How are the modules and units organised?

Each module has a standard general introduction and an introduction which is specific to the unit. Each unit is written in a standard form, as follows:

Introduction: This provides an overview of the contents of the unit and provides a link between the units in the module.

Individual study time: An estimate is given of the amount of time you will require to study the unit on your own, including all of the activities. Of course, if you are working in a group it is likely that more discussion will be generated, and thus more time will be required.

Learning outcomes: These provide a series of statements about what you might expect to cover and learn if you complete a unit.

Activities: These require your involvement, perhaps by drawing on your experience, or through the gathering of data. Sometimes an activity comes at the start of a section, and sometimes an activity follows a piece of text. It is important that you do all the activities, as they form the core of each unit and provide the basis of the interactive approach to learning used here. As the activities vary considerably in character you should read the instructions carefully. Activities are assessed as part of the Education Management Programme.

Reflections: These are different from activities and are not assessed. They are clearly identified in the same way as this paragraph (in negative). They encourage you to think about the situations outlined and evaluate them.

Comments: As mentioned before, avoid looking at the sections which follow most of the activities until you have completed each one. The comments are intended to provide a discussion of some of the points you may have identified in the activity. They are not intended as model answers.

Summary: This appears at the end of each unit to pull together the ideas which have been brought out.

Reference materials
Ideally, the modules cannot be studied without access to other materials, the most important of which should already be at hand in your school or in your local Resource Centre or the NCERD library. However, it is recognised that access to materials in Guyana can sometimes be very problematic and expensive. You will not be penalised in any way if you are unable to obtain them, although it is highly desirable to “read around” all of the subjects in the modules. NCERD has developed a website which it is hoped will be regularly updated with information about the Programme, additional materials as well as links to other educational websites.
http://www.ncerdleaders.com/

Important materials published in Guyana or available in your school or Resource Centre include:

¨ the constitution
¨ education acts
¨ by‑laws relating to your region or district
¨ civil service rules and regulations
¨ executive instruments on education
¨ policy papers, guidelines and circulars from the Ministry of Education
¨ code of conduct for teachers
¨ the constitution of the board of governors or school committee
¨ annual reports, speeches, exam results, pupil/staff data, etc.
¨ school account books, stores ledgers, rules and regulations, timetables,
¨ circulars, report forms, minutes of meetings, etc.
¨ pupils' exercise books and work.

You should also look out for books and websites about the history and development of education in Guyana. In addition there are usually many useful articles on current educational issues in newspapers and maga­zines, and on radio and TV. You should also have on hand a good dictionary.

Readings
In addition there are very many books on leadership and management, including educational management. We would suggest you look for these in your local bookshops, and libraries. Alternatively, internet bookstores in the USA and Canada will often deliver to Guyana. However, these books are expensive and it may be better to share the cost with your local group if you decide to purchase them.

However, it is unlikely that many titles will be readily available to the average school head, particularly those in rural areas. We hope that the publication of these modules will encourage more people to write comple­mentary texts and for publishers to ensure the availability of relevant books on educational management wherever schools are located.