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 management team of a school, according to Decree-Law No. 9/2019, is referred to as the Board of Directors. Members include the director (diretor), who leads the school, and several deputy directors: a pedagogical deputy director for each level of schooling, an administrative and financial deputy director, a deputy director for social inclusion and citizenship promotion matters; and a member representing parents and guardians. In secondary schools that provide technical education, a technical deputy director may also be needed to manage the means and resources existing in the schools, such as laboratories and workshops. In schools with more than 1000 students, a secretary may also be added to the board.
According to the decree, the director is “responsible for the administration and management of the group of schools or the non-grouped school in the pedagogical, cultural, relational, administrative, financial and patrimonial areas.”
Decree-Law No. 9/2019 also defines the role of school managers (responsável de escola) as a representative of the board of directors of a group of schools. Further details may be found in section 3.2 Middle Leaders.
Leadership teams may be in charge of one school or a group of schools. For brevity, the profile will refer to a single school; however, there may also be groups of schools.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
Decree-Law No. 9/2019 outlines the powers of the board of directors and the director’s competencies. Many of the responsibilities of leadership are shared within the board of directors.
Roles
Setting expectations/objectives: The board of directors, with the school director, is responsible for preparing the educational project of the school, the internal regulations, the annual activity plan, and the budgets. These are then submitted to the School Council for approval.
Developing teaching and learning: Decree-Law No. 9/2019 states that the board of directors is responsible for planning activities in the school as well as managing the facilities, spaces, and equipment.
Promoting collaboration: Decree-Law No. 31/2007 states that school management should promote a good relationship, both formal and informal, with teachers, students, and other members of the community. Parents have the right to be informed about any matter related to the students. Directors should maintain permanent contact with student associations, parents and guardians, and institutions linked to youth, culture, and sport.
Supporting staff development: The responsibility around supporting staff development is shared between the director and the board of directors. In larger schools of over 1000 students, a pedagogical coordinator may also be involved as their job description asks them to coordinate teachers and determine their training needs.
Acting in accordance with the ethical principles of the profession: The Decree-Law No. 9/2019 asks school directors to ensure ethics professional deontology and discipline in schools.
Others: Directors are exempt from teaching duties as per Decree-Law No. 9/2019.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The 2010 Basic Law of the Educational System (LBSE) states that in all teaching subsystems, including pre-school, teachers must have qualified training, obtained in a higher education establishment that may or may not confer higher academic degrees. Admission requirements outlined in the Ministry of Education’s Notice No. 7939/2018 ask that school directors have a degree for at least six years prior to the opening of the competitive procedure and hold a legal public employment relationship. As per Decree-Law No. 9/2019 (article 22), school directors shall have a bachelor's degree and at least five years of service. Preferably, school directors shall also hold a specialization course in the area of school administration and management.
Appointment decision
According to Decree-Law No. 69/2015 on the career status of teachers, which replaced the 2004 Statute of Teaching Staff, the recruitment of teaching staff is conducted on an open competition basis. The Decree-Law No. 9/2019 (article 22) refers that the director is appointed, among career teachers of public education, by order of the member of the Government responsible for Education, following the proposal of the Delegate of Education and after consulting the National Director of Education and the Inspector General of Education.
Employment equity measures
Cabo Verde has laws for equality such as Law No. 68/IX/2019 establishing the Equality between Men and Women, which imposes “parity in the governing bodies of entities that are part of the public administrative and business sector of the state and the local authorities”. However, it is not explicit whether this applies to schools or school directors
Working conditions
The 2010 Basic Law of the Educational System (LBSE) mentions teacher unions and establishes the National Teaching Council. The council has consultative functions and supports all of the teachers in the country. The law also recognizes that teaching staff in public education establishments at different levels have the status of public service. Decree-Law No. 69/2015 on the career status of teachers states that teaching staff are hired on fixed-term contracts. Decree-Law No. 9/2019 states that the director’s term of office lasts for three years. The director receives remuneration corresponding to the category of Service Director.
2.3. Leadership preparation and training
Pre-service training
The 2010 Basic Law of the Educational System (LBSE) states that initial training is institutionalized as a fundamental step in teacher training. Training must be integrated on scientific, technical, and pedagogical levels. It is provided by educational institutions that have adequate human, scientific, and technical-pedagogical structures and resources. The training must be constantly renewed, allowing for the continuous updating of knowledge and attitudes. To this end, the law states that the teacher training process is subject to an evaluation system referring to objectives, methods and their results or achievements, with a view to its permanent updating.
Induction and in-service training
The 2010 Basic Law of the Educational System (LBSE) requires that all teachers receive in-service training that allows for the deepening and updating of professional knowledge and skills. Training must continually be updated to adapt teachers to new techniques and the evolution of society, science, technology, and pedagogy.
3. Teachers, parents and students
3.1. School management committees and boards
According to the 2010 Basic Law of the Educational System (LBSE), families and communities must contribute to the national effort for the education of children and youth according to principles, forms and criteria to be established by law. The Decree-Law No. 69/2015 on the career status of teachers states that teaching staff have the right to elect and be elected to school management bodies. School council responsibilities are further outlined by Decree-Law No. 9/2019 which categorizes them as the highest representative body of the educational community. School councils are responsible for ensuring the democratic management of both grouped and non-grouped schools, fostering comprehensive education within their respective zones. The Council is expected to uphold principles of development-oriented education and adhere to constitutional and educational system values. Its systematic oversight of school activities aims to identify issues and propose improvements across all aspects of school life. The council consists of representatives of teaching staff, non-teaching staff, secondary education students, parents; all of which are elected to their positions by their peers. Additional members include a municipality representative who is appointed by the chamber and members of the local community, such as social organizations with educational purposes. Members of the Board of Directors, the Pedagogical Council and the Disciplinary Council may participate in School Council meetings, but without the right to vote. The number of members depends on the size of the school. The term of office is for three years.
The responsibilities of the council include: approving, monitoring, and evaluating the implementation of the school's educational project; improving internal regulations; approving and monitoring the annual activity plan; assessing, approving, and monitoring the budget proposal; assessing management accounts and monitoring management; evaluating students' learning outcomes; evaluating and self-evaluating the school's performance; collaborating and developing partnerships for school projects; organizing civic, cultural, artistic, sporting, and recreational activities that promote participation and accountability among different sectors of the educational community; and promoting and encouraging the connection and integration of families, schools, and the community.
Schools have many different management boards at different levels and with different members. Other notable boards include the pedagogical council, class councils, the disciplinary board or council, Curricular Coordination and Management Centers, General Assembly of Teaching and Non-Teaching Staff, and the class directors’ council.
3.2. Middle leaders
Teachers can receive promotions from levels I to III. Level III is the highest. Promotion and change of levels are carried out through an internal competition based on the number of years they have worked, their performance record, qualifications, and relevant training required. Often additional training requirements include training in IT and a foreign language. Teachers who are promoted receive a higher salary and more job responsibilities.
Decree-Law No. 9/2019 outlines the position of school manager (responsável de escola). School managers are necessary for school clusters or groups under one director and a board of directors. Each school within the school cluster is led by a school manager who is chosen by the director from among the teachers at the school. The school manager continues to carry out teaching duties, with reduced working hours and remuneration. School managers coordinate the administrative and pedagogical activities of the school with the director. They keep records and communicate with the school’s community. Each year may also have a class director (diretor de turma), who is in charge of providing support to one class of students.
The same law also outlines another middle leader position called the pedagogical coordinator. Schools with more than 1000 students must appoint a pedagogical coordinator who is a teacher that is selected by the director to coordinate teachers and manage curriculum within the school. The coordinator must have good scientific and technical pedagogical training with at least five years of good and effective teaching service, pedagogical leadership capacity, and moral and civic integrity. Responsibilities of the pedagogical coordinator, as described in Decree-Law No. 9/2019 (articles 47 to 54), include identifying the training needs of teachers, promoting cooperation, carrying out pedagogical coordination and curriculum management for each school grade, coordinating the teaching and non-teaching activities, developing evaluation criteria for students, and participating in the performance of teachers.
3.3. Parents
The 2010 Basic Law of the Educational System (LBSE) mentions legally established associations of parents and guardians and considers them partners in the educational process. These associations should be of a mutualist, cooperative, pedagogical, scientific, cultural or professional nature.
The Association of Parents and Guardians is defined by Decree-Law No. 9/2019 as “the organization for participation and decision-making regarding the organization and operation of school units as well as promoting school-community integration.” The association is responsible for representing parents and guardians and defending their rights; collaborating and discussing matters related to school life with the school’s management bodies; promoting and carrying out activities that facilitate daily- school- community integration; contributing to the improvement and conservation of school heritage; and participating in voluntary work for the benefit of the school community.
3.4. Students
The 2010 Basic Law of the Educational System (LBSE) mentions legally established associations of students and considers them partners in the educational process. Decree-Law No. 9/2019 defines a student association as a representative organization of the school's student body. They represent the collective will of students and promote the expansion of democracy and citizenship, developing critical consciousness. Directors are expected to maintain permanent contact with them. Directors should also invite these students to public sessions and other extra activities, so they feel integral and responsible for the success of the institution. The student association is responsible for representing students and defending their rights; collaborating and discussing matters related to school life with the Board of Directors; strengthening students’ communication; promoting and carrying out educational sociocultural, civic, and sporting activities; carrying out cultural and educational exchanges with other associations; and participating voluntary work for the benefit of the school community.
4. Governance
4.1. Autonomy of school leaders
School leaders do not choose to hire or dismiss teachers. Rather that responsibility is given to the Education Department’s Human Resources office. Teaching staff are integrated into the staff of each municipality. Directors do have significant autonomy in determining school budgets. The budgets are planned with the board of directors and provided to the school council for approval.
4.2. Assessment and accountability of school leaders
According to Decree-Law No. 9/2019, the Statute of Public Administration Management Staff applies to school leaders, which enforces an annual performance review.
4.3. Teacher assessment by school leaders
Decree-Law No. 9/2019 establishes that school directors are required to carry out the process of evaluating the performance of teaching staff and non-teaching staff. All teachers are assessed according to the Decree-Law No. 69/2015 on the career status of teachers.
