Author: ADEA Secretariat

Leadership Communities of Practice (LCoP) Framework

Written by ADEA Secretariat on 20/09/2024. Posted in Publication.

Quality Early Childhood Education (ECE) is essential for building a productive and competitive nation in Ghana, as highlighted in the Education Strategic Plan 2018-2030. In response, the government introduced compulsory, free kindergarten education in 2007 and a play-based curriculum in 2018. However, the effective implementation of ECE is hindered by challenges such as fragmented coordination among stakeholders, insufficient teacher professional development, limited understanding of the play-based curriculum, and weak school leadership that excludes relevant stakeholders from school development plans. Consequently, only 2% of children achieve the desired literacy standards by the end of their early years.

To address these challenges, VVOB/ACSL, Sabre Education, Right to Play, and Afrikids, with support from Jacobs Foundation, launched an innovative intervention to strengthen play-based ECE through Leadership Communities of Practice (LCoP). These LCoPs bring together district education officers, school leaders, and community leaders to collaborate and improve ECE implementation. Participants engage in an inquiry-based learning cycle over six sessions, meeting bi-monthly to discuss ECE issues, prioritize one key challenge, and implement one feasible solution using available resources. A guiding framework supports this process, making the LCoP approach an effective model for enhancing ECE through targeted, collaborative action.

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Strengthening Effective School Leadership in Africa – A framework for policy development

Written by ADEA Secretariat on 20/09/2024. Posted in Publication.

Recognizing the vital role that school leadership plays in enhancing educational outcomes, student achievement and wellbeing, VVOB – education for development in collaboration with partners initiated the “African Centre for School Leadership” to enhance effective school leadership in Africa. To lay the foundation for this Centre, an exploratory scoping review and a consensus-building study were conducted. These studies revealed a significant gap in school leadership policy development across many African countries, confirmed by a mapping exercise in Rwanda, Kenya, and Ghana.

To address this gap, the Centre is collaborating with governments on the development of school leadership policies, standards, and guidelines.

This framework provides evidence-based insights for developing school leadership policies in Africa, which together give guidance for the development of national policies to strengthen school leadership in Africa. The framework focuses on conceptualizing school leadership in the African context, defining roles and responsibilities, competences, standards, and assessment; school leaders’ career stages, certification and licensing of school leaders, removing gender barriers in school leadership, and professional organization of school leaders. A consultative workshop with policymakers and experts validated the framework, and policy briefs will be developed as the next step.

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School leadership country mapping report: Kenya

Written by ADEA Secretariat on 20/09/2024. Posted in Publication.

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.

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Exploring Ubuntu School Leadership Dimension of Fostering Stakeholder Involvement in Schools

Written by ADEA Secretariat on 20/09/2024. Posted in Publication.

Ubuntu leadership, grounded in African values like collaboration, respect, and inclusion, aligns with the African Union’s Agenda 2063. This study aims to develop an Ubuntu School Leadership (USL) model tailored to Rwanda’s education system, enhancing leadership and stakeholder engagement. The research will explore how Ubuntu principles are reflected in current school leadership, how USL can meet leadership standards, and how it can be integrated into leadership development programs.

A qualitative approach will be used to gain deep insights from key education stakeholders, including teachers, parents, and community members. Semi-structured interviews, conducted in English or Kinyarwanda, will capture participants’ experiences and perceptions of Ubuntu leadership. Data will be analysed using thematic analysis to identify key themes. The study will involve 36 participants from four high-performing secondary schools in Huye, Rwanda, selected based on academic performance in Mathematics. It also includes educational leaders at district and national levels. To ensure data accuracy and trustworthiness, methods like data saturation, credibility checks, and peer debriefing will be applied. The ultimate goal is to create a comprehensive USL framework to support the African Centre for School Leadership’s efforts to enhance school leadership research across Africa.

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Webinar 4: School Leaders: A Key Area of Focus for the African Union’s Continental Education Strategy for Africa

Written by ADEA Secretariat on 12/09/2024. Posted in Event.

The quality of teaching and the training that teachers receive matter for the performance and well-being of students, as well as for other roles that education systems fulfil, including socialisation, identity formation, and education to citizenship. Teacher policies are the framework for the recruitment, training, and deployment of new teachers, and the continuous professional development of existing teachers.

This webinar will outline some of the recommendations made for the new Continental Education Strategy for Africa (CESA) for both teachers and school leaders.

Work is needed in many countries to better define professional standards and competencies for teachers and school leaders and link them to clear career stages at all levels from early childhood to higher education.

In terms of pre-service education, the qualifications required in many African countries (such as one- or two-year post-secondary degrees for teaching in primary schools) are lower than the bachelor’s degree recommended by the African Union, and not all teachers meet those qualifications.

Regarding professional development, while experiences differ between countries, the training that teachers get tends to be episodic and not systematic, with major gaps in competencies teachers need.

Specific issues also require specific attention, including the lack of STEM (Science, Technology, Engineering, and Mathematics) or STEAM (adding the Arts to STEM) teachers and the need to institutionalise the early learning workforce.

Finally, there is a need to make the teaching profession more collaborative, among others through mentorship, teacher support, and peer learning, all of which are associated with better learning.

As teachers and school leaders are on the front line of service delivery, they are a primary source of innovative approaches. The webinar will explore new research and good practices in those areas, while also discussing a new initiative from the Africa Federation of Teaching Regulatory Authorities on licensure for school leaders across Africa.

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Strengthening school leadership in Africa: Lessons from Ghana

Written by ADEA Secretariat on 22/08/2024. Posted in News & Blogs.

School leaders are the cornerstone of any successful education system, shaping the environment where effective teaching and learning flourish. Based on the findings of an empirical review of research on school leadership, effective leadership in schools is crucial for tackling the root causes of the learning crisis affecting the African continent, including unprepared students, poor teaching quality, weak school management, and a focus on educational inputs that fail to enhance learning.

Recognising this, the African Centre for School Leadership (ACSL) is dedicated to advancing effective school leadership across the continent, building on regional expertise and experience. By fostering partnerships, cultivating networks, and promoting co-creation and mutual learning, the ACSL tackles educational challenges with a collaborative and comprehensive approach.

In a significant step towards this mission, from 12 – 15 June 2024, the ACSL team, together with its partners from Rwanda, Kenya and Ghana, embarked on an important learning visit to Ghana. This visit which included a two-day workshop and school learning was an opportunity to delve into Ghana’s successful practices in school leadership, reinforcing the critical role of partnerships and shared learning in driving improvements across Africa’s education landscape.

Why Ghana?

Having made significant strides in promoting school leadership for quality education, Ghana provided an ideal setting for this exchange. The Institute for Educational Planning and Administration (IEPA), a UNESCO Category II Centre in Ghana, is renowned for its excellence in educational research and training educational planners, administrators, and leaders. Its commitment to the United Nations Sustainable Development Goals (SDGs) and the African Union’s Agenda 2063 aligns perfectly with the ACSL’s mission. The IEPA’s efforts in advancing effective school leadership in Ghana and the broader West African region made it an exemplary partner for this learning visit.

Ghana’s progress in school leadership

In July 2023, IEPA, alongside its counterparts in Rwanda and Kenya, completed a comprehensive school leadership mapping exercise. This exercise highlighted Ghana’s significant achievements in promoting school leadership. These include piloting the National Education Leadership Institute (NELI) to create a dedicated pathway for developing school leaders, providing blended professional development in transformative leadership, and establishing the National Professional Education Leadership Qualification Framework to guide academic institutions in training school leaders. The Ghana Education Service (GES) and the National Teaching Council (NTC) also play an active role in supervising and appraising school leaders.

Leadership is the cause. All others are effects

During the workshop discussions in Accra, it was highlighted that leadership is fundamental, influencing and determining various organisational outcomes. Leadership is the key driving force behind various outcomes, whether they are positive or negative. On one hand, this implies that, in school contexts, effective school leadership can lead to success, motivation and overall positive results as far as school performance is concerned. Poor school leadership can result in failure, demotivation, and low educational outcomes, on the other hand. Therefore, there is a strongneed to nurture and foster effective school leadership, not just leadership.

Dr Michael Boakye-Yiadom is the Director General of the Institute for Educational Planning and Administration (IEPA). He believes school leadership is very important in the effective management of every school. “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,” he said. Dr Boakye-Yiadom closed his remarks by citing Professor Stephen Adei’s popular statement that says, “Leadership is cause, everything else is effect.” Indeed, effective leadership is paramount to sustainable success in every sector, including in education.

Power of partnerships

The visit emphasized the importance of collaboration among education stakeholders for achieving effective school leadership and enhancing learning outcomes. Participants learnt that by working together, they can leverage their collective expertise and resources to address complex challenges and improve school leadership practices.

While reflecting on this visit, Dr Fay Hodza, the Regional Coordinator of the ACSL said, “This visit has once again reinforced Hellen Keller’s popular idea that “Alone we can do so little; together we can do so much.” He further said, “in the context of supporting school leadership in Africa, national efforts alone are limited in impact, but when education actors collaborate at the regional level—sharing knowledge, resources, and strategies—they can drive significant improvements in school leadership and ultimately enhance learning outcomes across the continent.”

Retirees programme

This Ghana’s innovative programme engages retired school leaders driven by the motto “we’ve retired but are not tired”, in mentoring and coaching new leaders, ensuring continuity and the transfer of valuable experience. The IEPA organises training for retirees to ensure they can perform their responsibilities effectively and are up to date with current trends in the education sector and school leadership.

Community involvement

Participants visited St. John’s Catholic Basic School in the Komenda Edina Eguafo Abrem district to observe how Right to Play and Sabre Education integrate play-based learning into the curriculum. At this school, the Leadership Communities of Practice (LCoP) mobilized parents to improve learning conditions, demonstrating the power of community engagement. The LCoPs, initiated through a project by VVOB, Sabre Education, Right To Play and AfriKids, bring together District Early Childhood Education (ECE) Coordinators, teachers, school leaders, and School Management Committee (SMC) members to enhance school leadership and support play-based early childhood education in Ghana.

LCoP members regularly visit schools to address concerns. This year at St. John’s Catholic Basic School, they successfully mobilized parents to fund new chairs and tables for ECE learners and resolved the lack of electricity in kindergarten classrooms through parent engagement.

Emmanuel Abaidoo, a former teacher at St. John’s for 36 years, now leads the School Management Committee (SMC) and remains active in the LCoP. “Children learn as they play. We’ve painted classrooms and are working on a playground to create a welcoming environment for the children,” he said.

Community members also contribute based on their professions. Philomena Kwawolah, a hairdresser and LCoP member teaches kindergarten learners about personal hygiene. “I teach them how to care for their bodies, including their head and hair, to prevent infections,” she said.

Alumni programme

The team also visited St Augustine’s College in Cape Coast, engaged directly with the school leaders as well as administrative and teaching staff and discussed various aspects of leadership within the school context. They gained insights into the administrative challenges and strategies employed by the school leaders to manage operations effectively.

One of the best practices highlighted is St. Augustine College’s alumni programme. This ensures continuous support from graduates, with contributions made every 25 years. This means that every year, a new cohort reaches its 25th anniversary since graduating, consistently returning to significantly contribute to the school’s development in various ways, such as renovating the school infrastructure, buying new desks and other needs of the school.

Key partners represented in the learning visit included government partners from Rwanda, Kenya, and Ghana. In addition, representatives from VVOB and Mastercard Foundation also participated in the visit. The Government of Rwanda was represented by the University of Rwanda-College of Education, the Government of Kenya was represented by an official from the Ministry of Education and Kenya Education Management Institute (KEMI), while the Government of Ghana was represented by officials from the Ministry of Education, Ghana Education Service (GES), National Teaching Council (NTC) and the Institute for Educational Planning and Administration (IEPA).

The ACSL partners’ learning visit highlighted the critical role of partnerships in enhancing school leadership across Africa. By learning from Ghana’s experiences and sharing insights, the coalition aims to foster effective school leadership, ultimately improving the quality of education on the continent.

The ACSL is a coalition of partners in Africa committed to the promotion of effective school leadership by bringing together organisations that offer professional development services, research, and policy advice on effective school leadership.

Webinar 3: Evolution of school leadership in Africa: Lessons for future school leaders’ development

Written by ADEA Secretariat on 16/08/2024. Posted in Event.

Investing in school leadership to enhance student learning could be a cost-effective policy solution that is rarely implemented in developing countries. Different studies have indicated that no school sustainably improves the quality of education without it. Strong leadership fosters a positive educational environment and drives academic success and holistic development among students.

Furthermore, drawing on the conclusions of an empirical review of research on school leadership, effective school leadership is critical for addressing the main challenges including the learning crisis in Africa, including unprepared students, poor teaching quality, weak school management, and a focus on educational inputs that do not drive learning.

This webinar titled “Evolution of school leadership in Africa: Lessons for future school leaders’ development” aims to delve into the complexities and advancements in school leadership across the continent. The keynote presentation will focus on the article “Development of the Ethiopian School Leadership: Foundation, Self-dependence, and Historical Erratic Evolution.”

The article examines the historical trajectory of Ethiopian school leadership, tracing its origins from traditional educational practices to the establishment of the first principalship over a century ago. It outlines seven distinctive phases of evolution, including the replacement of expatriate staff by the Ethiopians, the initiation and subsequent reduction of principal preparation, and the eventual deprofessionalisation and emphasis on principal training.

The webinar will explore these themes and discuss how the lessons learned from Ethiopia’s experience in school leadership can inform the development of future school leaders across Africa. It will provide valuable perspectives for educators, policymakers, and anyone invested in the advancement of educational leadership on the continent.

Webinar 2: Removing gender barriers in school leadership: sharing best practices on the African continent

Written by ADEA Secretariat on 16/08/2024. Posted in Event.

Online, 2:00 – 3:30 GMT – 21/05/2024

Research indicates that there is a prevalent gender gap in school leadership roles across the African continent. Despite significant strides towards gender equality in various spheres, persistent barriers prevent women from assuming leadership roles in schools. These barriers range from cultural norms and stereotypes to systemic biases that limit women’s access to leadership opportunities. Moreover, research suggests that these barriers not only impede individual career advancement but also have broader implications for educational outcomes and the overall effectiveness of school leadership.

On the other hand, research also highlights emerging evidence suggesting potential differences in leadership styles and approaches between genders. Some research indicates that women may exhibit more inclusive, collaborative, and transformational leadership practices compared to their male counterparts. However, the extent and implications of these differences require further exploration and analysis to inform evidence-based strategies for promoting gender-inclusive leadership in schools.

This webinar aims to contribute to the ongoing discourse on gender and leadership in education, by exploring gender barriers and examining leadership practices, while showcasing innovative practices and interventions aimed at addressing gender barriers and promoting gender-inclusive leadership in African schools.

It seeks to bridge the gap between research and practice by providing a platform for knowledge exchange, dialogue, and collaboration among educators, researchers, practitioners, and other relevant actors committed to addressing and removing gender barriers in school leadership across Africa and globally.

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Transforming Early Childhood Education in Ghana: Success Stories from Leadership Communities of Practice

Written by ADEA Secretariat on 16/08/2024. Posted in News & Blogs.

In August 2023, a transformative project called “Strengthening Play-Based Early Childhood Education (ECE) in Ghana through Leadership Communities of Practice” was launched by four partners, namely VVOB-education for development, Sabre Education, Right To Play, and AfriKids. The initiative aims to create ‘Leadership Communities of Practice (LCoP),’ bringing together District ECE Coordinators, teachers, school leaders, and selected School Management Committee (SMC) members to enhance school leadership and support play-based early childhood education in local communities in Ghana.

Supported by the Jacobs Foundation, this 18-month project has established Leadership Communities of Practice in three districts across Ghana: Ho West district in the Volta Region, Komenda-Edina-Eguafo-Abirem district in the Central Region, and Binduri district in the Upper East Region.

In this project, each Leadership Community of Practice consists of communities from two schools, one rural and one urban, that meet every two months to tackle specific challenges in their school community. Guided by trained facilitators, members collaborate to identify the needs for implementing quality play-based learning in kindergarten classrooms. Through shared leadership and inquiry, they develop community-based solutions.

Partners’ learning visit

The four partner organisations have been collaborating virtually each month to share experiences and learn from each other as they facilitate the project implementation in different districts. On June 10-11, 2024, they organised a field visit to the Ho West district to:

Review the project’s progress
Observe Leadership Communities of Practice sessions in practice
Identify best practices and challenges
Collect evidence for qualitative research on strengthening play-based ECE through LCoP.

Embracing the project model

Thirteen staff members from the partner organisations visited the District Director of Education for Ho West, Paulina Slyn Eworde Gobe, and the Volta Regional Director of Education, Francis Yaw Agbemadi.

Mr Francis commended the partners and the district for their efforts in bringing quality, equitable, and accessible education to Ghanaian children through the Leadership Communities of Practice project. “Anyone who invests in education is interested in transforming our future, as education continues to remain the solution to the world’s problems,” he said. He expressed his commitment to extending the project to other districts in the region, ensuring more learners benefit from the model. “Even if there are not enough resources, we are ready to offer additional support to cover other districts,” he added.

Community commitment

In Ho West, the two school communities that come together to form the LCoP are Abutia Kpota Primary School and Kpedze Primary School, both of which have kindergarten children. The team visited Abutia Kpota Primary School, a rural school with over 500 learners, and met with LCoP members from both school communities during their fourth session. Previous sessions had identified and addressed issues affecting early childhood education, with inadequate and inappropriate furniture in kindergarten classrooms being a priority.

David Sgbe, the School Management Committee chairman and LCoP member at Abutia Kpota Primary School, explained how the Leadership Communities of Practice sessions increased community ownership of school issues. “ECE was not valued at all. The chairs and tables were inadequate and inappropriate for kindergarten children, and some learners had to bring chairs from home,” he said. The LCoP members prepared an estimated budget of 65,000 Ghanaian Cedi (USD 425) for purchasing kindergarten tables and chairs. “We mobilised community members and asked for contributions during the Easter picnic. The Community Chief set an example by contributing a significant amount, on top of what the community members provided,” he added.

As a result, the school now has appropriate chairs and tables for all kindergarten learners, and the classrooms have been painted to create a more attractive and friendly learning environment. Additionally, the district received technical support from Right To Play on play-based learning, along with coaching and mentoring for teachers. These skills have helped teachers enhance their practice and improve learning outcomes.

During the visit, the team was welcomed with drumming, dancing, and cultural displays. They then toured kindergarten classrooms to observe lessons and witness the community’s transformation efforts firsthand. The team also visited Abutia Kpota Chief Togbui Tsali IV, who pledged his community’s full support in promoting the LCoP model. “As long as I’m alive, I will never let the project die,” said Togbui Tsali IV, who is currently writing a thesis on Communal Spirit/Labour for his master’s degree.

Reviving the communal spirit

Priscilla Walters, Head of the ECE Unit, Ghana Education Service (GES), joined the team and expressed gratitude to the partners for initiating the project and commended the district for embracing it. She appreciated the community engagement through LCoP, which she believes is reviving the communal spirit for the promotion of quality teaching and learning. “We are going back to our roots,” she said.

Project impact

Overall, the LCoP project has had a positive impact on all the implementing communities in the three selected districts, including Komenda – Edina – Eguafo – Abirem, Ho West, and Binduri. Communities have seen the need to support their children’s education rather than always waiting for government interventions. Enrolment has increased, classrooms are print-rich and both schools now have the recommended furniture for learners. Parents frequently visit schools and hold briefings with teachers on their children’s academic progress. Specifically in Ho West, government education officials have embraced the project model and have assured its extension to all schools in the Ho West district and the entire Volta region, following its observed successes.

The LCoP project is also in line with the African Centre for School Leadership(ACSL)’s goal to collaborate with key partners in the education sector to build a supportive school leadership system and improve teaching and learning outcomes. The ACSL is a coalition of partners in Africa coordinated by VVOB, the Association for Development of Education in Africa (ADEA) and Education Sub-Saharan Africa (ESSA). The learnings from the project will ultimately benefit the Centre by enhancing its understanding of effective school leadership approaches and competences relevant to the African continent.