Exploring the Incorporation of the Leadership for Learning (LfL) Principles in Ghana: The Case of Two LfL Basic Schools in the Central Region

Endogenous systems leadership for education in crises: A framework for inclusive and equitable quality education in low- and middle-income countries

“…As such, we are concerned with the endogenous leadership of education provision in contexts marked by the involvement of multiple international partners which have a remit to support, but also to respect and not override, local authority and decision-making. This is consistent with commitments established at the UN's World Humanitarian Summit that international actors should "Reinforce, [and] Research in LMICs demonstrates the value of broad stakeholder engagement in processes of consultation and evaluation as a means of strengthening decision-making and accountability in education (Tikly & Barrett 2011;Mitchell 2017;UNESCO 2017;Tangonyire 2019). In line with these understandings, this paper takes an extended view of educational leadership, and regards the democratisation of educational leadership and governance as instrumentally as well as intrinsically valuable.…”

“…Roula, female, 15 (Salem 2021, p15) Leadership of inclusive, good quality education requires establishing and monitoring standards with respect to the experiences of marginalised groups, beyond enrolment targets and learning outcomes. There is evidence from LMICs that the participation of students and other school-level actors in processes of school self-evaluation can support efforts to improve the quality of provision (Mitchell 2017;Tangonyire 2019). However, the practice of listening to and learning from students and parents is not accepted universally (Adzahlie-Mensah 2014; Harber 2017), and requires the endogenous development of culturally acceptable strategies, and an external policy environment which enables rather than hinders adaptation based on school-level preferences.…”