IIEP’s Virtual Campus

Distance training offer 2011-2012

Worldwide training in educational planning
and management

2011-2012

International Institute
for Educational Planning

1
Printed in UNESCO-IIEP’s printshop
UNESCO International Institute for Educational Planning
7-9 Rue Eugène-Delacroix
75116 PARIS
 IIEP Virtual Campus

Distance training in educational planning

and management

IIEP is one of the world’s leading international training and

research institutes in educational planning and management.
Created by UNESCO in 1963, IIEP aims to enhance countries’
capacities in the design, planning, and management of their
education systems through training, research, technical
assistance, and information-sharing.
IIEP carries out a large range of residential (at its headquarters in
Paris, in its regional office in Buenos Aires, and in countries) and
distance activities in the field of training. Training offered by IIEP
covers the full planning cycle (sector diagnosis, policy analysis,
projections, programme formulation, costing, monitoring,
and review) and benefits from continuous access to the latest
educational developments, thanks to its worldwide network
of former trainees and international experts, its research
activities, its participation in national education planning at
country level and its longstanding cooperation with major
international development agencies (such as the World Bank,
regional developments banks, UN agencies, and bilateral donor
agencies).
IIEP’s Virtual Campus offers specialized courses and forums
with various distance learning technologies: learning content
management system (Moodle e-learning platform), e-mail, CD-
ROMs, and audio and video presentations. Distance training
activities have a flexible framework that makes allowances for
participants’ other commitments. Led by experts in educational
planning, they offer high-calibre intensive training, which meets
professional requirements.

3
Our 2011–2012 offer

Programmes:
- Education sector planning

Courses:
- Reforming school supervision for quality improvement
- External Quality Assurance: options for higher education
managers
- Financial management and budgeting for education
- Using indicators in the planning of basic education
- Micro-planning and school mapping
- Using indicators in the planning of higher education
- Preparing education sector plans, programmes and projects
- Human resource management
- Projections and simulation models
- Education management information systems (EMIS)

Online forums:
- Household costs for education
- Teacher codes of conduct

Why choose IIEP’s Virtual Campus?

IIEP draws on over 40 years of experience in educational planning

and management. The distance education delivered by the IIEP
Virtual Campus builds on the following advantages:
- Hands-on and practice-oriented training. Participants study
using their national data, documentation, and references in
their national settings. The practical exercises allow them to
apply directly the skills acquired.
- Quality at every step of the way. Training materials are based
on the Institute’s up-to-date knowledge from its research and
field work. Courses are administered by seasoned experts
from IIEP staff and/or international experts.
- Interactive and peer learning process. Participants from
the same ministry or institution and from different countries

4
 communicate with each other, exchange experience, build
and strengthen their professional networks.
- Flexibility. Participants can organize their own study
schedules around of their daily, professional commitments.

How does it work?

The IIEP distance offer is addressed primarily to experienced

professionals from public sector institutions involved in education
sector planning and management (e.g. ministries of education,
finance, planning) working at both central and decentralized
levels, and to teaching and research staff in universities and
other public institutions. Participants are organized in national
teams of up to 10 middle- or senior-level professionals.
The offer includes an 11-month distance education programme
on the fundamentals of educational planning: Education Sector
Planning. Participants who successfully complete this programme
obtain credits, which allow them to complete their training in the
framework of IIEP’s residential Advanced Training Programme
(ATP) in Educational Planning and Management in Paris, leading
to the IIEP diploma or the Master’s degree.
In 2011-2012, IIEP is offering 15 short distance courses, each one
of about two months’ duration. They cover a range of important
education planning and management-related themes. They are
provided in English or French.
Participants are expected to be available six to eight hours each
week for training. All course participants receive a certificate
of attendance upon completion of the course. Participants who
successfully complete the optional assessment will receive an
IIEP course certificate.
Our online forums are available to the same public from all over
the world and are a channel for keeping abreast of the issues
faced by educational planning and for drawing on international
experiences. They make use of the latest IIEP publications and
research. Debate is lead by international experts over periods
lasting two to three weeks. Registration is individual.

5
This brochure provides an overview of the distance courses and online
forums offered by the IIEP Virtual Campus in 2011 and 2012. For further
information on our distance training offer, we invite you to visit the IIEP
Virtual Campus website at:
www.iiep.unesco.org/capacity-development/training/virtual-campus.
html

The information provided in this brochure is subject to change. Please

consult our website for possible cancellations, postponements or
changes in our distance training offer.
For further information, please contact:
Patricia Dias Da Graça: [email protected]
Jimena Pereyra: [email protected]
2011 Reforming school supervision
for quality improvement

Date: 31 January to 30 March 2011 (8 weeks)

Registration deadline: 29 November 2010

Many countries have attempted to reform their school supervision

services to improve educational quality. This desire for reform is inspired
by disappointment with the effectiveness of supervision and by the recent
trend towards more school autonomy. Indeed, the ability of schools to
use their greater freedom effectively will depend to a large extent on
Content

the support services on which they can rely, while supervision may be
needed to guide them in their decision-making and to monitor their use
of resources.
This training course takes participants through a systematic examination
of the issues that a ministry of education intending to reform its supervision
service will face.
It examines such issues as:
➧ the role and mandate of supervision services;
➧ the organization of the service, staff management, and the
management of supervisory work; and
➧ the relationship between supervision and school self-
evaluation.

 Participants’ profiles: Senior staff within ministries who are directly

involved in the organization, planning, and management of supervision
services, staff of research and training institutions who work on school
supervision.
 Countries: Worldwide
 Language: English

Contact and further information

If you wish to participate in this course, please contact Anton De Grauwe at
[email protected] on or before Monday 29 November 2010.

7
 External quality assurance: options for
higher education managers (in French)

Date: 4 April to 24 June 2011 (12 weeks)

Registration deadline: 21 February 2011

Most countries in North Africa have been confronted in recent years with
a major expansion and diversification of their higher education systems.
Private higher education is developing rapidly within a context of restricted
public funding. Countries are also faced with a new set of transnational
providers and growing levels of student mobility, both of which pose
Content

numerous and immeasurable challenges to regulation and the recognition

of credentials. For most countries, external quality assurance (EQA)
systems are a relatively recent feature of higher education management
to respond to these challenges, and experience in the options available to
construct and benchmark an EQA system is still limited.
The course aims at developing capacity to enable higher education
authorities to design and put in place EQA systems or to improve existing
ones, in line with international good practice.
The course covers the following topics:
➧ basic choices for EQA;
➧ conducting the process of EQA;
➧ setting up and developing an EQA agency;
➧ understanding and assessing quality; and
➧ regulating and assuring the quality of cross-border
providers of higher education.

 Participants’ profiles: Professional staff of quality assurance agencies

and ministries of (higher) education in charge of quality assurance.
 Countries: Algeria, Mauritania, Morocco and Tunisia
 Language: French

Contact and further information

If you wish to participate in this course, please contact Michaela Martin at
[email protected] on or before Monday 21 February 2011.

8
 Financial management and
budgeting for education

Date: 18 April to 10 June 2011 (8 weeks)

Registration deadline: 21 February 2011

In all regions of the world, many countries are carrying out reforms of
the management of the public sector, through public finance reforms
and decentralization. Ministries of finance (for recurrent budgets) and
ministries of planning (for capital budgets) increasingly apply medium-
term expenditure frameworks, expenditure tracking, and monitoring of
Content

plan implementation, at all levels of government – central, regional, local.

Education is directly concerned since it is usually one of the largest public
sectors in terms of recurrent public budget. But often the technical know-
how of public education sector authorities (ministries of education, sub-
national level education authorities, schools) to deal with modern finance
approaches is limited.
The course aims at strengthening capacities in these domains to enable
the participants to be well prepared to successfully defend claims on public
budget resources, in the face of competition from other public sectors.
The course covers state-of-the-art methodology, tools, and techniques
required:
➧ to assess the financial implications (cost, expenditure,
budget) of education plans and their implementation
programmes;
➧ to prepare plans and programmes that are feasible in
financial terms;
➧ to prepare medium-term finance plans (MTEF) for the
education sector; and
➧ to prepare annual budgets through which medium-term
plans are implemented.

 Participants’ profiles: Planning staff from ministries of education and

from sub-national entities involved in education planning (regions,
provinces, governorates, etc.) and staff of training institutions in
education planning.
Please note: Participants of this course should have at least three years
of experience in plan preparation obtained through participation in the
country’s other long-term or medium-term education sector plan.
 Countries: Worldwide
 Language: English

Contact and further information

If you wish to participate in this course, please contact Igor Kitaev or Ilona
Genevois at [email protected] on or before Monday 21 February 2011.

9
 Using indicators in the planning
of basic education

Date: 9 May to 8 July 2011 (8 weeks)

Registration deadline: 28 February 2011

For decades international organizations have been promoting the use of

indicators to assess the functioning of education systems and monitor
progress towards the development targets stipulated in national plans
and donor-supported development programmes at country level.
Indicators are also used to measure progress towards the achievement of
Content

international development objectives linked to international frameworks

such as the Millennium Development Goals (MDGs) or the Education for
All (EFA) agenda. Indicators are used to keep track of ambitious objectives
linked, for example, to the reduction of disparities, the universalization of
basic education, or education quality improvements.
The course aims at strengthening participants’ skills in the identification or
design of relevant indicators and the use of existing indicator systems for
education planning and monitoring of plan implementation, particularly
when linked to basic education and EFA.
The course covers the following topics:
➧ reasons for using indicators in planning and monitoring of
plan implementation;
➧ uses of indicators (such as monitoring of progress,
assessment of impact, evaluation of efficiency);
➧ choice of indicators, techniques and tools to construct
indicators;
➧ analysis of indicators; and
➧ communication techniques to facilitate the use of
information.

 Participants’ profiles: Education planners and statisticians in ministries

of education, and education planning trainers in national training
institutions and universities.
 Countries: Worldwide
 Language: English

Contact and further information

If you wish to participate in this course, please contact Patricia Dias Da Graça at
[email protected] on or before Monday 28 February 2011.

10
 Micro-planning and
school mapping (in French)

Date: 19 September to 11 November 2011 (8 weeks)

Registration deadline: 1 July 2011

Micro-planning at community and school level emerges as an adequate

response of local stakeholders to challenges associated with education
provision at local level. Challenges such as persistent disparities in
education access, quality of service provision, and learning achievements
cannot be addressed through national or regional planning and
Content

interventions only. They require localized responses based on a thorough

understanding of local realities, and these should be supported by the
local stakeholder communities who are directly affected.
This course will equip educational planners and administrators with
the skills needed for effective micro-planning. It covers the approaches,
methods, and technical instruments used for school mapping, and
discusses their limitations as well as the linkages between micro-planning
and national/regional education planning.
More specifically, the course will cover the following topics:
➧ concepts of micro-planning and school mapping;
➧ diagnostic methods and instruments to analyse the
functioning of an education system at local level;
➧ analysis of the organization of school networks and possible
alternatives;
➧ norms and standards applied in school mapping;
➧ prospective school mapping; and
➧ principles and methods for scaling up a school mapping
pilot project.

 Participants’ profiles: Education planners and statisticians in ministries

of education at national and regional level, and educational planning
trainers in national training institutions and universities.
 Countries: Worldwide
 Language: French

Contact and further information

If you wish to participate in this course, please contact Khadim Sylla at
microplanifi[email protected] on or before Friday 1 July 2011.

11
 Using indicators in the planning
of higher education (in French)

Date: 3 October to 2 December 2011 (9 weeks)

Registration deadline: 30 June 2011

In many countries, higher education information systems are under-used,

largely because of difficulties in accessing existing information. As a result,
available analytical information is not, or is insufficiently, used to inform
higher education policy-formulation and decision-making processes.
Regular reports presenting a range of relevant indicators constitute an
Content

important instrument in efforts to analyze the status and monitor the

development of higher education systems, and orient policy decisions.
Well-designed, regular reports capturing relevant descriptive and
analytical information, statistics, and indicators are a means by which to
facilitate access of education professionals to policy-relevant information
and constitute an important input for policy review and discussions about
reform options.
This course is designed to equip educational planners and administrators
with the skills needed to effectively exploit existing databases and to
develop relevant indicators to review the status and monitor the functioning
of national higher education systems.
The course will focus on:
➧ information requirements and the effective use of
databases;
➧ the analysis of indicators and the development of a system
of indicators for higher education;
➧ communication techniques to facilitate the transmission of
information; and
➧ the use of indicators for the planning and monitoring of the
higher education sector.

 Participants’ profiles: Experienced planners, directly concerned with

the analysis and use of information for decision-making and monitoring
higher education; and trainers in educational planning.
 Countries: Worldwide
 Language: French

Contact and further information

If you wish to participate in this course, please contact Michaela Martin at
[email protected] on or before Thursday 30 June 2011.

12
 Preparing education sector plans,
programmes and projects

Date: 17 October and 9 December 2011 (8 weeks)

Registration deadline: 29 July 2011

The preparation of national education plans and programmes takes place

in many countries in a context of public sector management reforms and
international development cooperation. International agendas include the
Millennium Development Goals (MDGs), Poverty Reduction Strategies, the
Education for All (EFA) goals, and pressure to increase the effectiveness of
Content

external aid to education. Policy-based support is evolving around sector-

wide education plans and planning processes designed to ensure national
ownership as well as close government–donor cooperation. Public sector
reform focuses on decentralization, medium-term finance planning, and
programme- and result-based planning. Implementation, taking the form
of programmes and projects, provides the framework for financing and
resource management arrangements.
The course helps participants to develop the practical skills needed in
preparing and implementing plans, programmes, and projects: the
process of identification, preparation, negotiation, implementation, and
monitoring and evaluation of plans, programmes, and projects.
The course covers the following topics:
➧ elaboration of different types of education plans and related
planning processes;
➧ linkage between education sector policy setting, preparation
of plans, the development of action programmes and
projects, and their implementation through the annual
budget process; and
➧ programme approaches used in international cooperation at
country level, including sector-wide approaches (SWAP).

 Participants’ profiles: Experienced education planners and education

officials from ministries of education, finance, and planning; teaching
staff working in national training institutions and universities; education
professionals from international and donor agencies providing support
to education in the country.
 Countries: Worldwide
 Language: English

Contact and further information

If you wish to participate in this course, please contact Dominique Altner at
[email protected] on or before Friday 29 July 2011.

13
2012 11-month Distance Programme
Education Sector Planning (in French)

Date: 6 February to 28 December 2012 (11 months)

Registration deadline: 9 January 2012

Many countries face significant challenges in the formulation of education

policies and the preparation, negotiation, and implementation of education plans
and strategies. Structural issues affecting the organization of the education
sector, public sector management reforms, and weak institutional capacity at
central and/or decentralized levels limit the ability of ministries of education to
compete for budget resources and realize necessary reforms.
Content

With support from the Education Development Programme Fund (EPDF) of

the Fast-Track Initiative, IIEP has launched the second edition of the distance/
blended education programme on Education Sector Planning. This programme
is designed to strengthen institutional capacities in selected African countries
involved in the FTI to prepare education policies and plans, and monitor
their implementation. It introduces them to policy analysis and to tools and
techniques applied in the preparation of plans, strategies, and monitoring. The
programme provides hands-on training, allowing participants to directly apply
the skills and competencies acquired in their home country using national data,
documentation, and references.
The programme covers the following topics:
➧ context and frameworks for sector-wide planning;
➧ statistics for educational planning;
➧ education sector diagnosis (ESD);
➧ discussion and analysis of policy options related to access, equity,
and quality of education service provision;
➧ projections and scenario-building for policy dialogue; and
➧ implementation and monitoring of education sector plans.
The programme combines distance learning with face-to-face meetings
organized in partnership with renowned local training institutions.

 Participants’ profiles: The programme is targeted at senior and middle-level

ministry staff working at the central and regional levels – predominantly
from ministries of education, but also from ministries of social affairs,
finance, etc., who are involved in education sector planning. IIEP also
encourages the participation of some staff members from universities and
other national institutions that provide training in educational planning
and management.
 Countries: French-speaking African countries – see announcements on
the IIEP website.
 Language: French

Contact and further information

If you wish to participate in this course, please contact Patricia Dias Da Graça
or Jimena Pereyra at [email protected] on or before
Monday 9 January 2012.
14
 Reforming school supervision
for quality improvement (in French)

Date: 30 January to 23 March 2012 (8 weeks)

Registration deadline: 28 November 2011

Many countries have attempted to reform their school supervision

services to improve educational quality. This desire for reform is inspired
by disappointment with the effectiveness of supervision and by the recent
trend towards more school autonomy. Indeed, the ability of schools to
use their greater freedom effectively will depend to a large extent on
Content

the support services on which they can rely, while supervision may be
needed to guide them in their decision-making and to monitor their use
of resources.
This training course takes participants through a systematic examination
of the issues that a ministry of education intent on reforming its supervision
service will face.
It examines such issues as:
➧ the role and mandate of supervision services;
➧ the organization of the service, staff management, and the
management of supervisory work; and
➧ the relationship between supervision and school self-
evaluation.

 Participants’ profiles: Senior staff within ministries who are directly

involved in the organization, planning, and management of supervision
services, staff of research and training institutions who work on school
supervision.
 Countries: Worldwide
 Language: French

Contact and further information

If you wish to participate in this course, please contact Anton De Grauwe at
[email protected] on or before Monday 28 November 2011.

15
 Human resource management
(in French)

Date: 2 April to 1 June 2012 (8 weeks)

Registration deadline: 6 February 2012

In the education sector, an adequate supply of competent teachers and

administrators is vital if the objectives of Education for All (EFA) and the
Millennium Development Goals (MDGs) are to be achieved.
Bearing this in mind, the rational management of human resources
– especially teachers – is of particular importance. It aims at limiting
Content

government spending as much as possible by preventing the waste of

human and financial resources while ensuring a fairer offering of higher-
quality education. At the same time, one of the objectives of human
resource management is to contribute to teachers’ motivation and
professional development.
The course will concentrate on teacher management and enable
participants to develop their knowledge and skills in the following areas:
➧ the major options at present, and the main organizational
aspects of human resource management in the education
sector;
➧ planning of staffing, the main options available for staff
recruitment and careers, and the ramifications of the
choices made;
➧ information systems and monitoring tools for the
management of human resources; and
➧ professional development (especially training and social
relations) in the education sector.

 Participants’ profiles: Professionals in human resource management,

particularly teacher management at central and regional levels; senior
staff involved in the preparation of plans and strategies to develop the
education sector; specialized trainers and researchers in education
management.
 Countries: Worldwide
 Language: French

Contact and further information

If you wish to participate in this course, please contact Gabriele Gottelmann
[email protected] on or before Monday 6 February 2012.

16
 Projections and simulation models

Date: 16 April to 15 June 2012 (9 weeks)

Registration deadline: 27 February 2012

Projection techniques and simulation models are essential tools for

modern educational planning and policy analysis. They are also used to
create alternative policy scenarios based on different combinations of
targets. The assessment and comparison of several scenarios in terms of
their resource implications allow policy-makers to verify the feasibility of
Content

preferred policy options and thus facilitate the setting of policy priorities.
The process of testing the resource implications of alternative sets of
targets, and comparing alternative scenarios, is part of the policy dialogue
process that accompanies the formulation of policy and preparation of the
plan document.
This course is designed to develop the participants’ understanding of
methods and projection techniques used in education sector planning,
including enrolment projections and projections of human, material and
financial resources.
The course will address the following topics:
➧ clarification of important concepts and basic projection
methods;
➧ the contribution of projections and simulations in the
development of an education plan and related policy
dialogue process;
➧ methods and techniques to project enrolments, human,
material and financial resources;
➧ guidance in developing a simulation model using
spreadsheets (Excel), taking participants through the
different steps in the process.

 Participants’ profiles: Planning staff from ministries of education and

from sub-national entities involved in education planning (regions,
provinces, governorates, etc.) and staff of training institutions in
education planning.
Please note: Participants of this course should have at least three years
of experience in plan preparation obtained through participation in the
country’s other long-term or medium-term education sector plan.
 Countries: Worldwide
 Language: English

Contact and further information

If you wish to participate in this course, please contact Patricia Dias Da Graça at
[email protected] on or before Monday 27 February 2012.

17
 Financial management and
budgeting for education (in French)

Date: 30 April to 22 June 2012 (8 weeks)

Registration deadline: 12 March 2012

In all regions of the world, many countries are carrying out reforms of
the management of the public sector, through public finance reforms
and decentralization. Ministries of finance (for recurrent budgets) and
ministries of planning (for capital budgets) increasingly apply medium-
term expenditure frameworks, expenditure tracking, and monitoring of
Content

plan implementation, at all levels of government – central, regional, local.

Education is directly concerned since it is usually one of the largest public
sectors in terms of recurrent public budget. But often the technical know-
how of public education sector authorities (education ministries, sub-
national level education authorities, schools) to deal with modern finance
approaches is limited.
The course aims at strengthening capacities in these domains to enable
the participants to be well prepared to successfully defend claims on
public budget resources, in the face of competition from other public
sectors.
The course covers state-of-the-art methodology, tools, and techniques
required:
➧ to assess the financial implications (cost, expenditure,
budget) of education plans and their implementation
programmes;
➧ to prepare plans and programmes that are feasible in
financial terms;
➧ to prepare medium-term finance plans (MTEF) for the
education sector; and
➧ to prepare annual budgets through which medium-term
plans are implemented.

 Participants’ profiles: Planning staff from ministry of education and from

sub-national entities involved in education planning (regions, provinces,
governorates, etc.) and staff of training institutions in education planning.
Please note: Participants of this course should have at least three years
of experience in plan preparation obtained through participation in the
country’s other long-term or medium-term education sector plan.
 Countries: Worldwide
 Language: French

Contact and further information

If you wish to participate in this course, please contact Ilona Genevois at
[email protected] on or before Monday 12 March 2012.

18
 Education management information
systems (EMIS) (in French)

Date: 17 September to 16 November 2012 (9 weeks)

Registration deadline: 25 June 2012

Access to relevant and reliable data and information is vital for policy,
planning and sector management-related processes in ministries of
education and other national education institutions. The EMIS underlies
the definition of evidence-based education policies; supports the different
education planning stages from the sector diagnosis to implementation
Content

monitoring and evaluation; and ensures effective education resource

management, at national, sub-national and institutional levels. Using
information available in the EMIS – ranging from day-to-day management
information to statistical surveys – decision makers define policy
priorities; planners assess resource implications of plan targets; teacher
departments forecast teacher requirements and recruitments; managers
prepare education budgets and follow up on resources allocation
decisions; up-date school maps; or manage the school network.
The course is designed to strengthen the conceptual understanding and
technical skills of participants to develop and use education information
systems for education policy analysis and planning. It will then examine
in-depth the process and use of school census.
The course will address the following topics:
➧ clarification of concepts related to information systems;
➧ the role and uses of information systems;
➧ the identification of data and information needs;
➧ information collection instruments, including the annual
school survey;
➧ identification of the different stages involved in data
collection, the design and use of a data base;
➧ dissemination of statistical information and the design of
statistical publications.

 Participants’ profiles: Planning staff from ministry of education and from

sub-national entities involved in education planning (regions, provinces,
governorates, etc.) and staff of training institutions in education planning.
Please note: Participants of this course should have at least three years
of experience in plan preparation obtained through participation in the
country’s other long-term or medium-term education sector plan.
 Countries: Worldwide
 Language: French
Contact and further information
If you wish to participate in this course, please contact Ousmane Farba Diouf at
[email protected] on or before Monday 25 June 2012.

19
 Using indicators in the planning
of higher education

Date: 1 October to 30 November 2012 (9 weeks)

Registration deadline: 2 July 2012

In many countries, higher education information systems are under-

used, largely because of difficulties in accessing existing information.
As a result, available analytical information is not, or is insufficiently,
used to inform higher education policy-formulation and decision-making
processes. Regular reports presenting a range of relevant indicators
Content

constitute an important instrument in efforts to analyze the status and

monitor the development of higher education systems, and orient policy
decisions. Well-designed, regular reports capturing relevant descriptive
and analytical information, statistics, and indicators are a means by
which to facilitate access of education professionals to policy-relevant
information and constitute an important input for policy review and
discussions about reform options.
This course is designed to equip educational planners and administrators
with the skills needed to effectively exploit existing databases and
to develop relevant indicators to review the status and monitor the
functioning of national higher education systems.
The course will focus on:
➧ information requirements and the effective use of
databases;
➧ the analysis of indicators and the development of a system
of indicators for higher education;
➧ communication techniques to facilitate the transmission of
information; and
➧ the use of indicators for the planning and monitoring of the
higher education sector.

 Participants’ profiles: Experienced planners, directly concerned with

the analysis and use of information for decision-making and monitoring
higher education; and trainers in educational planning.
 Countries: Worldwide
 Language: English

Contact and further information

If you wish to participate in this course, please contact Michaela Martin at
[email protected] on or before Monday 2 July 2012.

20
 Micro-planning and
school mapping (in French)

Date: 15 October to 7 December 2012 (8 weeks)

Registration deadline: 3 September 2012

Micro-planning at community and school level emerges as an adequate

response of local stakeholders to challenges associated with education
provision at local level. Challenges such as persistent disparities in
education access, quality of service provision, and learning achievements
cannot be addressed through national or regional planning and
Content

interventions only. They require localized responses based on a thorough

understanding of local realities, and these should be supported by the
local stakeholder communities who are directly affected.
This course will equip educational planners and administrators with
the skills needed for effective micro-planning. It covers the approaches,
methods, and technical instruments used for school mapping, and
discusses their limitations as well as the linkages between micro-
planning and national/regional education planning.
More specifically, the course will cover the following topics:
➧ concepts of micro-planning and school mapping;
➧ diagnostic methods and instruments to analyze the
functioning of an education system at local level;
➧ analysis of the organization of school networks and possible
alternatives;
➧ norms and standards applied in school mapping;
➧ prospective school mapping; and
➧ principles and methods for scaling up a school mapping
pilot.

 Participants’ profiles: Education planners and statisticians in ministries

of education at national and regional level, and educational planning
trainers in national training institutions and universities.
 Countries: Worldwide
 Language: French

Contact and further information

If you wish to participate in this course, please contact Khadim Sylla at
microplanifi[email protected] on or before Monday 3 September 2012.

21
 Preparing education sector plans,
programmes and projects

Date: 22 October and 14 December 2012 (8 weeks)

Registration deadline: 10 September 2012

The preparation of national education plans and programmes takes place

in many countries in a context of public sector management reforms and
international development cooperation. International agendas include the
Millennium Development Goals (MDGs), Poverty Reduction Strategies, the
Education for All (EFA) goals, and pressure to increase the effectiveness of
Content

external aid to education. Policy-based support is evolving around sector-

wide education plans and planning processes designed to ensure national
ownership as well as close government–donor cooperation. Public sector
reform focuses on decentralization, medium-term finance planning, and
programme- and result-based planning. Implementation, taking the form
of programmes and projects, provides the framework for financing and
resource management arrangements.
The course helps participants to develop the practical skills needed in
preparing and implementing plans, programmes, and projects: the
process of identification, preparation, negotiation, implementation, and
monitoring and evaluation of plans, programmes, and projects.
The course covers the following topics:
➧ elaboration of different types of education plans and related
planning processes;
➧ linkage between education sector policy setting, preparation
of plans, the development of action programmes and
projects, and their implementation through the annual
budget process; and
➧ programme approaches used in international cooperation
at country level, including sector-wide approaches (SWAP).

 Participants’ profiles: Experienced education planners and education

officials from ministries of education, Finance, and Planning; training
and teaching personnel working in national training institutions and
universities; education professionals from international and donor
agencies providing support to education in the country.
 Countries: Worldwide
 Language: English

Contact and further information

If you wish to participate in this course, please contact Dominique Altner at
[email protected] on or before Monday 10 September 2012.

22
 E-discussion forums for 2011

IIEP’s discussion forums provide an opportunity to keep up to

date on key issues in educational planning. They bring together
participants from around the world – from ministries of education,
international organizations, non-governmental organizations
(NGOs), etc.- and provide an unique space to exchange ideas
and experiences among professionals working in the field of
education.
Our forums focused on specific topics and refer to recent IIEP
research and publications. They are moderated by experts in the
discipline, and run for two to three weeks. At the end of each
forum, a report with a summary of the discussion is prepared and
shared with all participants.

Forum: Household costs for education (2 to14 May 2011, in

French)

Quantitative and qualitative expansion of basic education and

achievement of Education for All (EFA) goals call for devoting
more financial resources to education systems. In developing
countries, public domestic funding is often not sufficient and
government resources are complemented with various funding
facilities from the development partners, contributions by
parents and communities, and public-private partnerships to
support educational development.
Although household contributions have been up to now a
complement to finance the basic education, it is widely recognized
in the developing countries and international community that
these contributions constitute a real barrier to the access of
many children in basic education.
Based on a series of research and activities undertook by IIEP on
this theme, the Forum will help participants share experience on
policies and strategies led in the areas of household expenditure
for education, and of the economic barrier to access basic
education. More specifically, the discussion will be centered on
the following questions:
➧ How much families contribute for education
(fees, other types of expenditures, hidden costs,
opportunity costs)?
➧ How do education costs influence family decisions
regarding schooling?

23
 ➧ What measures can be taken to reduce their
expenditure?
The online forum will take place in French from 2 to 14 May 2011.
Education professionals throughout the world are invited
to participate, share their information and contribute to the
reflection towards possible policy options to address this
important financial issue surrounding the EFA goals. The
registration form for the forum will be available on our website
in April 2011.

Forum: Teacher codes of conduct (21 November to

2 December 2011, in English)

Various countries have endeavoured to design and implement

teacher codes of conduct to regulate teacher behaviour. They
consist of a set of recognized ethical and professional standards
to which all members of the profession must adhere. Their main
objective is to provide self-disciplinary guidelines through the
formulation of professional conduct norms.
Experience, however, shows that although the codes are often
perceived as useful instruments, they are not always effectively
used due to various factors, e.g.: lack of information about the
codes; absence of training for teachers; low capacity to implement
the codes; and limited knowledge about the procedures for
lodging complaints. Consequently, the efficiency and impact of
the codes are often questioned.
Within this framework, IIEP conducted several activities
to explore some of the conditions required for codes to be
effective, including an international survey, the development
of guidelines, and the creation of a new website that provides
examples of country codes. These materials will form the basis
of discussions during the e-forum to be held from 21 November
to 2 December 2011 on the following topics:
➧ key issues to be covered by the code;
➧ strategies to ensure its proper enforcement; and
➧ ways to monitor its application.
Some 300 professionals who work in education worldwide
will participate. Those interested in participating will find the
registration form on the IIEP website in October 2011.

24
 IIEP Distance education courses calendar 2011-2012

Title Language Countries Date

2011

Reforming school supervision for quality improvement English Worldwide 31 January - 30 March
Algeria, Mauritania, Morocco
External Quality Assurance: options for higher education managers French 4 April - 24 June
and Tunisia
Financial management and budgeting for education English Worldwide 18 April - 10 June

Using indicators in the planning of basic education English Worldwide 9 May - 8 July

Micro-planning and school mapping French Worldwide 19 September - 11 November

Using indicators in the planning of higher education French Worldwide 3 October - 2 December

Preparing education sector plans, programmes and projects English Worldwide 17 October - 9 December

25
2012

French-speaking African
Distance Programme ‘Education Sector Planning’ French 6 February - 28 December
countries
Reforming school supervision for quality improvement French Worldwide 30 January - 23 March

Human resource management French Worldwide 2 April - 1 June

Projections and simulation models English Worldwide 16 April - 15 June

Financial management and budgeting for education French Worldwide 30 April - 22 June

Education management information systems (EMIS) French Worldwide 17 September - 16 November

Using indicators in the planning of higher education English Worldwide 1 October - 30 November

Micro-planning and school mapping French Worldwide 15 October - 7 December

Preparing education sector plans, programmes and projects English Worldwide 22 October - 14 December
Testimonials from participants

‘I found all the (training) modules quite useful and I will continue to
use them as a point of reference in the future…’

‘The course platform really provided a useful avenue to share

information with IIEP team members as well as colleagues...’

‘The moderators played a very important role in gathering the ideas

and organizing them in an easy and comprehensive way...’

‘The course made us aware of other practices which could benefit

our decision-making process…’

‘There was a lot of sharing of ideas amongst team members and this
enhanced our learning and understanding …’

‘I found the course to be very useful to my professional goals. I learnt

a lot ... The experience of other countries was also helpful...’

‘My overall comment on the course was that it was very useful to me
and to my organization. It has taught me many lessons as well as
enabling me to know the experiences and processes that are being
used by other countries…’

‘I found the way to study in a team is very useful. Group discussions,

preparation for the assignments, we help each other, exchange
ideas, face-to-face debating, they are really useful …’

26
International Institute
for Educational Planning