MAN 5133 National Management training for pre-school administrators
MAN 5133 National Management training for pre-school administrators
| MAN 5134 - første semester | |
| MAN 5135 - andre semester | |
| MAN 5136 - tredje semester |
This programme is offered to administrators in public and private pre-schools who wish to complete the national administrative education. Through this programme the administrators will gain necessary knowledge and competence in leadership and organisational development.
This will contribute to
• Enhance children’s learning and development
• Develop a sector standard for leadership and management among pre-school administrators
• Strengthen the understanding and application of the research-based knowledge which is a necessary prerequisite for pre-school quality improvement and results
The target group consists of both current and future administrators in both public and private pre-schools.
The candidates have advanced knowledge about institutional organisaiton and pedagogical practice that contribute to increased learning and development in children. The candidates know scientific methods and perspectives, which enable them to evaluate knowledge about pre-school development. They have advanced knowledge about the development of their own organisation and leadership practice in light of sector-specific traditions and characteristics. They area ble to choose and implement strategies for development of their own organisation, of colleagues and of children’s learning and development.
The candidates are able to interpret and understand what society demands from pre-schools. They possess confidence and courage to lead their own organisation toward an increasingly advanced and competent learning organisation. They can apply the professional foundation to strengthen pedagogical, organisational and interpersonal relations, and relate critically and constructively to new knowledge about pre-school development.
The candidates are able to focus on the importance of children’s learning and development in discussions about the pre-school’s prioritisations, organisation, and practices. They have competence, courage and wish to participate in the debate about the development of pre-schools in Norway in an international perspective. They have the courage to endure in a complex leadership situation where change and reform of the sector, aiming to improve quality, must be based on solid theoretical foundations. The candidates are confident regarding their own identity, and have a reflective approach to others’ cultural identity and integrity.
Programmet består av syv samlinger. En samling gjennomføres i London.
Barnehagen som samfunnsinstitusjon
Tidlig innsats
Fokus på læring
Kjennetegn på høy kvalitet
Kommunikasjon og ledelse
Makt og påvirkning
Endring og utvikling av egen praksis
Pedagogisk organisering
Analyse av egen organisasjon
Bygge et godt og motiverende arbeidsmiljø
Barnehagens betydning i et livsperspektiv
Kvalitetssikringssystem og eierstyring
Forholdet mellom barnehage og skole
Ledelse av høykvalitetsbarnehager i praksis
Endringsledelse
Leders styringsrett og handlingsrom
Ledelsesdilemmaer
Innovasjon, utvikling og endring
Økonomistyring
Strategisk ledelse
Ressursstyring
Oppgaveseminar
Ledertrening
Som en del av programmet vil bli gjennomført ledertrening for studentene. Ledertreningen vil være en kombinasjon av introduksjonsforelesninger, øvelser og tilbakemeldinger. Hensikten er å øve studentene til trygghet i krevende ledelsessituasjoner. Temaene som tas opp i dette masterprogrammet er Kommunikasjon og påvirkning, og Ledelse og makt.
I ledertreningen vil det bli arbeidet med studentenes egne ledelsesprofiler både for å vurdere hvordan en selv som leder bruker sine ressurser på en god måte og som grunnlag for å utvikle eget lederskap. Utarbeidelse av individuelle handlingsplaner og hvordan disse kan implementeres i utføringen av eget lederskap står sentralt.
The program is carried out in seven modules. Personal counseling will be provided in addition to counseling during the lectures. In general, students can expect advisory counseling as opposed to evaluative counseling. Counseling time is estimated to be 2 hours per term paper.
Students are assessed through a term paper - 60%, and a take-home exam 72 h, 40%.
The term paper can be written individually or in groups of up to 3 students. Approximately 40 pages plus attachments.
The take-home exam is done individually.
Both forms of assessment must receive a passing grade for the program degree to be awarded.
- You have a Bachelor’s degree – 180 study points/credits – from a college, university or the equivalent. .
- You are at least 25 years of age.
- You have four years of work experience fulltime. For applicants who have a Master’s degree, the requirement is three years.
General admissions requirements:180 ECTS and 4 years working experience. See also admissions requirements
| Assessments |
|---|
Exam category: Submission Form of assessment: Written submission Weight: 40 Grouping: Individual Duration: 72 Hour(s) Comment: Take-home exam is done individually. Exam code: MAN 51331 Grading scale: ECTS Resit: Examination when next scheduled course |
Exam category: Submission Form of assessment: Written submission Weight: 60 Grouping: Group/Individual (1 - 3) Duration: 2 Semester(s) Comment: The term paper can be written individually or in groups of up to 3 students. 40 pages plus attachments Exam code: MAN 51332 Grading scale: ECTS Resit: Examination when next scheduled course |
All exams must be passed to get a grade in this course.
| Course code | Credit reduction |
|---|---|
| MAN 5148 | 100 |
| MAN 3127/3128/3129/3130 | 100 |
| MAN 3131/3132/3133/3134 | 100 |
| MAN 3151 | 100 |
| MAN 3176 | 100 |
| MAN 5137 | 100 |
| MAN 5140 | 100 |
Sperre mot tilsvarende kurs og programmer - 1. året i EMM med spesialisering i skoleledelse.
A course of 1 ECTS credit corresponds to a workload of 26-30 hours. Therefore a course of 30 ECTS credit corresponds to a workload of at least 800 hours.