Event – African centre for schoolleadership

End of Foundation Phase Project Dissemination Conference: Advancing School Leadership for Quality Education in Africa

Written by Etienne Ntawigira on 04/10/2024. Posted in Event, News.

Kigali, Rwanda – October 4, 2024 – The African Centre for School Leadership (ACSL) successfully convened educational leaders and partners from 12 countries from September 25^th to 26^th, 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

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

Written by Etienne Ntawigira 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.

Watch the webinar recording

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

Written by Etienne Ntawigira 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 Etienne Ntawigira 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.

Watch the webinar recording

Launch of “School Leadership Matters” webinar series

Written by goele on 22/04/2024. Posted in Event.

Webinar 1: Why School Leadership Matters and the Role of the African Centre for School Leadership

On Thursday 15 February, 2:00 – 4:00 GMT, VVOB together with its partners launched a wbinar series titled: “School Leadership Matters – Promoting Effective School Leadership in Africa” organised by the African Centre for School Leadership.

Established in 2021, the African Centre for School Leadership works with governments and governmental agencies in the education sector to build supportive school leadership systems that strengthen teaching and improve learning outcomes and well-being for all. The webinar series aims to create an open platform for sharing and debating best practices and gaps in promoting effective school leadership in Africa.

This inaugural session, which launched the webinar series, focused on why school leadership matters and highlighted the role of the African Centre for School Leadership (ACSL).

The School Leadership Matters webinar series is co-led by the following development organisations as well as academic institutions dedicated to promoting quality education:

Association for the Development of Education in Africa (ADEA),
UNESCO International Institute for Capacity Building in Africa – IICBA,
The Institute for Educational Planning and Administration (IEPA) under the auspices of UNESCO at the University of Cape Coast, Ghana.
Nottingham Institute of Education at Nottingham Trent University, United Kingdom and
Addis Ababa University, Ethiopia.

Watch the webinar recording