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 Seychelles 2004 Education Act defines two terms for school leaders. “Director” means the head of an educational institution providing post-secondary or further education and training. “Headteacher” means the head of a primary or secondary school.
The Education (Amendment) Act, 2017 defines “headteacher” as the “head of a formal early childhood, primary or secondary school or other educational institution and includes a principal.”
The Seychelles 2004 Education Act further states that the “senior management staff of a school or educational institution consists of headteacher, deputy headteacher, assistant director, head of programmes, head of faculty, head of subject, studies coordinator and such other officer as may be prescribed.”
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
Roles of school leaders can be found in the Seychelles 2004 Education Act and the Education (Amendment) Act, 2017.
The 2018-22 Education sector medium-term strategic plan mentions a Framework on Competencies for School Managers. The framework aimed to define the competencies and qualities required for school leadership and reinforce the recruitment and retention of school leaders. A draft was to be published by 2018.
The Ministry of Education’s 2020 Teacher Management and Development Policy introduced a framework for the standardisation and professionalisation of the teaching profession, including teachers and school governance. The framework consists of five dimensions: teacher management and professional status, educational leadership and management, teacher empowerment, teacher professionalisation and teacher development. Dimension 2 sets out strategies to enhance educational leadership and management to support better performance of teaching and learning.
Roles
Setting expectations/objectives: The Ministry of Education in Seychelles sets the overall vision and policy direction for education in the country in accordance with the Seychelles 2004 Education Act and the Education (Amendment) Act, 2017. The headteacher is expected to manage the educational institution. Per article 76 of the Seychelles 2004 Education Act, this includes directing teachers, lecturers, instructors and staff and volunteers who are present.
Developing teaching and learning: According to article 76 of the Seychelles 2004 Education Act, headteachers are responsible for ensuring the implementation of the Ministry-prescribed curriculum by taking into account the specific student needs within and resources available to their institutions. They are also responsible for requesting material equipment and supplies that are necessary and arranging for their distribution. Headteachers must also evaluate the standards of teaching and learning in the school or institution and to ensure that proper standards of professional performance are established and maintained. The Education (Amendment) Act, 2017 further states that headteachers are responsible for creating an environment supporting learning amongst students in section 76(1)(p).
Promoting collaboration: The headteacher is expected to lead the school council and work together with all the members which include parents and the district education office. The Education (Amendment) Act, 2017 specifically tasks headteachers with promoting co-cooperation between parents and the community in section 76(1)(j).
Supporting staff development: The Seychelles 2004 Education Act gives headteachers the responsibility to direct teachers, lecturers, instructors, staff and volunteers who are present at the school. They manage and deploy members of the teaching and non-teaching staff of the school or institution and allocate duties to them. Teachers are expected to engage in systematic continuing professional development. The Education (Amendment) Act, 2017 states that headteachers are responsible for promoting the professional skills of teachers in section 76(1)(p).
Acting in accordance with the ethical principles of the profession: The Education (Amendment) Act, 2017 lays out a list of ethical principles that everyone involved in the implementation of the act, including headteachers, shall abide by. This includes items such as having “regard to the rights of children and young people” and ensuring “transperency and accountability in decision making in the educational system.” The Teachers Council of Seychelles (TCS) also helps to establish and maintain codes of conduct and ethics for teachers. A publicly available copy was not found.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
Research shows that headteachers must have some sort of higher education. Many have a master's degree in educational leadership.
Appointment decision
No information was found.
Employment equity measures
No information was found.
Working conditions
The 2018-22 Education sector medium-term strategic plan mentions the Headteacher’s Association and describes it as a professional network. According to the 2020 Teacher Management and Development Policy, opportunities shall be provided for teachers to access award-bearing programmes at different stages in their teaching careers.
2.3. Leadership preparation and training
Pre-service training
Primary and secondary school teachers are trained at the Seychelles Institute of Teacher Education (S.I.T.E), which was established in January 2014 under the auspices of the Ministry of Education in accordance with the provision of the Tertiary Education Act, 2011. At least five passes on the GCE O-Level or an IGCSE are required for admission. Primary and secondary school teachers must first complete a two-year program leading to the Pre-Diploma. Students continue to one of two, one-year programs leading to the Diploma 1 in Teacher Education for primary school teachers or the Diploma 2 in Teacher Education for secondary school teachers. No information specific to school leaders was found.
Induction and in-service training
The 2018-22 Education sector medium-term strategic plan calls for systemic induction support for new school leaders. The Teachers Council of Seychelles (TCS) provides ongoing professional development opportunities. Furthermore, the 2020 Teacher Management and Development Policy aims to provide educational leadership programmes to different categories of leaders as well as a mentoring programme for new school leaders.
3. Teachers, parents and students
3.1. School management committees and boards
The 2018-22 Education sector medium-term strategic plan aimed at improving the leadership capacity of School Councils as a critical stakeholder in the collaborative model of management. The Ministry of Education decided to establish a school council at every school in order to bring a new model of school management and give greater independence to schools. Each school has a school council with seven to ten members made up of the headteacher, the district administrator, two elected members of staff and two elected members of the Parents Teachers Association. Each council will work in collaboration with the school management – in particular with the headteacher and the Department of Education – to carry out national policies in relation to the school curriculum, achieving attainment targets, pastoral care including students’ behaviour, the school environment, special educational needs, school resources and students’ performance.
3.2. Middle leaders
The 2018-22 Education sector medium-term strategic plan mentions the development of Strategies for recruiting and retaining middle managers reflected in Terms and Conditions of Contracts for Middle Managers. According to a national news article, there are four levels of teachers. Level 1 is a skilled teacher, level 2 is a proficient teacher, level 3 is an accomplished teacher, and level 4 is a master teacher. Research shows that middle leaders in Seychelles use various strategies, such as peer observation, networking, coaching, and professional dialogues to lead their teams.
3.3. Parents
The establishment of Parent Teacher Associations is not mandated by any laws or policies. Schools may choose to establish them on their own initiative.
3.4. Students
According to article 87 of the Seychelles 2004 Education Act, the Minister may make regulations providing for the constitution, powers and responsibilities of the national students council and its affiliation associations. The Education (Amendment) Act, 2017, in section 5(1)(j), further states should encourage the establishment, functioning, and co-ordination of student bodies.
4. Governance
4.1. Autonomy of school leaders
Headteachers do not have the authority to determine the school curriculum. However, they do organise and implement the prescribed curriculum with consideration to the (i) needs, experience, interests, aptitude and stages of development of the students; (ii) the resources available to the school or institution.
4.2. Assessment and accountability of school leaders
The 2020 Teacher Management and Development Policy states that “Education professionals shall be systematically appraised.”
4.3. Teacher assessment by school leaders
According to the 2020 Teacher Management and Development Policy, there should be mechanisms in place to monitor, document, analyse, report and take disciplinary action against teachers’ professional misconduct. The policy also mentions a “Teacher Appraisal Policy and Strategy,” though the document could not be found.
