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Category: Courses
In this complex and dynamic world, early childhood leaders need to equip themselves to face rapidly changing society and fulfill increasing expectations from stakeholders. This programme aims at equipping personnel who takes up leadership roles with the skills needed to address new challenges in the 21st century for school improvement and team innovation. This programme also contributes to the development of innovative leadership at different levels for the field of early childhood education in the future.
On completion of the programme, participants should be able to:
1. Understand the theoretical knowledge of transformational leadership, innovative leadership and integrative leadership.
2. Review the key innovative approaches for school improvement.
3. Analyse the effective leadership strategies for change management, crisis management, team management and information technology management
In this complex and dynamic world, early childhood leaders need to equip themselves to face rapidly changing society and fulfill increasing expectations from stakeholders. This programme aims at equipping personnel who takes up leadership roles with the skills needed to address new challenges in the 21st century for school improvement and team innovation. This programme also contributes to the development of innovative leadership at different levels for the field of early childhood education in the future. On completion of the programme, participants should be able to:
1. Understand the theoretical knowledge of transformational leadership, innovative leadership and integrative leadership.
2. Review the key innovative approaches for school improvement.
3. Analyse the effective leadership strategies for change management, crisis management, team management and information technology management
Category: e-Learning Courses
Category: e-Learning Courses
Category: Courses
In-service Teachers
(Core)
(Core)
Category: CoursesThis programme is designed for school principals who want to make a real difference in their schools through the processes of SSE and the ESR. This programme will critically explore current key issues related to the process of SSE and the ESR, examine the contextual factors that shape principals’ working lives, and provide principals with up-to-date knowledge, theories and strategies to develop and improve their school plans. This programme aims to help principal participants to:
• demonstrate a deep understanding of the nature and processes of school self-evaluation (SSE) and its relationship with the External School Review (ESR), and the Planning-Implementation-Evaluation (PIE) cycle;
• employ a variety of strategies and approaches to embed SSE in day-to-day school practice;
• examine the various contextual factors in order to exploit the ESR as a learning process for schools;
• draw good practices from the education community and form a networked learning community among school practitioners; and
• enhance capacity to design development plans that cater for specific school needs and align with school development stages.
This programme is designed for school principals who want to make a real difference in their schools through the processes of SSE and the ESR. This programme will critically explore current key issues related to the process of SSE and the ESR, examine the contextual factors that shape principals’ working lives, and provide principals with up-to-date knowledge, theories and strategies to develop and improve their school plans. This programme aims to help principal participants to: • demonstrate a deep understanding of the nature and processes of school self-evaluation (SSE) and its relationship with the External School Review (ESR), and the Planning-Implementation-Evaluation (PIE) cycle;
• employ a variety of strategies and approaches to embed SSE in day-to-day school practice;
• examine the various contextual factors in order to exploit the ESR as a learning process for schools;
• draw good practices from the education community and form a networked learning community among school practitioners; and
• enhance capacity to design development plans that cater for specific school needs and align with school development stages.
In-service Teachers
(Core)
(Core)
Category: CoursesUpon completion of the programme, participants are expected to:
1. describe the distinctive multiple leadership roles as active change agents, coaches and mentors in kindergartens;
2. apply major skills and specific strategies when dealing with day-to-day duties as a middle leader in a kindergarten;
3. administer resources management principles and strategies under the EDB kindergarten education scheme;
4. adopt active practices of school improvement and accountability for the sustainable development of quality kindergarten education; and
5. apply curriculum leadership principles, knowledge and strategies when designing curriculum, implementing strategic plans, conducting evaluation and making improvement in kindergartens.
Upon completion of the programme, participants are expected to:
1. describe the distinctive multiple leadership roles as active change agents, coaches and mentors in kindergartens;
2. apply major skills and specific strategies when dealing with day-to-day duties as a middle leader in a kindergarten;
3. administer resources management principles and strategies under the EDB kindergarten education scheme;
4. adopt active practices of school improvement and accountability for the sustainable development of quality kindergarten education; and
5. apply curriculum leadership principles, knowledge and strategies when designing curriculum, implementing strategic plans, conducting evaluation and making improvement in kindergartens.Category: Courses
New Teachers
(Elective)
(Elective)
In-service Teachers
(Core)
(Core)
Category: Courses
New Teachers
(Elective)
(Elective)
In-service Teachers
(Core)
(Core)
Category: CoursesThe programme aims to equip primary school teachers with sound knowledge and hands-on practices of coding for computational thinking development, with the aim of strengthening both teachers’ competence and confidence in the delivery of coding education in primary classrooms.
On successful completion of the programme, participants will be able to:
- demonstrate an understanding of theoretical underpinnings on design of mobile apps;
- code mobile apps and code for interacting with digital physical objects;
- evaluate mobile apps with theoretical underpinnings on design of mobile apps;
- apply knowledge of computational thinking in coding education for development of computational thinking in primary classrooms through coding;
- design and implement pedagogies in the delivery of coding for computational thinking development in primary classrooms.
The programme aims to equip primary school teachers with sound knowledge and hands-on practices of coding for computational thinking development, with the aim of strengthening both teachers’ competence and confidence in the delivery of coding education in primary classrooms.On successful completion of the programme, participants will be able to:
- demonstrate an understanding of theoretical underpinnings on design of mobile apps;
- code mobile apps and code for interacting with digital physical objects;
- evaluate mobile apps with theoretical underpinnings on design of mobile apps;
- apply knowledge of computational thinking in coding education for development of computational thinking in primary classrooms through coding;
- design and implement pedagogies in the delivery of coding for computational thinking development in primary classrooms.
New Teachers
(Elective)
(Elective)
In-service Teachers
(Core)
(Core)
Category: Courses
New Teachers
(Elective)
(Elective)
In-service Teachers
(Core)
(Core)
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