The swift changes in science and technology, the development of competitive global market the new moves toward knowledge production, knowledge transfer as well as the desire for economic development have been escalating from time to time. Educational institutions as part of the social structure must function in harmony with the evolving social values aspirations, and change. This calls for innovative and dynamic leadership at all levels of the education system. In recent years, the decentralization of educational planning and management has become a worldwide phenomenon. Decentralization has been widely advocated as a means of increasing the relevance of education by allowing educational planners and policy makers to more effectively incorporate regional, zonal and district level needs in their programs.
In connection to all these, the education and Training policy of Ethiopia, Article 3.8.3 (TGE, 1994) clearly states that, ‘Educational Management will be democratic, professional, coordinated, efficient, and effective. In addition, the Ethiopian teachers development program, Blue print (MOE, 2007) acknowledges educational leadership and supervision as professions by their own with established theories and practices, and -------- indicates that those who assume these roles should be equipped with the necessary knowledge and skills to exhibit proper professional ethics that necessitated at national, regional zone, woreda and school levels. The Blue print specifically states that who will become secondary school principals and supervisors should be MA holders who successfully completed professional courses offered for principals and supervisors. With these rationales in mind information from the ministry of Education, MOE discloses that about 1,200 secondary schools require principals and supervisors trained at MA level, an estimated 14,000 primary schools (grades 1-8) need qualified principals and supervisors at BA level and about 10,000 lower primary schools (grades 1-4) need principals and supervisors with Diploma.
2. Program Objectives
The primary objectives of the Master’s Degree in educational leadership are to produce:
- School principals and supervisors who can play a leading role in providing maintaining and supporting quality education.
- Educational leaders who can effectively lead educational institutions at different levels;
- Educational managers who can effectively manage changes and diversities in educational system;
- Experts who can democratically communicate with all the stakeholders of educational institutions.
3. Admission Requirements
To be admitted to the masters program the applicant should have;
- First degree from a recognized university
- Taken pedagogical/professional course during undergraduate/ post graduate certificate in teaching.
- At least a CGPA of 2.00 in the undergraduate study.
- At least three years teaching experiences
- Fulfill other university wide requirements.
- Candidates will be selected on a competitive basis; and,
- Other things being equal, females will be given priority.
4. Duration of the study
The duration for the program shall normally take two-year full time regular study. When this program is offered through extension, summer and distance combination, it will take 21/2-3 years.
5. Modes of Delivery
The program will be delivered in three modes:
- Regular program
- Extension/Evening program
- Summer face to face and distance program supported with learning modules and intensive tutorials by the course instructors at selected tutorial centers at least twice in a semester.
6. Graduation Requirements
- Earn a total of 32 credit hours (26 credit hours in the course work and 6 credit hours in the thesis work).
- Pass in all courses and obtain a minimum of CGPA 3.00 for the course work.
- Complete and successfully defend thesis work.
- Satisfy other university wide requirements.
7. Degree Nomenclature
The degree conferred shall be:
Master of Arts Degree in Educational leadership
8. Graduate Profiles
After success completion of the program, the graduates of the Master’s Degree in Educational Leadership will be able to;
- Plan, organize, lead and control educational activities at different echelons;
- Utilize/mobilize resources necessary for education sector development;
- Conduct researches and encourage research works in educational institutions;
- Assess/evaluate school improvement programs;
- Promote and facilitate school community partnership.
- Promote democratic culture in educational institutions;
- Manage diversities and challenges in educational institutions;
- Manage information flows and communication among different stakeholders;
- Supervise and provide direct assistance to teachers, and
- Develop, manage and evaluate project and programs.