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This EduCare programme has been produced in partnership with the National Governors’ Association (NGA) and provides an authoritative introduction on how to become an effective school governor. The programme is ideal for new governors, but also acts an essential refresher for existing governors.
This programme can be completed in either a paper based or online format along with the options of with or without interaction. Without interaction is only provided in a paper based format, and provides the customer with only the modular content as reference material; while with interaction, is available paper based or online and includes, modular content; full marking of multiple choice questionnaires by EduCare and on successful completion a personalised EduCare/NGA certificate.
The programme consists of four short learning modules and corresponding questionnaires to test understanding.
Module 1 – Welcome to governance
Learn about what it takes to be a good governor and the strategic role of the governing body. A governors’ responsibilities and the different types of schools.
Committee meetings and working parties.
Module 2 – Key principles of governance
Understand the accountability of governors; how partnerships work between local authorities, parents, head teachers, school staff and Ofsted. Implementing policies and the importance of development planning.
Module 3 – Understanding the school
Learn about school funding and managing the budget, setting and monitoring the school curriculum. Sex and relationship education, assessment and statutory testing and special education needs and special schools.
Module 4 – How to be an effective governor
Focus on the induction of governors; effective codes of practice. The importance of visiting the school and further training for effective governance.
If you answer 70 percent of the answers correctly within each questionnaire you will receive a personalised certificate, feedback detailing your scores for each section and a set of answer explanations.
Additional Information | ||||||||
NGA – www.nga.org.uk | ||||||||
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