Leadership and Management Development in Education (Education ...

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PREPARING AND SUPPORTING LEADERS IN DEVELOPING COUNTRIES95In many instances … headteachers come to headship without havingbeen prepared for their new role … As a result, they often have to rely on… experience and common sense … However, such are the demandsbeing made upon managers now, including headteachers, that acquiringexpertise can no longer be left to common sense and character alone;management development support is needed. (Tsukudu and Taylor 1995:108–9)Subsequent research in the Gauteng province (Bush and Heystek 2006: 66)shows that two-thirds of principals ‘have not progressed beyond their initialdegree while almost one third are not graduates’. Similar findings arise fromvan der Westhuizen et al.’s (2004: 1) enquiry in the Mpumalanga province:‘Wide-ranging changes in the education system have rendered many servingschool principals ineffective in the management of their schools. Many of theseserving principals lack basic management training prior to and after their entryinto headship’. Bush et al.’s (2006a) systematic literature review, for theMatthew Goniwe School of Leadership and Governance, concludes that ‘mostschool principals have not received adequate specialist preparation for theirleadership and management roles’ (p. 13). This evidence has contributed to arecent government decision to introduce a new national qualification(Advanced Certificate in Education: School Leadership), which is being pilotedin 2007–09 (Department of Education 2007). Subject to the findings of the evaluation,the ACE may become a mandatory qualification for new principals(Bush et al. 2007a).A significant exception to the general position may be found in the Seychelleswhere the Ministry of Education, in partnership with the University ofWarwick (UK), is providing training at master’s level for up to 100 senior managersover a five-year period. This is a significant step for a small educationsystem with only 33 schools (Bush 2005).Quality of provisionBecause preparation for new principals is limited, there is inevitably little literatureon the nature and quality of provision. One exception is the work ofTekleselassie (2002: 59) in Ethiopia. He reports on a ‘major focus on the professionalisationof educational management’. However, most principals attendonly a limited (one month) in-service course on school management. Suchshort-term training ‘has never been popular among principals … short-termtraining has less impact and is less motivating to trainees since such trainingdoes not lead to certification and salary improvements’ (ibid.). The limitationsof the training are perceived to be:
96LEADERSHIP AND MANAGEMENT DEVELOPMENT IN EDUCATION• Irrelevant and repetitive curriculum• Unresponsive and ill-prepared trainees• Incompetence of trainers• Lack of nexus between the training and the kind of profile the Ministry ofEducation seeks• Short duration of training and thus undue strain on trainees’ time.(Tekleselassie 2002: 60).An additional weakness is that the training occurs after appointment, leavingnew principals unprepared for their responsibilities. This is also the case inGhana where the training is ‘in service’ and usually provided by internationalagencies for selected schools, mostly drawn from urban and semi-urban areas.These agencies, including the World Bank, UNESCO, the DfID, the UnitedStates Agency for International Development (USAID) and the Canadian InternationalDevelopment Agency (CIDA), often determine the number andcategory of schools to be involved. Oduro (2003: 309) notes that ‘the trainingprogrammes cease once the project is accomplished because the Ghana EducationService complains of lack of money to sustain them’. All 30 participants inOduro’s (2003) study complain that the training was not organised at the righttime and should have preceded their appointment as headteachers.Herriot et al. (2002) report on the development of headteacher supportgroups in Kenya. Such groups emerged as part of an in-service training programmefor primary schools (PRISM). These groups were seen as ‘central to thesustainability of good management in schools’ (ibid.: 514) and their mainpurposes are:• A forum for sharing ideas• The development of school materials• Addressing and solving management problems• Generating income• Staff development and sensitisation for heads, committees, teachers and thecommunity• Improving the delivery of education and examination performance.(Herriot et al. 2002: 518)These authors conclude that ‘the networking that is beginning to develop hashad a “rippling effect” across schools and clusters but there is a long way to go’(ibid) to ensure its continued success.Rizvi (2008) argues that leaders in Pakistan would benefit from effective leadershipdevelopment: this should gobeyond developing sound technical expertise to include understanding
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ContentsNotes on the authorSeries E
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Series Editor’s ForewordThis seri
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PrefaceThe significance of effectiv
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PREFACExiiiChapter 7 shifts the deb
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3The significance of leadership and
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4The curriculum for leadershipdevel
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