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 Education Framework Law No. 80 uses the term ,مدير المدرسة, “directeur” or director to represent the school leader. According to this law, primary schools, middle schools, high schools, pilot high schools and virtual schools are placed under the supervision of The Ministry of Education. They are managed by a director assisted by a governing board and a teaching council of teachers.
The law also states that the term “educational staff” includes educational advisors, supervisors and administrative employees.
Order No. 2528 of 2013, dated June 10, 2013, concerning the adjustment of the specific basic system for the administrative corps of education, included in the Collection of Legislative and Regulatory Texts in Education, lists different titles that form the school administrative team with the General Manager of Education, Senior Manager of Education, and Manager of Education on top of the structure.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
Order No. 2528 of 2013, dated June 10, 2013, concerning the adjustment of the specific basic system for the administrative corps of education, included in the Collection of Legislative and Regulatory Texts in Education, outlines the responsibilities of general education directors. These responsibilities include overseeing the educational process in schools under their supervision, implementing educational policies, strategies, and plans, monitoring school principals and ensuring their adherence to regulations and procedures, participating in the development and implementation of educational programs and curricula, ensuring the availability of necessary resources for schools, including human, financial, and material resources, following up on the implementation of educational reforms and initiatives, and addressing student and parent concerns and complaints. Additionally, general education directors are responsible for ensuring the quality of education provided in their schools, fostering a positive and supportive learning environment, ensuring the safety and well-being of students and staff, maintaining effective communication with school communities, collaborating with other educational stakeholders, promoting professional development opportunities for school staff, and ensuring compliance with educational laws and regulations.
The Tunisian Repository of Professions and Skills (RTMC) is a mapping of all the existing professions on the labor market, grouped by field of activity and by professional field. Each designation corresponds to a set of knowledge to be possessed and know-how to be implemented for the exercise of the profession. It serves as a reference tool for matching job vacancies and job seekers by establishing a common skills-based language between the two.
The skills and competencies of an Establishment and Educational Director are found under the designation K2103 and include careers such as “director of secondary school institution, director of a special education institution, director of a higher education institution, and the deputy director of a secondary school.” Careers under this designation are defined as those which organize and supervise the operation of an educational establishment or geographical educational sector. They implement national pedagogical and educational guidelines and can evaluate the teaching of a subject. Directors of primary schools and basic schools are categorized under Basic Education or K2106, which has different skills and competencies as well as qualifications.
Roles
Setting expectations/objectives: The skills and competencies of an Establishment and Educational Director under K2103 include knowing how to prepare, with teachers, the school’s pedagogical, educational, or artistic projects and activities. They also supervise their implementation.
Developing teaching and learning: The RTMC designation K2103 for Establishment and Educational Directors includes skills that relate to teaching techniques and the planning of the school’s educational needs. For example, the repository asks that school directors organize and coordinate the activity of the teaching staff.
Promoting collaboration: According to the RTMC designation K2103 for Establishment and Educational Directors, school directors must inform teachers, staff, students, parents, and institutions about the orientations and functioning of the school. Furthermore, Designation K2106 for Basic Education asks that families and teaching teams be informed about student assessment methods, results, difficulties, or behaviors. The repository also states that directors may organize and chair school councils and teaching councils.
Supporting staff development: The skills and competencies of an Establishment and Educational Director under K2103 include monitoring the careers of staff and determining the necessary skill development needs as well as a training plan. The school director is also expected to lead training activities for employees.
Acting in accordance with the ethical principles of the profession: Article 12 of the 2002 Education Framework Law No. 80 states that in fulfilling their professional duties, educational staff must “comply with the principles of fairness and equal opportunities and establish relationships with students based on honesty, objectivity and respect for the children and their rights”. Decree No. 4030 of 2014 establishes the code of conduct and ethics for public servants, which includes school directors. All public employees of various types and administrative ranks, working in various local groups, institutions and public establishments, are obligated to review this code and comply with its rules. The code emphasizes transparency, integrity, efficiency, and accountability. The code describes acts such as corruption, bribery, nepotism, favouritism, the looting of public funds, and conflicts of interest.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
According to the Tunisian Repository of Professions and Skills (RTMC), which outlines the requirements for all career paths in the labour market, school directors at the primary level and secondary levels have different qualifications. Designation K2106 for Basic Education states that primary school directors require a bachelor's degree and professional experience in the field. Those under designation K2103 for Establishment and Educational Directors may access the positions if they are current teaching and education staff for public sector establishments.
Appointment decision
The Ministry of Education is responsible for providing the human resources who carry out the functions of teaching, training, supervision, management, and evaluation. The Ministry is responsible for their recruitment, directly or through supervision, their qualifications, the monitoring of their professional careers and the evaluation of their performance in accordance with professional standards drawn up for this purpose. Designation K2106 for Basic Education in the RTMC states that access to civil service for teachers is achieved by means of a competitive examination (CAPES).
Employment equity measures
No measures regarding the employment equity of school leaders were found.
Working conditions
Employees of educational institutions are included in Article 159 of the country’s 2011 Labour Code. According to Designation K2106 for Basic Education in the RTMC, primary school directors may be asked to teach depending on the number of classes in the school. School directors may join the General Federation of Basic Education branch under the Tunisian General Labour Union (UGTT).
2.3. Leadership preparation and training
Pre-service training
No information was found regarding pre-service training for school leaders.
Induction and in-service training
Article 46 of the 2002 Education Framework Law No. 80 mandates that all members of the educational administrative staff participate in continuous training. The training of staff is organized for the benefit of members of the educational staff according to the state and local requirements, the interests of the students and the school, and the needs linked to professional promotion.
3. Teachers, parents and students
3.1. School management committees and boards
Article 13, Order No. 827 of 2012, included in the Collection of Legislative and Regulatory Texts in Education, states that the school council is a decision-making body within the school that is responsible for developing, evaluating, and modifying the school project. The school project outlines the school's working methods, improves its climate, and enhances its educational services within the framework of national educational objectives. The school council also undertakes tasks such as approving the budget, developing communication mechanisms, approving the cultural and social activities program, overseeing the school's communication plan, and preparing mechanisms to develop school life and strengthen its connection with the community.
The 2002 Education Framework Law No. 80 emphasizes the educational community’s role in the school’s management. According to the law, the educational community is made up of teaching staff, administrative and educational support staff, information and school and university guidance advisors, educational advisors and supervisors. Also, part of the educational community are parents, students and the associations concerned through their representatives on the boards of school establishments.
Schools are managed by a governing board and a teaching council of teachers. In primary schools, middle schools, high schools, pilot high schools and virtual schools, the governing council develops the school project which aims to change working methods and improve educational services and the climate of the school. The council is comprised of representatives of all parties: the educational community, representatives of parents and students and associations concerned. When developing its project, the school considers the particularities of its social environment and the student's specific needs within the framework of national educational objectives.
3.2. Middle leaders
Currently, the Tunisian Repository of Professions and Skills (RTMC) does not mention any sort of middle leadership position that teachers may hold.
The educational council of teachers assists the management of the establishment in dealing with questions relating to the organization of teaching, continued evaluation, school schedules, and the methods of support for students.
3.3. Parents
Order No. 2437 of 2004, dated October 19, 2004, concerning the organization of school life, included in the Collection of Legislative and Regulatory Texts in Education, Parents are considered external stakeholders who play a crucial role in their children's education. They have a right to be informed about their children's progress and participate in discussions about their academic and educational matters. The educational institution should maintain regular communication with parents and keep them informed about school projects and objectives. Parents are also responsible for supporting the school's efforts in following up on their children's education and guiding them, while respecting the school's pedagogical organization and the teacher's authority.
While there are no laws or regulations outlining the creation and roles of Parent Associations, several schools have taken the initiative to create their own. The 2002 Education Framework Law No. 80 does mention associations related to parents and students but does not elaborate.
3.4. Students
While the 2002 Education Framework Law No. 80 does list the rights of students, there is no mention or mandate regarding student self-governing bodies. The law only mentions that associations may be concerned.
Order No. 2437 of 2004, dated October 19, 2004, concerning the organization of school life, included in the Collection of Legislative and Regulatory Texts in Education, states that students participate in developing the school life plan through their representatives. In primary schools, class representatives from grades 5 and 6 are elected by the students themselves. In secondary schools, vocational schools, high schools, and model high schools, a representative from each educational level is elected by the students themselves. The election of class representatives takes place at the beginning of each academic year under the supervision of the school administration and teachers.
4. Governance
4.1. Autonomy of school leaders
The 2002 Education Framework Law No. 80 gives school management flexibility in terms of school schedules, continuous evaluation, and distribution of teaching content as long as it is within the framework of national standards. Schools also have financial autonomy. Funds and resources mostly come from the state, though local authorities may contribute to the school’s expenses. The RTMC designation K2103 for Establishment and Educational Directors asks that directors define and monitor the budget of the institution. Directors should also be able to identify staff needs and proceed with the recruitment of positions such as educational assistants and temporary teachers.
4.2. Assessment and accountability of school leaders
The 2002 Education Framework Law No. 80 mandates that all components of the education system are subject to periodic and regular evaluation, including that of the staff who work there. The performances of the different categories of educators are evaluated regarding the professional benchmarks which concern indicators of quality and effectiveness of educational work. The evaluation is the responsibility of the Ministry of Education.
4.3. Teacher assessment by school leaders
The RTMC designation K2103 for Establishment and Educational Directors includes the required skills for school directors. It states that directors must know how to monitor the compliance of the teaching provided and evaluate the pedagogical acts of teaching, education, and guidance.
