School leadership
2.1. Leadership standards and roles
2.2. Selection and working conditions
2.3. Leadership preparation and training
3. Teachers, parents and students
3.1. School management committees and boards
4.1. Autonomy of school leaders
4.2. Assessment and accountability of school leaders
4.3. Teacher assessment by school leaders
1. Terminology
The 2002 Law on Education mentions the terms “director” (for kindergartens, secondary schools and vocational education schools), “principal” (for colleges and universities), and “vice-rectors and rectors” (for universities); however, no explicit definition of the terms is provided.
The 2021-2030 Education Sector Development Plan mentions the terms “principals” and “managers”; however, no explicit definition of the terms is provided.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
There is no separate document for standardized framework for leadership competencies and defined roles for school principals. The 2002 Law on Education outlines specific roles and responsibilities for directors. Furthermore, according to the Law, the State Central Administrative Authority in charge of establishing standards and norms at all levels of education and implementing them. However, it does not specify the competency standards.
Roles
Setting expectations/objectives: According to the 2002 Law on Education, the director is responsible for setting up day-to-day operations.
Developing teaching and learning: According to the 2002 Law on Education, the director is responsible for taking measures to create the necessary conditions for students to receive education from distance, electronic, and other means.
Promoting collaboration: No information is found regarding the key practices of directors that are related to developing a positive school culture and climate, maintaining a safe and healthy school environment, and building relationships and consulting with families and the community.
Supporting staff development: According to the 2002 Law on Education, the director is responsible for guiding, providing continuous development, and supporting teachers, employees, and students. Furthermore, the director is responsible for developing an electronic training system to ensure continuity and availability of training in case classroom lessons and training activities are stopped due to a crisis or disaster.
Acting in accordance with the ethical principles of the profession: No information is found regarding the key practices of directors that are related to integrity, respect, trust, fairness, transparency and honesty.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
According to the 2002 Law on Education, directors of educational institutions, excluding state-owned and local vocational and technical educational establishments, are mandated to fulfil specific criteria to assume their roles effectively. These prerequisites include graduating from a university with a teaching degree and completing specialized qualification training in educational management, teaching methodologies, content delivery, and evaluation. Additionally, they must possess at least 10 years of continuous experience within the educational sector. During these years, they must serve at least six years as a teacher and hold positions such as department head, head of department, training manager, social worker, or methodologist for a minimum of four years. Moreover, candidates must hold a professional degree or higher, underscoring the importance of advanced education and expertise in educational leadership and administration.
Appointment decision
According to the 2002 Law on Education, the State Central Administrative Authority in charge of education appoints and replaces directors of government-owned universities, institutes, colleges, and vocational training centres.
The law also affords a degree of decentralized decision-making through the involvement of school and management boards. These boards possess the authority to propose candidates for directorial positions or advocate for changes in leadership to the institution's founder.
Employment equity measures
Official documents do not explicitly include measures to address the under-representation of minority groups in school leadership positions.
Working conditions
According to the 2002 Law on Education, directors of educational institutions are full time staff. Directors, vice directors, training managers, training coordinators, social workers, methodologists, practical instructors, dormitory supervisors, and assistant teachers are entitled to an additional 15 days of leave beyond standard provisions. They are also entitled to receive loans and assistance to build or buy apartments or houses. Furthermore, teachers and staff who have dedicated 25 years or more to service within any educational level, whether in kindergartens or schools, are entitled to receive a lump sum upon retirement. This lump sum is equivalent to one year's salary.
2.3. Leadership preparation and training
Pre-service training
National laws, policies and plans do not explicitly govern the initial training of directors.
Induction and in-service training
National laws, policies and plans do not explicitly govern induction and in-service training of directors.
However, the 2002 Law on Education highlights the importance of providing training to directors. Similarly, the 2021-2030 Education Sector Development Plan highlights the importance of a systematic approach or framework to train or re-train school managers. Moreover, within the 2021-2030 Education Sector Development Plan, a significant key performance indicator (KPI) has been established: the percentage of school managers who successfully undergo capacity-building training in education management and leadership, categorized by gender and geographic location. This indicator serves as a metric to gauge the effectiveness of capacity-building efforts to enhance school managers' skills and competencies in managing educational institutions.
3. Teachers, parents and students
3.1. School management committees and boards
According to the 2002 Law on Education, the management of educational training institutions is assigned to specific governing bodies. Kindergarten and school boards manage pre-primary and primary to secondary educational institutions, while university, institute, college, and vocational training centre management boards oversee higher education and vocational training establishments, respectively.
Kindergarten and school boards are composed of representatives from various stakeholders, including teachers, staff, students, parents, and representatives from other relevant organizations. These boards typically consist of 9 to 11 members appointed for three years. Their responsibilities encompass a range of activities to foster effective governance within educational institutions. Among their duties, Kindergarten and school boards are tasked with formulating proposals for policy development and programs, establishing organizational structures and procedures, reviewing reports on the activities of kindergartens and schools, and making recommendations to enhance the quality of education. Additionally, they play a crucial role in independent oversight of the director's activities, providing support as needed and advocating for the interests of teachers, staff, and students. Moreover, these boards hold the authority to approve the design of school uniforms, ensuring adherence to established standards and guidelines.
There is also the management board, which comprises representatives appointed by the founder, teachers, students, and graduates. The founder holds significant influence, with 51-60 per cent of the board's composition reserved for founder-appointed representatives. Meanwhile, teachers and students are afforded representation through appointment by the general meeting. Management board members serve three-year terms, with the possibility of one-third turnover annually. Operational decisions are primarily made through board meetings, convened at least twice per term, with provisions for extraordinary sessions upon specific demands. A majority vote democratically determines decisions within the board, and a chairperson is elected to preside over proceedings. The board may establish specialized working groups or committees as needed. Notably, representatives of the founder are tasked with implementing the founder's policies and directives. In cases of inadequate performance or legal violations, the chairperson may be replaced voluntarily or upon request. If dissatisfied with the board's performance, the founder retains the prerogative to recall appointed representatives, ensuring accountability and alignment with institutional objectives.
Among its essential duties, the board is tasked with reviewing and approving policies, plans, programs, and regulations in compliance with relevant laws and guidelines. It also controls the institution's organizational structure, staffing, and salary allocations. Additionally, the board oversees financial matters, including approving investments, allocating annual budgets, and monitoring expenditures to ensure fiscal responsibility. Moreover, it plays a pivotal role in setting tuition fees and dormitory service charges following established regulations. Regular assessment of institutional activities and the preparation of comprehensive annual reports further contribute to the board's commitment to transparency and accountability, with these reports being submitted to the institution's founder for review and feedback.
3.2. Middle leaders
As mentioned in Subsection 3.1, teachers are members of school and management boards.
3.3. Parents
Centralized policies and legislative frameworks for parent-teacher associations are absent. However, As mentioned in Subsection 3.1, parents are members of school boards.
3.4. Students
Centralized policies and legislative frameworks for student councils are absent. However, As mentioned in Subsection 3.1, students are members of school and management boards.
4. Governance
4.1. Autonomy of school leaders
According to the 2002 Law on Education, directors hold the authority to manage educational institutions irrespective of ownership. Furthermore, educational institutions have the prerogative to engage in commercial activities to bolster their financial reserves and provide social protection assurances for teachers and staff. At the forefront of this decision-making process is the director of the educational institution, who possesses the authority over the allocation of generated revenue in alignment with legal guidelines.
4.2. Assessment and accountability of school leaders
As mentioned in Subsection 3.1, kindergarten and school boards are responsible for overseeing the director’s activities. However, no elaboration on the type of activities is provided in the 2002 Law on Education.
4.3. Teacher assessment by school leaders
According to the 2002 Law on Education, directors are responsible for hiring and dismissing teachers. However, assessment criteria are absent in the law.
