Author: ADEA Secretariat
Jocelyne Cyiza Kirezi
Strategic Advisor School Leadership
Chantal Kabanda Dusabe
Technical Lead
Jef Peeraer
Global Strategic Education Advisor
Jef holds a PhD in Education Sciences and has over 20 years of experience in education and development across Asia and Africa. He focuses on education systems change, with a passion for the transformative potential of school leadership, teacher professional development, and EdTech.
He has a solid track record in launching impactful initiatives, leading diverse teams and managing large-scale programmes that translate ideas into results.
Jef is currently Global Strategic Education Advisor at VVOB, where he coordinates the organisation’s flagship programme on effective school leadership. He played a key role in establishing the African Centre for School Leadership and continues to support its growth and long-term vision.
Nuria Moreno
Programmes Manager
Passionate and committed programmes manager with a strong interest in climate resilient and equity. Recognised for my excellent organisational skills and collaborative team management, I have over 12 years’ experience effectively leading large-scale humanitarian and development programmes in Africa, the Middle East, and Latin America.
I have supported regional initiatives, national government, and grassroots organisations in the design, development, implementation and monitoring of result-driven programmes. My main role has been the provision of programmatic guidance in line with donors’ regulations, standardization of strategic planning, monitoring of implementing partners performance, and interagency coordination to promote authentic and lasting partnerships.
ACSL-LIT-LEAD Tanzania
Location: Tanzania, Liberia, Sierra Leone, Malawi and the pan-African level.
Duration: December 2024 – December 2030
Budget: $43,745,899.00
Partner: Mastercard Foundation
Challenge/opportunity:
Africa stands at a pivotal moment in its education journey. Across the continent, access to basic education has expanded significantly. More children are entering and staying in school, and governments and partners are investing in policies aimed at improving learning outcomes.
However, achieving quality education for all learners remains a major challenge. Student success—whether in motivation, comprehension, or academic achievement—depends largely on teachers who are well-trained, pedagogically skilled, and supported to meet diverse learning needs. Yet, teacher motivation remains low in many systems. The continent also faces an acute shortage of qualified teachers, and effective school leaders are equally in short supply. Meanwhile, existing school leaders in sub-Saharan Africa remain underprepared for their roles. Too often, they are consumed by administrative duties and have limited training in instructional leadership—an area proven to have the greatest impact on learning.
Strong school leadership is essential for improving teaching and learning. Effective leaders support teachers, guide instructional practices, and ensure that school resources are used efficiently. Evidence consistently shows that quality school leadership and sound school management are closely linked to improved learning outcomes. In fact, improved leadership is identified as a critical lever for strengthening the quality of education workforce and building more resilient education systems.
Developing school leaders through targeted training, mentorship, and coaching is essential for driving teaching quality and improving student learning outcomes.
In response to this need, the African Centre for School Leadership (ACSL) is implementing the Lead component of the Leaders in Teaching initiative in Tanzania (ACSL–LIT–LEAD TZ). Through this initiative, ACSL will strengthen school leadership across Tanzania and provide school leadership policy advisory support in identified LIT expansion countries, and at the pan-African level. This is how we are equipping leaders with the skills and support they need to drive instructional improvement in their schools.
Goal
Our goal is to transform education across Africa by strengthening teachers and building a cadre of school leaders, who enable, transmit and impact learning. This will ensure that young people gain the 21st-century skills and competencies necessary for the world of work and lifelong learning.
Implementing partners
- ADEA – Association for de Development of Education in Africa
- ESSA – Education Sub-Sahara Africa
- VVOB – education for development
Alignment with the ACSL focus areas
- Policy development and reform
- Professional development
- Research
- Knowledge mobilization, advocacy, communication, and sector coordination
- Gender, equality and social inclusion
Improving quality education through Leadership Communities of Practice – Study report
This study examined how Leadership Communities of Practice (LCoPs) strengthen Early Childhood Education (ECE) in Ghana by fostering leadership and improving practices at school and stakeholder levels. Conducted across three districts—Ho West, Komenda-Edina-Eguafo-Abirem (KEEA), and Binduri—the study used interviews, group discussions, and observations to gather data from education partners, School Management Committees (SMC), and community members.
Inquiry-based learning cycles emerged as key to developing leadership within LCoPs, promoting collaboration, reflection, and problem-solving. These cycles enabled distributed leadership, enhancing facilitation skills, empathy, and collective ownership of educational improvements. Stakeholders, including parents and local communities, became more engaged in school activities, boosting accountability and transparency.
At the school level, LCoPs improved teaching by deepening teachers’ understanding of play-based curricula, resulting in child-centred methods and increased enrolment. The study highlights LCoPs’ transformative potential but calls for continued support to scale the model nationwide.
School leadership competences in Sub-Saharan Africa
This paper was commissioned by the Global Education Monitoring Report as background information to assist in drafting the 2024/5 GEM Report, Leadership in education.
This study on school leadership competences in Sub-Saharan Africa (SSA) examines leadership traits and practices specific to the region, emphasising the concept of Ubuntu school leadership. Drawing on data from Ghana, Kenya, and Zambia through narrative interviews and qualitative analysis, the research highlights school leaders’ adaptability, community engagement, and inclusive decision-making. Despite resource constraints and organisational challenges, leaders employ innovative, community-based solutions to drive academic success and personal growth.
The findings emphasise the importance of empowering leadership practices, continuous professional development, and mentorship for effective leadership. School leaders demonstrate resilience and the ability to inspire both teachers and students while fostering holistic well-being within their communities. Ubuntu principles—focusing on inclusivity and interconnectedness—emerge as a foundation for transformative leadership in African education.
The study offers policy and practice recommendations for promoting these competences and advancing the Ubuntu leadership approach. It also calls for further research to deepen understanding and support leadership development in SSA.
Fostering gender responsive school leadership in Africa – A policy brief
The policy brief, Fostering gender responsive school leadership in Africa, addresses the persistent underrepresentation of women in school leadership across sub-Saharan Africa, despite women making up the majority of teaching staff. It outlines the key gender barriers limiting women’s access to leadership roles and provides policy recommendations to promote gender-responsive leadership.
Building on existing studies on school leadership in Africa, this policy brief highlights two main barriers to women’s participation in leadership: harmful social norms and structural obstacles. Gender stereotypes undermine women’s confidence, confining them to domestic roles, while education systems lack clear recruitment standards, career pathways, and professional development opportunities for aspiring female leaders. In some countries, such as Chad, women represent as little as five per cent of school leaders.
This imbalance is problematic because it limits diverse perspectives in decision-making and perpetuates gender bias in education. Women’s leadership is crucial for fostering inclusive, equitable learning environments. The brief emphasizes the importance of creating standardised recruitment frameworks, clear competency models, and dismantling gender stereotypes.
The following policy recommendations are proposed: 1) a standardised school leader competency framework and recruitment framework; 2) mentoring networks for female teachers and leaders; 3) transparent school leader career pathways; 4) anti-discrimination policies; 5) training on gender bias and gender-responsive education; 6) work-life balance initiatives for school leaders; 7) incentives for school leaders in rural and remote schools; and 8) gender audits and transparency in data.
End of Foundation Phase Project Dissemination Conference: Advancing School Leadership for Quality Education in Africa
Kigali, Rwanda – October 4, 2024 – The African Centre for School Leadership (ACSL) successfully convened educational leaders and partners from 12 countries from September 25th to 26th, 2024, in Kigali, Rwanda for the End of Foundation Phase Project Dissemination Conference. This event aimed to share insights, and learnings from the foundation phase of the ACSL initiative and to set the groundwork for its scaling phase.
The conference’s objectives included the dissemination of key project products such as school leadership country mapping reports, policy frameworks, and practice briefs. Attendees explored best practices from the ACSL partners and emphasised school leadership as a critical lever for improving educational quality across Africa.
“School leadership is the cause; all others are effects,” this was a resounding message throughout the conference, originally stated by Professor Stephen Adei in 2019.
“Many of the things we see in the school system, such as not achieving learning outcomes, absenteeism, etc., are mainly the effect of bad leadership. If you get your leadership right, most likely all the other things will be better,” said Dr Michael Boakye-Yiadom, the Director General of the Institute for Educational Planning and Administration (IEPA).
To implement its activities during its foundation phase (2023 – 2024), the Centre has been supported by the Mastercard Foundation, the Jacobs Foundation, and the Global Education Monitoring team of UNESCO. While reflecting on the Mastercard Foundation’s support to the Centre, Isabelle Byusa, Lead of Education and Skills, Rwanda said: “At the Mastercard Foundation, we believe that education is a cornerstone of economic growth, and we have the Young Africa Works Strategy, which aims to enable 30 million young people to access dignified and fulfilling work by 2030. The African Centre for School Leadership aligns with that vision and will be an enabler for our young people to become more employable and access not only existing jobs, but also the jobs of the future. We are proud to support this initiative, and we remain steadfast and determined to continue walking this journey with different partners and expanding to include other partners along this journey”.
In line with the above reflection, the foundation project dissemination conference showcased several impactful outputs aimed at strengthening effective school leadership in Africa:
School leadership country mapping reports – An in-depth analysis of school leadership policies and professional development offerings in Ghana, Kenya, Rwanda, and Zambia, guiding ACSL’s efforts to strengthen leadership across the continent.
Framework for policy development – A framework established to guide the development of national policies, emphasising leadership roles, competencies, standards, career stages, certification, gender inclusion, and professional organisation. This framework was validated through a consultative workshop with policymakers and experts, and the next step involves developing policy briefs that address different topics within the framework.
Leadership Communities of Practice framework – An initiative designed to enhance Early Childhood Education (ECE) through collaboration among district education officers, school leaders, and community leaders, based on experiences by partners in Ghana.
Blended school leadership professional development practice brief – This brief outlines best practices for delivering scalable blended professional development programmes for school leaders, emphasising the Analyse, Design, Develop, Implement, and Evaluate (ADDIE) instructional design model.
Engendering School Leadership in Africa – A policy brief addressing the underrepresentation of women in school leadership and presenting actionable recommendations to foster gender equity in leadership roles.
Exploring Ubuntu school leadership – This research will explore how Ubuntu principles are reflected in current school leadership in Rwanda, how Ubuntu school leadership can meet leadership standards, and how it can be integrated into leadership development programmes.
“The African Centre for School Leadership stands as a testament to the power of collaboration, bringing together a coalition of partners in Africa, all dedicated to promoting effective school leadership across the continent,” said Pascal Gatabazi, Chief Technical Advisor, Ministry of Education, Rwanda.
Panel discussions explored critical topics such as the importance of mentorship and coaching in school leadership professional development. The role of mentorship was highlighted as a key driver for sustainable professional growth, allowing school leaders to reflect, learn, and navigate the complexities of their roles together.
During a panel discussion that brought together both young and retired school leaders, Sister Hélène Nayituriki, a retired headteacher with more than 30 years of experience, emphasised the importance of lifelong learning in leadership. “Society is constantly changing, and new developments emerge every day including fast-evolving technologies. Therefore, it is essential for school leaders to continuously learn and adapt to the evolving world,” she said.
She further advised young leaders to be passionate about their work and to embrace collaboration at all levels. “First and foremost, you need to love what you do. Additionally, it’s important to prioritise collaboration with various actors, including the school community, parents, and most importantly, learners, who should remain at the heart of everything.”
Reflecting on the critical role of leadership in shaping the future of education in Africa, Dr Elyas Abdi, Director General of Early Learning and Basic Education at the Ministry of Education in Kenya, emphasised the importance of investing in school leaders. He highlighted that equipping principals with the right skills and knowledge not only fosters individual growth but also benefits the entire school community.
“We need to support our school leaders and the entire leadership within the school system. Supporting one principal with skills and knowledge is as good as reaching out to the entire school community,” he said. “If we have to develop, it’s about our human capital in Africa. Because even when you look at the well-developed economies, they have one thing in common, their human capital is also well-educated. If we are looking for development, our entry point is through education. Therefore, this focus (effective school leadership) is welcome,” he added.
Participants were also urged to reflect on the barriers to gender equity in school leadership. Teresa Omondi-Adeitan, Deputy Executive Director and Head of Programmes at Forum for African Women Educationalists (FAWE) raised a critical point about the double standards faced by women in leadership roles when she said: “We are facing significant challenges to get more women leaders. For example, when a woman is transferred on a promotion basis, it is seen as breaking families. But when a man is transferred it is considered as part of promotion and empowerment.”
She went on to highlight that “this needs to change, and we don’t even need to ask such a question amongst ourselves because transfer is transfer. It has nothing to do with breaking or building families.”
Furthermore, participants stressed the need for deepening partnerships and co-creating initiatives to ensure the ACSL remains the leading authority on school leadership in Africa.
“I would like to appreciate the countries and partners that are here. We started this journey together, we are still together, and let’s hope that we will still be together in 10 years to come, and we will bring more partners. This is the power of partnership. Let’s continue to work together as one,” said Albert Nsengiyumva, Executive Secretary for the Association for the Development of Education in Africa (ADEA). “If there is a single legacy as educators we need to leave, is to make sure that we have contributed to improving the learning outcomes of our children,” he concluded.
The African Centre for School Leadership (ACSL) is a coalition of partners in Africa committed to the promotion of effective school leadership by bringing together partners that offer professional development services, research, and policy advice on effective school leadership. As the conference concluded, discussions shifted towards the future of ACSL. In this regard, the first ACSL Pan-African Coordinating Group (PACG) meeting took place to deliberate on various issues regarding governance matters of the Centre. One of the resolutions of the meeting was the co-option of the Forum for African Women Educationalists (FAWE) into the PACG as a permanent member focusing on gender and school leadership.
Therefore, moving forward, the ACSL is coordinated by VVOB-education for development, The Association for Development of Education in Africa (ADEA), Education Sub-Saharan Africa (ESSA), and the Forum for African Women Educationalists (FAWE).
About VVOB
VVOB – education for development is an international non-profit organisation with over 40 years of experience in strengthening the quality of education systems in Africa, Asia, and South America. VVOB convenes and coordinates ACSL activities related to professional development for school leaders. VVOB collaborates with government-affiliated partners responsible for the professional development of school leaders.
For more information on VVOB, please visit: www.vvob.org
About ADEA
ADEA is the leading platform for policy dialogue on education in Africa. ADEA supports education stakeholders across the continent to strengthen education policy and guidelines and coordinates communication, convenings and advocacy on effective school leadership. ADEA collaborates with national government partners and other relevant continental and regional bodies.
For more information on ADEA, please visit: www.adeanet.org
About ESSA
ESSA is a registered charity that uses evidence to enhance education in sub-Saharan Africa. ESSA organises and coordinates regional research activities on school leadership in Africa. ESSA partners with educational institutions, universities, and individual researchers to achieve its objectives. ESSA is also the ACSL lead for Monitoring, Evaluation and Learning (MEL), designing and managing MEL activities to evidence and refine the theory of change and drive learning.
For more information on ESSA, please visit: www.essa-africa.org
About FAWE
FAWE is a membership-based pan-African Non-Governmental Organisation that operates through 34 National Chapters in sub-Saharan Africa to promote girls’ and women’s education. FAWE’s vision, mission and goal are all resolute on the well-being of girls’ education. Within the ACSL, FAWE is responsible for coordinating gender and school leadership activities and processes.
For more information on ESSA, please visit: www.fawe.org
For more information about the conference and the ACSL, please visit www.africancentreforschoolleadership.org
Media Contact:
Etienne Ntawigira
Strategic Education Advisor, Advocacy and Communication
African Centre for School Leadership at VVOB
Email: Etienne.ntawigira@vvob.org
Tel: +250 788791586
School leadership country mapping report: Zambia
Effective school leadership is essential for improving student achievement and creating supportive school environments. Leaders manage school operations, support teachers, and engage with the community, all of which contribute to better learning outcomes. By focusing on teacher development and student well-being, school leaders significantly enhance both teacher performance and student success.
A review by Bush et al. (2022) identified the key competencies needed for effective school leadership, emphasizing leadership development and scalable professional development (PD) programs. The review also stressed the importance of promoting gender equality in leadership roles. Experts from VVOB (2023) further highlighted the need for leadership that enhances student well-being, reduces dropout rates, and improves teacher quality through targeted support and development. They also advocated for gender-responsive policies.
The African Centre for School Leadership (ACSL) conducted a country mapping exercise to assess school leadership policies, PD programs, and support systems in Ghana, Kenya, Rwanda and Zambia. This exercise aims to guide ACSL’s efforts to strengthen leadership across the continent through collection of good practices. The reports offer insights into policy, practice, monitoring, and gender mainstreaming, along with recommendations for improving school leadership and professional development systems across Africa.
Development and Delivery of Blended School Leadership Professional Development in Africa – A practice brief
This practice brief offers research-based insights for providers of school leadership professional development (PD) services in Africa, focusing on the design and implementation of blended and remote PD programmes. Recognizing that effective PD is essential for empowering school leaders and enhancing the culture of teaching and learning, the practice brief emphasizes the practicality of blended and remote PD formats zooming in on how to design, develop and deliver cost-effective school leadership PD at scale.
To ensure these PD programmes are impactful, the practice brief recommends using the ADDIE instructional design framework, which stands for Analyze, Design, Develop, Implement, and Evaluate. This model is favored for its iterative nature, allowing PD providers to refine and scale successful programmes. The practice brief illustrates the application of ADDIE through case studies from Ghana, Kenya, and Rwanda, showcasing how these countries have effectively developed and delivered blended PD programmes.
Furthermore, the guide underscores the importance of collaboration between governments and PD providers to achieve transformative outcomes. It also highlights the need to address cross-cutting themes such as gender, equity, inclusion, cost-effectiveness, scalability, and sustainability within the PD design, development and delivery processes. By drawing on the experiences of Ghana, Kenya, and Rwanda, this guide serves as a valuable resource for other African countries aiming to develop and implement effective blended PD programs for school leaders.