MINISTRY OF GENERAL EDUCATION

JUNIOR SECONDARY TEACHERS’

DIPLOMA SYLLABUS
EDUCATIONAL LEADERSHIP AND
MANAGEMENT
Teacher Education Department
P.O BOX 50093,
Prepared and Produced by:
LUSAKA
ZAMBIA

2016
Table of Contents
PREFACE ........................................................................................................................................................................................................................................... 3
RATIONALE ....................................................................................................................................................................................................................................... 5
AIM ................................................................................................................................................................................................................................................... 5
GENERAL OUTCOMES ...................................................................................................................................................................................................................... 5
KEY COMPETENCES .......................................................................................................................................................................................................................... 5
YEAR 2 ............................................................................................................................................................................................................................................ 11
YEAR 3 ............................................................................................................................................................................................................................................ 13
ASSESSMENT .................................................................................................................................................................................................................................. 14
REFERENCES ................................................................................................................................................................................................................................... 14

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PREFACE
The review of Junior Secondary School (JSS) Teachers’ Diploma Curriculum was not only necessitated by the comprehensive
review of the curriculum at school level, but also the need to produce teachers who possess minimum understanding of the Junior
Secondary School Integrated Science syllabus for its effective implementation.

Over the years, it has been noted with sadness that there has been persistent poor performance of learners in schools, particularly
in the areas of English, Mathematics and Science, as revealed by National Assessment (NAS) and Southern African Consortium for
Measuring Education Quality (SACMEQ) surveys. The results for the grades 8 and 9 survey conducted by the Examinations
Council of Zambia (ECZ) revealed serious training gaps in teachers in terms content and pedagogy where teachers performed
almost as good as their learners in English, Mathematics and Science. A very weak linkage between the college curriculum and the
school curriculum has also been observed, which resulted in student teachers graduating with little or no understanding of the
school curriculum at all. This had a negative impact on the quality of teachers produced from our colleges of education.

Therefore, the review of the JSS Teachers’ Diploma curriculum is timely so as to strategically address the teacher training gaps
observed and those revealed by the NAS especially at junior secondary teacher education level in which content and pedagogy
have been given significant attention. The revised JSS TE curriculum has taken into account the divergent aspects in the revised
school curriculum to provide effective linkage between the college curriculum and school curriculum. The JSS teacher education
curriculum has therefore been designed to equip trainee teachers with the necessary knowledge, skills, competences, positive
attitudes, values and pedagogical know-how required for the trainee teachers to implement the school curriculum effectively and
bring about real learning in their learners.

The course of study is tailored towards providing trainee teachers with opportunities and experiences necessary in the development
of learner’s mental, physical, emotional, social, spiritual and moral ability and potential. Further, it provides for appropriate and
practical teaching pedagogies which are strengthened by hands-on experiences through interactive, practical and observational
strategies. Emerging needs of society (cross cutting issues) have also been incorporated in order to ensure trainee teachers are
abreast with the immediate needs of society and are able to offer direction and equip the learner with basic skills to enable them
adapt to their environment.

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Mr. Chishimba Nkosha

Permanent Secretary

MINISTRY OF GENERAL EDUCATION

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RATIONALE
The Educational Leadership and Management syllabus aims at equipping trainee teachers with knowledge, skills and values in educational
leadership, management including administration which will enable them to become competent teachers at Junior Secondary School level.

AIM
This course aims at producing a junior secondary school teacher who is well grounded in knowledge, skills and values in educational leadership,
management including administration.

GENERAL OUTCOMES
1. Demonstrate ability to apply modern concepts, theories, approaches and strategies in leadership and management.

2. Exhibit leadership and managerial knowledge, skills and values in education

3. Develop knowledge and skills in School monitoring and evaluation.

4. Develop skills in resolving conflicts and grievances in education

KEY COMPETENCES
1. Application of modern concepts, theories, approaches and strategies in educational leadership and management

2. Application of efficient and effective leadership and managerial skills in education

3. Interpretation and implementation of educational statutes and policies

4. Interpretation of the organisational and administrative structures of the Ministry

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TOPIC SUBTOPIC SPECIFIC OUTCOMES
1.1 EDUCATIONALMAN 1.1.1 Theories of
AGEMENT EducationalManagement
1.1.1.1 Identify the theories of Educational
Management
1.1.1.2 Discuss the theories of Educational
Management
1.1.1.3 Analyse the theories of Educational
Management
1.1.2 Management process 1.1.2.1 Describe the elements of management
1.1.2.2 Discuss the functions of amanager
1.1.2.3 Evaluate the nature of management
principles
1.1.3 Mintzberg role of 1.1.3.1 Distinguish between functions and roles of a
management
manager
1.1.3.2 Analyse Mintzberg’s model of managerial
roles

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TOPIC SUBTOPIC SPECIFIC OUTCOMES
1.1.4 Decision making 1.1.4.1 Compare and contrast types of managerial
decisions
1.1.4.2 Describe the process of decision making
1.1.4.3 Describe brainstorming, Delphi and the
administration theory of decision making

1.1.5 School Monitoring and
Evaluation
1.1.5.1 Explain the purpose of monitoring and
evaluation at school level
1.1.5.2 Evaluate education management
performance at school level

1.2 EDUCATIONAL 1.2.1 Governance 1.1.1.1. Discuss the statutes governing the provision
ADMINISTRATION
the education in Zambia since independence
1.1.1.2. Identify statutory bodies in the Ministry of
Education
1.1.1.3. Justify the need for educational policies

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TOPIC SUBTOPIC SPECIFIC OUTCOMES
1.2.2 Administrative and 1.2.2.1. Distinguish between management and
organisational
administration
structures of the Ministry of
Education 1.2.2.2. Analyse education administration in Zambian
schools
1.2.2.3. Explain administrative and organisational
structures of the Ministry of Education.

1.2.3 School and Classroom

organisation
1.2.2.4. Discuss school organisation and management
1.2.2.5. Discuss classroom organisation and
management
1.2.2.6. Discuss positive effects of the school-
community partnership.
1.3 EDUCATIONAL 1.3.1 Types of leadership 1.3.1.1. Explain theories of leadership
LEADERSHIP
1.3.1.2. Discuss leadership styles
1.3.1.3. Discuss the qualities of an effective leader

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TOPIC SUBTOPIC SPECIFIC OUTCOMES
1.3.2 Professional and 1.3.1.1 Identify professional and personal
personalcharacteristics of a
characteristics of a teacher
teacher
1.3.1.2 Discuss the roles and functions of a teacher in
the classroom / in the school / in the community

1.4 COMMUNICATION IN 1.4.1 Process of communication in 1.4.1.1 Discuss effective channels of communication
EDUCATION Education
1.4.1.2 Types of communication
1.4.1.3 Purpose of communication in Education
1.4.1.4 Apply the principles of communication in the
school
1.4.1.5 Assess the barriers to effective
communication
1.4.1.6 Discuss ways of overcoming barriers to effective
Communication

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 YEAR 2
TOPIC SUBTOPIC SPECIFIC OUTCOMES

2.1 EDUCATIONALMA 2.1.1 Records management 2.1.1.1 Identify the types of records
NAGEMENT
2.1.1.2 Discuss the need for recordsManagement
2.1.1.3 Describe requisites for effective record
keeping.
2.1.1.4 Discuss ethical issues in record management.
2.1.2 Planning and budgeting 2.1.2.1 Discussplanning and budgeting as functions
of management
2.1.2.2 Analyse the factors that influence planning
and budgeting
2.1.2.3 Identify the sources of school finances
2.1.2.4 Describe procedures in managing school
finances
2.1.2.5 Discuss basic principles of financial
management.

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TOPIC SUBTOPIC SPECIFIC OUTCOMES

2.2.1 Delegation of Duties 2.2.1.1 Identify and describe types of delegation

2.2 DELEGATION
2.2.1.2 Discuss guidelines for effective delegation
2.2.1.3 Discuss process of delegation.
2.2.1.4 Examine challenges of delegation

2.3 PERFORMANCE 2.3.1 Conductingperformance 2.3.1.1 Discuss methods used in performance

APPRAISAL appraisal
appraisal
2.3.1.2 Discuss the guidelines for performance
appraisal
2.3.1.3 Explain the application of performance
appraisal results
2.4 TRAINING & 2.4.1 Continuing professional 2.4.1.1 Discuss forms of continuing professional
DEVELOPMENT development
development in the Ministry of Education
2.4.1.2 Discuss the purpose of continuing
professional development.
2.4.1.3 Explain the procedures for staff development.
2.4.1.4 Analyse the different approaches of
continuing professional development.

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 YEAR 3
TOPIC SUBTOPIC SPECIFIC OUTCOMES
3.1 EDUCATIONALPLAN 3.1.1 Educational planning and 3.1.1.1 Describe the nature and scope of Educational Planning.
NING national development
3.1.1.2 Critique the nature and scope of Educational Planning.
3.1.1.3 Examine the process of Educational planning
3.1.1.4 Analyse the strategies of Educational planning
3.1.1.5 Discuss the roles of Educational Planning in a national
development

3.2 CHANGE 3.2.1 Management of Change in 3.2.1.1 Identify types of change in an organisation
MANAGEMENT an Organisation
3.2.1.2 Explain the process of change in an organisation
3.2.1.3 Discuss strategies for managing change in an
organisation
3.3 MANAGEMENT OF 3.3.1 Conflicts and Grievance 3.3.1.1 Identify types and causes of conflicts in a school
CONFLICTS AND Management
3.3.1.2 Suggest the methods of managing conflicts in a school
GRIEVANCES.
3.3.1.3 Identify types and causes of grievances in a school.
3.3.1.4 Identify the role of stakeholders in managing conflicts
3.3.1.5 Discuss the management of grievances in schools by
stakeholders.

Time Allocation for the course: 2 hours per week

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ASSESSMENT
The overall score will be 100% comprising Continuous Assessment (CA) = 50% and Examination (E) = 50%. For
a candidate to be awarded a junior secondary teachers diploma, he/she will be required to pass the following
components of the programme.

Continuous Assessment (CA)

 2 Assignments (One in Term 1 and the other in Term 2) - 20%

 1 Test per Term (3 Tests in a year) - 30%

Promotion Examination(E) - 50%

REFERENCES
Prescribed Readings

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Forojola, S. B., (2010). Educational Planning for Development. Oxford. Mcmillan Publishers Limited.

Razik, T. A., (2010). Fundamental Concepts of Educational Leadership and Management. (3rd ed.). New York.
USA. Allyn & Bacon.

Kocchar, S. K., (2014). School Administration and Management. New Delhi. Sterling Publishers PVT. Ltd.

Sidhu, K. S., (2013). School Organisation and Administration. 3rd ed.). New Delhi. Sterling Publishers PVT. Ltd.

Recommended Readings

Cunningham W. G., & Cordeiro, P. A., (2009). Educational Leadership: A Bridge to Improved Practice. (4th ed.).
New Delhi. India. Pearson.

Kocchar, S. K., (2003). Secondary Administration. New Delhi. Sterling Publishers PVT. Ltd.

MoE (2014). The Zambia Early Childhood Education Teachers’ Diploma Syllabuses. Lusaka. Government
Printers.

Pillai, R. S. N., & Kala, S., (2013). Principles and Practice of Management. New Delhi. S. Chand and Company
Limited.

Thungu, J., Wandera, k., & Gachie, L., Alumande, G., (2012). Mastering PTE Education. New York. Oxford
University Press.

Wayne, K. H., & Miskei, C. G., (1996). Educational Administration Theory, Research and Practice. New York.
McGraw-Hill. Inc.

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SYLLABUS DEVELOPMENT TEAM FROM

1. Phiri George, M George Benson C. E

2. Nyirenda Ruth Kalale Malcolm Moffat C. E
3. Chiyasa Euphrasia Lubinda David Livingston CE
4. Michelo Jericho Chalimbana University
5. Mumba Barbra, N. David Livingstone CE
6. Sakala Jacob Mukuba University
7. Mwanza Major Malcolm Moffat CE
8. Ngoma Crispin Mufulira C. E.
9. Muntamfu Andrew Immaculata Christian College

TECHNICAL TEAM

Chiyasa Euphrasia Lubinnda David Livingstone College Education

Mumba Barbara, N. David Livingstone College of Education

Ngoma Crispin Mufulira College of Education

Michelo Jericho Chalimbana University

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SYLLABUS DEVELOPMENT TEAM

Phiri George George Benson College of Education

Nyirenda Ruth Kalale Malcolm Moffatt College of Education

Chiyasa Lubinda Euphrasia David Livingstone College of Education

Mumba Barbara, N. David Livingstone College of Education

Mwanza Major Malcolm Moffatt College of Education

Ngoma Crispin Mufulira College of Education

Sakala Jacob Mukuba University

Michelo Jericho Chalimbana University

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