Impact education outcomes for a positive future

By Old Mutual & African Leadership Institute.

Effective leadership in the education sector is vital for national development. At the school system level, this is especially the case, because when schools thrive and deliver good academic results to learners, society as a whole thrives as well.

Global research has provided consistent evidence that demonstrates the potential and positive and negative impacts of leadership, especially senior leadership, on the organization, culture and conditions of the school and hence on the quality of schooling. teaching and learning and student achievement.

In addition, comprehensive and large-scale systematic reviews of overall quantitative data also revealed that leadership only influences classroom teaching on student learning and that this influence is obtained through its effects on school organization and culture as well as on teacher behavior and classroom practices.

It is therefore clear that the role of principals in student achievement and the overall success of the school system is profound, and that their ability to lead in an effective and transformational manner has important implications for educational development. And it is for this reason that Old Mutual is proud of its ongoing partnership on leadership development in the education sector, with the African Leadership Institute (ALI) and the Department of Education, the Arts. and Culture (MoEAC).

The Old Mutual Principals Academy (OMPA) was launched in 2013, and this active collaboration in nation-building, social upliftment and empowerment aims to benefit the next generation of leaders and make a positive impact. on the future of Namibia.

Through the program, principals of public schools pursue a Certificate in Transformational Leadership at the African Leadership Institute – a Level 5 qualification accredited by the Namibian Qualifications Authority. To date, thanks to Old Mutual’s social investment of over N $ 5.3 million, 398 principals of primary, combined and secondary schools in the 14 regions of Namibia have completed their training and obtained the certificate in transformational leadership.

It is important to note that ALI’s approach is holistic – developing both the human capital (skills and knowledge) and the social capital (values, attitudes, beliefs) of a leader “to ensure efficiency, service. and lasting success ”. The curriculum inspires and empowers the individual to lead a powerful transformation wherever they are – in this case, their school and their community.

The result of this intervention can be summarized as the transformation of the individual (understanding oneself, transformation of character, definition of purpose, development of emotional intelligence and social capital), transformation of relationships (at work and at home) , transforming management skills, work productivity and work ethics, and transforming communities by developing social responsibility. The individual learns to direct himself more effectively; build character to sustain and withstand the pressure of position, failure and success; and understand the importance of priority relationships and a balanced lifestyle. Almost half of the program focuses on how to successfully build teams to deliver results and deliberately apply skills to be more effective at getting the job done. The result of ALI’s intervention is leaders with soft hearts, hard minds, upright characters and skillful hands, and leaders with the confidence to lead: courageous / courageous leaders who say “Yes, I do. can and I will! “

Strengthening school leadership to improve teaching and learning is one of the strategies put forward to achieve target 4.c of the SDGs of the Education 2030 Agenda, and this training approach is in line with UNESCO recommendations. In this regard: school leaders need appropriate initial training and continuing professional development to be successful. Such training should promote leadership techniques, pedagogical and pedagogical orientation, as well as the vision and general objectives of the school system. Research has shown that principals who participate in instructional leadership training are then more engaged with teachers in their schools.

The impact of the academy on the academic results where the trained principals are based is palpable. The Ministry of Education reported positive results such as better academic performance, greater dedication and self-esteem of teachers and learners, improved care and maintenance of school infrastructure; and increased awareness of community and social issues affecting students, including food and water security.

Program participants also shared the impact on their ability to lead. One manager explained, “I am an empowered leader through training. After the Self-Leadership sessions, I am able to better manage myself in terms of decision-making, clarifying priorities and managing time. The Transformational Team Building module gave me a better understanding of my team and as a result I now have the ability to know how to get the most out of it. In addition, I have been equipped to exercise the delegation of responsibilities more effectively, which allows me to achieve specific objectives – this has had a positive effect, especially with regard to support for learning.

There is no doubt that investing in education by empowering school leaders is beneficial for everyone – learners, communities and the nation as a whole. Old Mutual is delighted to have renewed its partnership agreement with ALI and MEAC for an additional three years under a new name: the Old Mutual School Transformation Leadership Program. We remain committed to having a positive impact on the education sector in pursuit of our national, regional and international educational goals, and thus enable a positive future.


Dr. Chrisna Von Gericke-Fourie, Co-Founder and Director of Training, Africa Leadership Institute.



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