System leadership: policy and practice in the English schools system

2020 ◽  
pp. 1-2
Author(s):  
Ricky Campbell-Allen
Keyword(s):  
Policy And Practice ◽  
System Leadership ◽  
Leadership Policy

scholarly journals Colour-blind educational leadership policy: A critical race theory analysis of school principalship standards in South Africa

2020 ◽  
pp. 174114322097367
Author(s):  
Pontso Moorosi
Keyword(s):  
South Africa ◽  
Educational Leadership ◽  
Critical Race Theory ◽  
South African ◽  
Race And Ethnicity ◽  
Critical Race ◽  
Race Theory ◽  
Policy And Practice ◽  
Leadership Policy ◽  
School Principalship

In the light of recent media reports of racism in South African schools, this paper examines the role of school principalship standards in addressing race in South African educational leadership. The paper draws on tenets of critical race theory to examine how issues of race are addressed in the Policy for School Principalship Standard in South Africa and the implications thereof for leadership preparation and leadership practice. The methodology involves the employment of content analysis underpinned by key tenets of critical race theory that challenge notions of colour-blindness, meritocracy and neutrality. The analysis reveals that there is no explicit mention or treatment of race and ethnicity as social constructs in the principalship standards. It also reveals that diversity and culture are used more, suggesting the emphasis on difference rather than inequality. The paper argues that, although driven by principles of social justice, the Policy for School Principalship Standard is colour-blind. Through this omission, the policy denies the existence of racism and fails to recognise the power and influence of school leaders (and principals, in particular) in shaping the race dynamic in schools. The paper ends with implications for the improvement of leadership policy and practice.

Needed, an Ethics Audit of Catholic Sterilization Policies

2009 ◽  
Vol 76 (2) ◽  
pp. 163-180 ◽  
Author(s):  
Sister Renee Mirkes
Keyword(s):  
Health Care ◽  
Health Care Services ◽  
Health Care Facilities ◽  
Natural Family Planning ◽  
Policy And Practice ◽  
Hospital Leadership ◽  
Care Facilities ◽  
System Leadership ◽  
Catholic Health Care ◽  
Ethics Audit

The author proposes an ethics audit of Catholic sterilization policies as a way to correct the disparity between the regnant moral directive prohibiting direct sterilization in Catholic health-care facilities and the policy and practice of allowing tubal ligations for “medical” or “therapeutic” purposes. The proposed four-step plan for the ethics audit involves dialogue and collaboration between U.S. bishops who have Catholic health-care facilities in their dioceses and the respective hospitals’ administration, sponsors, and medical staff. First, bishops clarify for Catholic hospital administrators, sponsors, and system leadership the moral distinction between a direct sterilization and one that is therapeutic or indirect. Second, bishops instruct hospital CEOs to abide by directive 53 of the Ethical and Religious Directives for Catholic Health Care Services by providing only indirect sterilizations. Third, bishops encourage hospital leadership and medical/nursing staff to promote directive 53 in tandem with directive 52 and its call for providing natural family planning services within the hospital. And, fourth, bishops collaborate with the hospital or system leadership in conducting ongoing oversight of sterilization policy/procedures to insure that their Catholic health-care institutions practice durable compliance with directives 52 and 53.

scholarly journals Instructional leadership in sub-Saharan Africa: policy and practice

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tony Bush ◽  
Mofoluwake Fadare ◽  
Tamuka Chirimambowa ◽  
Emmanuel Enukorah ◽  
Daniel Musa ◽  
...  
Keyword(s):  
Instructional Leadership ◽  
Student Learning ◽  
Sub Saharan Africa ◽  
National Study ◽  
Policy And Practice ◽  
Content Type ◽  
School Based ◽  
Sub Saharan ◽  
Leadership Policy ◽  
The Impact

PurposeThe purpose of the paper is to report the findings of a synthesis of literature reviews and stakeholder interviews conducted in Nigeria, Sierra Leone, Sudan, Tanzania, Zambia and Zimbabwe. The synthesis provides an overview of instructional leadership policy and practice in these six countries.Design/methodology/approachThis paper reports the findings of a systematic literature review, and participant interviews, in six sub-Sahara African countries. The research links to the British Council's initiative to develop instructional leadership in developing contexts, including the six countries featured in this submission.FindingsThe findings show diverse policy and practice of instructional leadership in these African contexts. Three have no explicit policies on this important leadership construct, while the others have relevant policy statements but limited evidence of instructional leadership practice.Research limitations/implicationsThe research provides an overview of instructional leadership policy and practice in these six countries, but more school-based research is required to develop grounded evidence on whether and how this is practiced. The pandemic inhibited such school-based research in 2020. The study provides emerging evidence of the impact of instructional leadership on school and student outcomes, confirming what is known from international research.Practical implicationsDeveloping awareness of how instructional leadership can improve student learning, linked to appropriate training, could lead to more effective schools.Social implicationsThe Sustainable Development Goals stress the importance of high quality education for economic and social development. Leadership is an important aspect of quality, and the research reported in this paper shows the potential for instructional leadership to enhance student learning.Originality/valueThis is the first cross-national study of instructional leadership in sub-Saharan Africa.

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