Building the Capacity of Leadership in the Teacher Education System
The quality of school administration and teaching has lagged behind the progress in numbers, with a deleterious effect on the quality of teaching and learning outcomes, threatening the many gains made in strengthening education in Afghanistan. Administrators typically do not have professional experience in teaching or administration, and many are appointed through patronage rather than merit. Many school administrators see themselves as bureaucrats, and not as leaders. The Afghan Government is cognizant of this problem and the country’s current National Education Strategic Plan, NESP III, identifies as a priority strengthening the capacity and role of administrators, noting that approximately 3000 principals should receive training each year from 2017 to 2021.
How We Help
Strong leadership of education systems helps foster environments that emphasize accountability, and which help to motivate teachers to strengthen their performance and improve their practice.
Having trained nearly 10,000 in-service teachers over the past decade, CW4WAfghan is intimately acquainted with the need for educators and administrators to transform their own view of their roles within the education system, and to recognize the impact they are capable of making on teacher performance. With this in mind, we are currently implementing the following projects to strengthen leadership in Afghanistan’s teacher education system.
Gender Equity in Teacher Training (GETT): We invest in the leadership of teacher colleges in Afghanistan, through the Gender Equity in Teacher Training (GETT) project, funded by the Government of Canada. Through our work with TTC directors, managers and instructors to improve gender-responsiveness in TTCs, the goal of this project is to ultimately alleviate the chronic shortage of qualified female teachers. Our approach includes improving the capacity of TTCs to increase the capability and enthusiasm of female students to become effective teachers, and to encourage and support both male and female teachers in their practice to promote the participation of Afghan girls in formal education.
Educational Leadership Cluster of our Fanoos Program: In this project, we aim for school principals to develop leadership skills so they are able to lead the pedagogical, organizational, educational and environmental development of schools with participation of stakeholders. Activities in this project, implemented first in five pilot districts, include:
PED managers, DED directors, and principals/ headmasters complete training in educational leadership.
DED staff (monitors) complete training in monitoring and evaluation
An educational leadership toolkit created.
Joint observations visits to schools carried out by trainees with CW4WAfghan staff.
CW4WAfghan works directly with school administrators and principals to improve their motivation and skills so that they become game-changers for the schools under their jurisdiction.