of the state on expanding access of people to education and growing number of schools across the country are remarked as illustration of the progress. The quantitative growth, however, has still been paradoxical to the quality of education and the learning outcomes of the students. Though creating conducive learning climate for the students has become a common discourse among educational practitioners, lack of teacher who is capable of undertaking managerial functions like classroom management, pedagogical planning, preparation and use of instructional resources and assessment of students’ learning has been a barrier to reinforcement of learning atmosphere for students. The barrier, at the same time, has also been instigated by limited familiarity of educational practitioners to the globally emerging trends in educational management along with lack of management skills in educators for contextualizing the global pedagogical practices in the soil of Nepal.
In the present world where each unit of society functions as indispensable to each other, indispensability of school as an organization to various units of community is undeniable. Schools at present seem to have realized the influence the community makes in administrative, instructional and different other functions inside the school. However, accessing the educational need of the community and bringing the community in alignment with the organizational goal of the school has still been challenging. Due to the lack of educational professionals capable of preparing, applying, and managing strategies to include the stakeholders in the functions of the schools, the schools of Nepal
are still striving for support from the family and community. Similarly, the dearth of educational managers capable of dealing with the discourses like pupil control, human resource management, management of changes that emerge with the emerging trends in education, and management of the challenges that emerge with change has still affected the effective and efficient functioning of school as an institution.
Amid this scenario, there has been a huge demand of academic program that facilitates producing educational professionals inculcated with knowledge, understanding and skills related to educational management. The search for individuals capable of carrying out managerial functions pertains, both to the community and institutional schools along with the educational institutions offering technical and vocational education programs. The PGDE in Educational Management Program at Kathmandu University, hence, is conceived with the purpose of producing competent educational professionals capable of leading, and making holistic management of school system, thereby leading to the improvement of school system.
2. Purpose and Objectives
The purpose of the PGDE in Educational Management program at Kathmandu University (KU) is to produce competent educational professionals for the overall management of school system. It incorporates the principles and practices related to the discourses of educational management, human resource management and institutional networking which facilitate the educational professionals in effective and efficient conduction of the school. Simultaneously, this program concentrates its efforts on developing practical skills in the educational leaders. The PGDE graduates in Educational Management are expected to be responsive to the changing educational technologies, pedagogical
practices, changes and innovation in education and ever increasing new body of knowledge.
The main objectives of the program are to:
- develop competent educational managers with sound theoretical and practical knowledge on aspects of school management
- enable educational managers to prepare strategic planning and implement it with optimum utilization of resources, aiming towards holistic school improvement • produce educational managers who can mentor and guide/ facilitate teachers to improve instructional strategies
- procreate the educational managers proficient at reaching the community and bringing them in alignment with the organizational goals for the holistic improvement of school.
- procreate the educational leaders capable of establishing community relationship for the effective management of school.
- produce efficient school managers who can provide independent managerial skills to schools
Eligibility
The entry requirement for the PGDE in Educational Management will be a bachelor degree in any discipline.
Job Prospects
- Educational institutions
- Institutional and community schools of Nepal
- NGOs and INGOs
- Research institutions
- Educational enterprises
Curricular Structure
- Need-based: The curriculum of PGDE program is primarily based on the identified needs of the educational managers and schools. The study and analysis of leadership and management- oriented programs of reputed universities, and the workshops organized in this regard have guided to develop the curriculum that addresses the actual needs of the educational leaders cum managers. The content of this curriculum is examined and recommended by a group of experienced subject teachers and specialists of this field. This process of finalizing the contents of the curriculum based on the needs of an individual educational professional and the school is even gaining popularity in the formulation of skill based training program for the educational managers.
- Modern and Competitive: The quality of the course content is intellectually challenging. The program aims to achieve an internationally accepted standard and the quality. To achieve its aspiration, the program incorporates pedagogical approaches that are identified and practiced internationally, and expects the learners make contextualized application of the approaches in their workplace.
- Internship/Practicum: The program is basically school-based where each learner is required to use the skills learned at the School of Education in his/her own leadership practices. The learners are regularly observed, given feedback and counseled by the facilitators. Practice teaching or the internship is carried out throughout the period as a continuing process.
- School based Action Project: The students are involved in the action projects in school addressing a real problem and implementing a plan in order to solve it. In doing so, they develop skills of research, reflection and a better understanding of the pedagogical issue as well as issues related to their content areas.
- Facilitation: In order to carry out the program successfully, several inputs are provided such as
- High quality well motivated facilitators with adequate practical experience.
- Adequate learning aids including library with a wide range collection of books.
- Emphasis on independence through participant-centered approach.
- Incorporation of ICT skills.
- Enough opportunity to be involved in action research and innovative activities.
4. Attributes
- Educational Managers
- Projects and program designers
- Human resources managers
- Financial managers
- Liaison Managers
- Professional managers
- School governors and instructional supervisor
- Diversity managers
Award of Degree (Graduation)
The students completing all the requirements will be awarded a "Postgraduate Diploma in Educational Management”.
Modality
The modality of this program for course delivery will be face to face, online and distance and blended.
Courses
The 27 credit hours program includes (a) core course (b) specialization courses, and (c) the practicum. Core courses provide basic skills for understanding the teaching learning process and the role of education in society.
|
Core Courses (3) EDUC 401 Educational Philosophies (3) |
|
Specialization Courses (15) EDEM L 404 Fundamentals of Educational Management (3) EDEM 405 Programs Development and Planning in Education (3) EDEM 406 Management of Resources in Education (3) |
|
EDEM 407 Program Monitoring and Evaluation in Education (3) EDEM 408 Action Research in Educational Management (3) Elective Courses (6) EDEM 409 School Community Partnership (3) EDEM 411 Trends and Issues in Educational Management (3) EDEM 412 Educational Policy and School Governance (3) EDEM 413 Inclusive Education Management (3) EDEM 414 Instructional Supervision and Mentoring |
|
Practical Courses (3) EDUC 405 Internship/Practicum (3) |
Evaluation Mode
The faculty members who are teaching the courses are responsible for the internal evaluation. Continuous In-semester/Term Assessment carries 50% weight of total and End Semester /Term assessment carries 50%. The in-semester/term assessment consists of various tools and techniques. The end-semester assessment will be done through a three-hour written examination. The assessment will follow the following grading system.
|
Grade |
A |
A- |
B+ |
B |
B- |
C+ |
C |
|
Grade Point |
4.0 |
3.7 |
3.3 |
3.0 |
2.7 |
2.3 |
2.0 |
|
Performance |
Outstandi ng |
Excellent |
Very Good |
Good |
Fair |
Fair |
Fair |
In order to pass the course, one has to achieve at least C.
Grade Point Average (GPA)
Each letter grade is converted into the specific number of grade value associated with the grade. Grade Point Average (GPA) is calculated by multiplying the grade value of the earned grade by the number of credits for each course and dividing the total grade number of semester/term credits earned. The GPA must be 2.0 or above at the end of every term.
Cumulative Grade Point Average (CGPA)
CGPA is calculated at the end of the program.
The up-to-date over-all performance (CGPA) is a weighted average as below: CGPA = (c1 g1+c2g2+c3g3…) / (c1+c2+c3…..)
Where c1,c2… denote credits associated with the courses taken by the student and g1, g2 denote grade values of the letter grades earned in the respective courses. No student can pass examination with "F" grade in a particular course.
Graduation Requirements
For Graduation, a student has to meet the following requirements:
1. Satisfactory completion of all courses prescribed for the particular area of the study in which the degree is granted.
2. A cumulative grade point average of at least 2.0
Norms and Standards
for
Post- graduate Diploma in Educational Management
|
SN |
Area |
Requirements |
|
1 |
Physical Facilities |
• Building: Building with office (1), faculty room (1), classroom (2), Computer lab (1) • Classroom size: 3.3 square meter per student |
|
2 |
Instructional Resources |
• Flipcharts, display boards, projectors at least one each for each class • ICT infrastructure, such as functional internet connectivity, computers (at least 1), printers (at least 1), specific software packages (as required) • Specialization-specific resources |
|
3 |
Faculty and Instructors |
• Provision of the faculty (60% in house and 40% outsourced) • Qualifications: Faculties minimum Med and MPhil in Educational Management |
|
4 |
Eligibility for enrolment |
• The entry requirement for the PGDE in Educational Management will be a bachelor degree with a second division or CGPA 2.5 • |
|
5 |
Admission procedure |
• Filling up the application blank together with supporting documents • Passing the KUSOED entrance test (written or interview or demonstration) |
|
6 |
Pedagogical process |
• 1:2 theory-practice ratio unless otherwise stated • Theory- direct and expository teaching • Practice – lab work, workshop, field work, group work, project-based learning and other forms of experiential learning etc. |
|
7 |
Evaluation/Assessment process |
• 50% in-semester and 50% end-semester assessment • In-semester assessment may require at least five items (projects, tests, presentations/demonstrations) as assessment items • End-Semester might include written test, demonstration, oral interview depending upon the nature of the course as stipulated by the curriculum • Kathmandu University’s exam policy and letter grading system shall apply |