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Dr David Nkengbeza Post-Doctoral Fellow, NWU April 14, 2015

The role of school leadership in education reconstruction in a conflict and post-conflict environment. Dr David Nkengbeza Post-Doctoral Fellow, NWU April 14, 2015. Content. Background: A conflict and post-conflict environment & professional learning communities

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Dr David Nkengbeza Post-Doctoral Fellow, NWU April 14, 2015

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  1. The role of school leadership in education reconstruction in a conflict and post-conflict environment Dr David NkengbezaPost-Doctoral Fellow, NWUApril 14, 2015

  2. Content • Background: A conflict and post-conflict environment & professional learning communities • Research question: What role is played by the school leadership in education reconstruction in a conflict and post conflict environment? • Problems faced by schools in a conflict environment • The conceptual Framework • Major findings

  3. Background • How many countries are currently in a conflict and post-conflict environment? • What is a professional learning community? Senge (1990), PLCs are schools where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to learn together - what Hord (2003) and Nkengbeza (2014) called "a community of continuous enquiry"

  4. Problems faced by schools in a conflict environment • Trauma • Loss of life • Lack of teachers • Hate • Destruction of schools, infrastructure etc. • Lack of Finance • Too dangerous to venture outside • Guns are in the wrong hands • Use of drugs

  5. The conceptual framework of PLCs • Shared supportive leadership • Collective creativity • Shared values and vision • Supportive conditions • Shared personal practice

  6. Major findings 1: Shared supportive leadership Local school board • Principal Vice principal The PTA Head of departments Other administrators (Reistrar,casher & secretary) Teachers Student leader

  7. Major findings 2: Teacher leadership • Academic department: Academic head is assisted by subject teachers. Work together to make sure that teachers follow the curriculum, check lesson plans, tests, cheating and students performance • Disciplinary department: Department head, keep the moral of the school, students are disciplined according to the rules and regulations of the school, suspension cases are referred to the principal, students are referred for counseling • Sports department: Organize inter-school games, submit names of students who excel in sports for scholarship, work together with the student council etc.

  8. Major findings 3: Student leadership • CHAL & the "student palaver management" • 1994 findings by CHAL • UNICEF & CHAL alliance by the end of 1994 • Student Leaders • President, Vice, Secretary & Chaplain, & other appointed positions

  9. Conclusion • The building of trust in the school – activities • Collective creativity by the 3 departments • Focus on teaching and learning • Improved counseling • Supportive leadership • School reforms (free food, school uniform, school fence, improved salaries for teachers) • The school board & the PTA • Partnership with other stakeholders

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