Not too many teachers are participating in the EMPC

Oct 28, 2010 Letters

Dear Editor,
The Education Ministry has over the years trained many teachers through the Education Management Certificate Programme (EMCP) to function in the capacity as active leaders in the school system.
The programme was designed to train and better prepare head teachers and deputy head teachers for managing the school in an environment that is conducive to enhance curriculum implementation. However, not too many teachers are participating in the programme and some head teachers have gone to the extent as to not be supportive to the participants by not making relevant documents available to them to complete their studies. They had to rally the storm!!
While I wish to congratulate those who have completed and graduated, already there are some lingering thoughts about the programme. The course of study is a distance and in any distance programme assignments and practicum or classroom assessment are important. The training manual clearly stipulated the methods of assessment that you will be assessed by a combination of methods including:
· Self appraisal from you portfolio
· External appraisal by the Master Trainer who will visit your school.
· Grades from you end of module assignments.
· Your portfolio
· A grade from your practicum
· Examinations Parts 1 and 2
However, it must be noted that only one form of the above assessments was done that is the Examination. Many teachers across the country did not submit their assignments and portfolio resulted in them not being considered as official forms of assessment. How is it that we change the nature of the programme that was supposed to help the trainee in functioning just to satisfy those who are lackadaisical and not want to abide by the procedure? Always remember whatever they taught that is what will be the end product and subsequently the children would be at great disadvantage.
The reality is that if you want better services and performance as a result of this training, then non submission of assignments and portfolio and the subsequent omission of this form of assessment speak volumes of the programme delivery and the quality of the trainee being sent out into the school system.
This warrants a thorough investigation and reassessment of all the assignments and portfolio by an independent team of educators.
I believe that the forms of assessment should be adhered to on principle and those who have not complied should not be allowed to graduate or graduate upon completion of the relevant assignments and portfolios.
Name and Address withheld

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