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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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.

Register for the webinar via Zoom.

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.

Register for the webinar via Zoom.

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