2. Low-Fee Private Schools in
Developing Countries and the Need
for Leadership Professional
Development
• Low Fee Private Schools (LFPSs) play critical roles in the educational systems of
many emerging countries around the world (Heyneman & Stern 2014; Day Ashley,
Mcloughlin, Aslam, Engel, Wales, Rawal, Batley, Kingdom, Nicolai & Rose,
2014 ).
• Currently, it is estimated that there are more than one million private schools in
developing nations today (Economist, 2015).
• The literature confirms the expansion of these privately owned institutions whose
goal is to serve the poorest children (Baird, 2009; Cordeiro, 2012; Kwan 2012).
• In Africa, there are many untrained principals who do not have the necessary
skills, knowledge, or attitudes to manage their schools efficiently and effectively
(Otunga, Serem, & Kindiki, 2008; Zame, Hope & Respress, 2008).
3. School Leadership Training in Liberia
One of our cohorts of school proprietors and directors in Monrovia, Liberia.
4. School Leadership Training in Liberia
Module 2: Health and Wellness
We teach three leadership modules during our three-day training. One is on Building a Culture of Learning, the
second one is examines the Conditions for Learning including Health and Wellness and Facilities and Safety
and the last module is on Teacher recruitment, induction and Professional Development. All modules use an
active pedagogy in order to involve the adults in their own learning and to promote learning transfer.
5. Following up with Schools in Burkina
Faso after the Leadership Training
Following up in schools after the leadership training(s) is part of our educational strategy. We
conduct research as well to measure the impact of the training and to see if and how learning transfer
occurred.
6. Meeting with the Village Chief in
Burkina Faso
Part of doing international research is to understand the culture and to get acquainted with
the decision makers of the villages/cities where we work in order to gain their trust and their
support.
7. Meeting with School Proprietresses in
Ghana
Following up and interviewing two dynamic proprietresses.
8. Examples of a School Improvement
Plans in Ghana
At the end of each day of the leadership training, participants write a School
Improvement Plan (SIP) on the topic(s) covered that day. This SIP helps the
participants to reflect on what improvements are needed at their schools.
9. Training-of-Trainers Model (TOT) in Ghana
We have a Training-of-Trainers model (TOT) model by which we identify,
train and support local educators so that they become the trainers and
ultimately they hire, coach and work with other local trainers.
10. Needs Assessment in Ethiopia
Doing a needs assessment allow us to see what the schools need, and to create
leadership modules that are tailored to each country’s and region needs. The modules
are culturally responsive and are piloted and updated regularly once the locals give us
feedback.
11. Leadership for Learning Training in
Ethiopia
Once the needs assessment is complete, we create modules and teach them.
12. Needs Assessment in Rwanda
Rwanda has different needs in terms of education as it has explicit standards and
Guidelines. In 1994, Rwanda switched from French being the national language
to English. Hence our modules are translated and offered into two languages.
13. Leadership Training in Rwanda
In Rwanda, I was able to teach in both English and French to accommodate all
the leaders in the room.
14. Observing Technology in Classrooms
We use technology as a tool to follow up with school leaders and to improve the
quality of education provided. We also conduct research studies to understand what
technology is best for each country and to measure its impact on student learning
outcomes.
