A strategy to support educational leaders in developing countries to manage contextual challenges

Wolhuter, Charl C.; Walt, J.L. Van der; Steyn, H.J.

doi:10.15700/saje.v36n4a1297

Cited by 9 publications

(4 citation statements)

References 8 publications

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“…Como puede apreciarse, el estatus socioeconómico de las familias del alumnado (44%) resulta, con diferencia, la más estudiada en las investigaciones revisadas. Además, es la variable que más influye en el rendimiento educativo del alumnado (Abadía et al, 2018;Tourón et al, 2018;Wolhuter et al, 2016). • Índice socioeconómico y cultural de las familias (ISEC)…”

Section: Resultsunclassified

“…Estudios como el de Lizasoain y Angulo (2014) ofrecen evidencias de que en los centros educativos las variables contextuales siguen una estructura anidada y jerarquizada, de manera que existen variables relevantes al nivel del estudiante y otras al nivel de aula o de centro. Por esta razón, las propuestas de actuación orientadora y acción tutorial a llevar a cabo en el centro educativo deben basarse en evaluaciones del rendimiento que hayan tomado en consideración las variables contextuales que afectan al centro y a su alumnado (Weinstein y Hernández, 2016;Wolhuter et al, 2016), procurando un desarrollo integral del individuo (Olmos-Gómez et al, 2019). Atendiendo a esta necesidad, la finalidad del trabajo presentado es aportar evidencias sobre las variables contextuales a nivel de entorno, centro, aula y alumno que inciden en la EE, con objeto de aportar las bases para el desarrollo de propuestas adaptadas de orientación educativa.…”

Section: Introductionunclassified

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Mejora de las prácticas orientadoras desde la revisión sistemática de estudios sobre eficacia escolar

Delgado-Galindo¹,

Rodríguez-Santero²,

Torres-Gordillo³

2021

REOP

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Para contribuir al desarrollo integral del alumnado, principio básico de la orientación educativa, es necesario conocer las variables contextuales que afectan a la eficacia escolar (EE), entendida esta en términos de rendimiento académico. Es necesario estudiar el conjunto de factores que explica por qué un centro educativo posee resultados distintos a los que cabría esperar, atendiendo a su contexto social, económico y cultural. El informe Coleman (1966), que podría considerarse el precursor de este tipo de estudios, concluyó que el contexto del que procede el alumnado es lo más determinante en su progreso educativo. Numerosos investigadores han intentado rebatir esta conclusión, siendo uno de los tópicos de mayor actualidad en la orientación educativa. El objetivo de este artículo es aportar información sobre cuáles son las variables contextuales que guardan mayor relación con la EE y, a partir de ellas, contribuir a la mejora de la orientación educativa. Para tal fin, se ha desarrollado una revisión sistemática que ha supuesto la lectura en profundidad y el análisis cruzado de 64 documentos que recogen investigaciones en las que se abordan variables contextuales que afectan al rendimiento educativo del alumnado. Como resultado de este estudio se ha logrado conocer cuáles son las variables contextuales, coadyuvantes en la explicación de la EE, que pueden ayudarnos a contextualizar la orientación educativa. Las conclusiones alcanzadas revelan cómo podrían abordarse, desde la orientación educativa, estas variables que tan determinantemente marcan el devenir del alumnado en el centro educativo.

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Section: Resultsunclassified

Section: Introductionunclassified

Mejora de las prácticas orientadoras desde la revisión sistemática de estudios sobre eficacia escolar

Delgado-Galindo¹,

Rodríguez-Santero²,

Torres-Gordillo³

2021

REOP

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“…With the rate at which technological development and advancement take place, it would be profitable for IHEs to have a strong link with the employers in order to know how to respond to the workplace needs. Failing to have such links would just result in futility in terms of preparing graduates who are ready for jobs which are available in the markets (Witte 2014;Wolhuter, Van der Walt, & Steyn 2016). Therefore, educators should consider opening up IHEs for more interactions with industry, and more importantly to give them more scope in curriculum design and development to respond to job markets in terms of skills and knowledge.…”

Section: Curriculum Innovation In Africamentioning

confidence: 99%

Developing Critical Workplace Skills through Education in Africa: The Case of Industry 4.0 Revolution

Agolla¹

2022

Global Initiatives and Higher Education in the Fourth Industrial Revolution

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This chapter aims to explore and discuss substantial changes in critical skills development and education systems for I4R (Industry 4.0 Revolution) in Africa, and to equate different educational approaches evolving in connection with education in Africa. Methodologically, the chapter follows a qualitative approach to synthesise literature to answer questions like, ‘How can African nations respond to I4R, or will they remain behind as it was the case with the first three industrial revolutions?’ ‘Are Africa’s education systems ready to produce human capital for I4R?’ Finally, ‘How can organisations leverage the power of I4R to tackle today’s challenges such as the Covid-19 pandemic, internationalisation, and globalisation?’ The chapter offers an evaluative viewpoint on the diverse innovative responses evolving in Africa’s education systems and in curriculum development for sustainable development to address challenges of I4R. The chapter provides twofold implications on how education in Africa may act both as a source of competitive advantage for African nations and an enhancement of their commitment to industrialisation. This chapter further fills a literature gap regarding how education policymakers can take advantage of their youthful population and opportunities to create an innovative society for I4R and beyond.

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“…School principals around the world face a common set of problems. Principals in developing countries are obliged to deal with additional contextual problems such as broken families, disruption of community relationships, and lack of physical facilities, which are unique to their context and might distract them from work performance (Wolhuter et al, 2016). The problems that school principals face in developing countries are more or less similar to the ones faced in underdeveloped countries because the situations in both the contexts are similar, for instance, limited or insufficient preparation, lack of progress, and lack of support from the government.…”

Section: Introductionmentioning

confidence: 99%

Understanding role conflict and role ambiguity of school principals in Nepal

Khanal¹,

Ghimire²

2022

Educational Management Administration & Leadership

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In the context of developed countries, a lot of research has been done to uncover and identify the problems school leaders face in their work but little is known about the school leadership of underdeveloped countries. In a quest to discover contextual problems in terms of role conflict and role ambiguity of school leaders, this qualitative study tries to capture the experiences of principals in Nepal through in-depth interviews of six community school principals. The findings reveal that the major sources of role conflict and ambiguity for principals from Nepal are problematic power-sharing, low job autonomy, dual role conflict, limited professional development training, and lack of leadership knowledge. The study has several policy-level implications such as importance of hiring principals with proven leadership skills and increasing the leadership skills of current principals to ensure that they can tackle these challenges.

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A strategy to support educational leaders in developing countries to manage contextual challenges

Cited by 9 publications

References 8 publications

Mejora de las prácticas orientadoras desde la revisión sistemática de estudios sobre eficacia escolar

Mejora de las prácticas orientadoras desde la revisión sistemática de estudios sobre eficacia escolar

Developing Critical Workplace Skills through Education in Africa: The Case of Industry 4.0 Revolution

Understanding role conflict and role ambiguity of school principals in Nepal

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