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 2014 Education Act No.9 defines “principal of a school” as “the person who is in charge of the day-to-day administration of the school, whether referred to as the principal, headmaster, headmistress or any other title” (art.2). The 2017 Open Vanuatu Education Management Information System (VEMIS) Policy adopts the same definition.
The 2022 School Financial Management Manual (SFMM) published by the Ministry of Education and Training mentions that a “Principal” is the person who has been appointed by the Teaching Service Commission to be responsible for the day-to-day administrative, professional and academic activities of the school.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2020 Teacher Registration and Licensing Policy, the 2014 Common Teaching Service Standards for Teaching in Vanuatu, and the 2020-2030 Education and Training Sector Strategic Plan refer to the 2016 Professional Standards for School Principals which is based on four areas: Leadership, Management, Teaching and Learning, Community and partnership.
The 2022-2026 Ministry of Education and Training Corporate Plan states the government’s aim to approve the set of standards for principals and teachers by 2023. The document further refers to the need to improve school leaders' skills to support the achievement of learning outcomes by developing and implementing the following: National Teacher Quality Framework, a National Teacher Development Policy, a Teacher Registration and Licensing Policy and a Teaching Service Staff Manual.
Roles
Setting expectations/objectives: According to the 2014 Education Act No.9, the school principal reports to the Education Authority or Provincial Education Board on matters relating to the school. According to the 2021-2030 Education and Training Sector Strategic Plan, the Ministry of Education and Training sets the overarching vision for the education sector in Vanuatu, providing a framework within which schools are expected to operate.
Developing teaching and learning: According to the 2014 Education Act No.9, the principal is responsible for “the professional development of teaching and other staff at the school”. The 2021-2030 Education and Training Sector Strategic Plan mentions that strategies are geared to support principals to improve “learning outcomes for students through a renewed effort to support the curriculum, improve teacher quality, support infrastructure and promote between policy and strategy frameworks”.
Promoting collaboration: According to the 2014 Education Act No.9, the school principal is mandated to collaborate with stakeholders to develop school rules, offer guidance and counselling to students while advising parents on matters affecting their child's progress, identify and support school-aged children not attending regularly, and provide written reports to parents twice yearly on student performance.
Supporting staff development: According to the 2014 Education Act No.9, the school principal is responsible for the professional development of teachers and general staff.
Acting in accordance with the ethical principles of the profession: According to the 2021-2030 Education and Training Sector Strategic Plan, “professionalism and accountability are to be required at all levels of management either in schools or workplaces.” The document further highlights four specific values that underpin the work of the Ministry of Education and Training and that are expected to be demonstrated by management: transparency, fairness, equity, and respect. At the school level, the 2022 School Financial Management Manual (SFMM) states that the principal “must be transparent and accountable in managing the school’s affairs.” In regard to the budget, the principal is responsible for “the ethical management of all funds held in trust”.
Others: The 2023 Teacher Policies and Management in Vanuatu states some principals teach in schools and the recruitment of principals to schools includes teaching and non-teaching allocations.
Education policy in Vanuatu references the importance of grounding education in the local context. The 2021-2030 Education and Training Sector Strategic Plan notes in its section on Vision, Mission, and Values that it wants the education system to be rooted in the best of Ni-Vanuatu culture. The 2014 Common Teaching Service Standards for Teaching further states that teachers should demonstrate behaviors consistent with the local culture, both inside and outside the school.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The 2022 Vacancies of the Teaching Service Commission for six positions in six different schools highlighted the minimum qualification for a school principal is a bachelor's or a master's degree in education with five years of experience in the field of education.
Appointment decision
The 2013 Teaching Service Act No.13 states that the Teaching Service Commission (TSC) is responsible for the appointment and recruitment of principals through a centralized mechanism. As indicated in section 37, positions are advertised in newspapers circulating throughout Vanuatu and via email, except when deemed impractical or inappropriate by the Commission due to factors such as the size and location of the specific school.
Employment equity measures
In 2005, the Ministry of Education and Training Implemented the Gender Equity and Education Policy 2005-2015. The policy aimed specifically to increase the number of women in senior positions with targets of having women in 40% of primary and 20% of secondary principal positions. The policy also aimed to increase women's roles at the Ministry of Education by 50%.
A review of the 2005 policy, the 2018 Reviewed Gender Equity in Education Policy (GEEP), indicated that while some progress was made toward gender equity, targets were not realized. Therefore, the 2018 Reviewed Gender Equity in Education Policy (GEEP) laid out additional steps to be taken. Subsection 11.4 of the “Gender Equity in Education Policy Implementation Strategy” states the goal of ensuring “the full participation of girls and women across all levels of a balanced, gender-equitable education system”. Specific tasks in realizing equity include developing an Equal Employment Opportunity (EEO) policy for leadership positions, training women for senior positions, reviewing and amending selection criteria for Principal roles for females, upskilling qualified women, and fostering a gender-friendly environment. Under “Annex 2: Gender Equity in Education Policy Action Plan 2018-2020”, the policy sets specific targets including developing the EEO policy, having women in 40% of primary and 20% of secondary principal positions, and seeing a 50% increase in women employed in the MoET.
Working conditions
The 2013 Teaching Service Act No.13 mentions that if permanent employment is deemed unsuitable due to the job's nature or seniority, the Commission may hire short-term contract workers (art.42).
2.3. Leadership preparation and training
Pre-service training
No information on school principals has been found in national laws, policies, strategies or frameworks.
Induction and in-service training
The 2018 Reviewed Gender Equity in Education Policy (GEEP) aims to train school principals and inspectors in child safeguarding policy.
The 2017-2018 Interim Vanuatu Education Sector Strategy states that the Ministry of Education and Training provides in-service training to assist school principals with their management skills to in order become better school leaders.
The 2022-2026 Ministry of Education and Training Corporate Plan aims to provide training for school principals to implement the School Maintenance Manual and the School Plumbing Maintenance Manual.
3. Teachers, parents and students
3.1. School management committees and boards
According to section 49 of the 2014 Education Act No.9, School Councils (SC) are established by Education Authorities or Provincial Education Boards to assist school principals in managing and administering schools, with membership and functions determined by their respective authorities. Councils have the authority to identify and address issues regarding school-aged children not attending classes within their community, collaborating with families, principals, student representatives or community associations to ensure attendance.
The 2022 School Financial Management Manual (SFMM) highlights that “The School Council must meet regularly, or at least, once a term, to assist to implement and monitor the School Strategic Plan, within its planned budget. The principal is responsible for uploading the minutes of the School Council meetings in Open VEMIS”. The SFMM also refers to the existence of a School Management Team comprised of the principal, the deputy principals, and the head of departments in the school.
3.2. Middle leaders
The 2014 Common Teaching Service Standards for Teaching outlines many additional leadership responsibilities for teachers that include initiatives aimed at improving teaching strategies, providing capacity building for colleagues, and demonstrating exemplary teaching practices. They are also responsible for planning, evaluating, and modifying learning and teaching programmes to engage and promote the learning of all students, as well as supporting colleagues in utilizing assessment data effectively and complying with curriculum requirements. Teachers are expected to demonstrate leadership within the school by empowering colleagues, identifying initiatives to enhance their roles, and fostering conducive classroom environments for effective teaching and learning. They also evaluate the effectiveness of school policies relating to student well-being and safe working practices and assist colleagues in updating their practices.
3.3. Parents
According to section 52 of the 2014 Education Act No.9, parents may establish a School Community Association (SCA) to foster cooperation among parents, students, teaching staff, and community members, and support school facilities and student welfare, encouraging involvement in educational matters, and collaborating to ensure regular school attendance for children within their community.
3.4. Students
According to sections 50 and 51 of the 2014 Education Act No.9, a student representative body in secondary education is established within each school to consider student-placed issues, submit unresolved matters to the principal, and fulfil other designated functions. The principal is tasked with facilitating the establishment and continuity of this body, while membership and selection processes are determined by the Principal, with students electing members from among themselves.
4. Governance
4.1. Autonomy of school leaders
According to section 39 of the 2014 Education Act No.9, each school principal is tasked with responsibly managing the school’s funds, which includes maintaining accurate and current financial records of all income and expenditure.
The 2022 School Financial Management Manual (SFMM) is addressed to support school principals, the school council, and the school community association at all school levels in the financial management policy. The school principal is responsible for preparing the school budget with support from the school finance officer. “Once the annual plan and budget are prepared, they are presented to the School Community Association (SCA), and the School Council (SC) for approval. Any changes suggested by the School Council are made by the Principal”.
The 2013 Teaching Service Act No.13 states that the Teaching Service Commission (TSC) is responsible for licensing, recruiting and employing teachers. For the renewal of the teacher’s license, the TSC seeks reports and references from the school principal or supervisor.
The 2023 Teacher Policies and Management in Vanuatu mentions that the current hiring process of teachers relies on principals' payroll, in an “ad hoc” process, making recommendations to the Commission whenever they believe a new teacher should be hired and added to the government. However, the Teaching Service Commission (TSC) aims to develop a comprehensive teacher recruitment process to standardize it.
4.2. Assessment and accountability of school leaders
According to sections 53 and 54 of the 2014 Education Act No.9, a School Based Management Unit (SBU) asses the performance of principals. This assessment is conducted upon request by the Director General of Education or stakeholders involved in overseeing educational standards. The SBU prepares a report detailing its findings then it is submitted to various parties, including the Teaching Service Commission, the relevant Provincial Education Officer or Authority, and the Director of School Programmes .
As outlined in section 54 of the 2014 Education Act No.9, the School-Based Management Unit is composed of school improvement officers, zone curriculum advisors, and provincial finance officers, tasked with ensuring schools maintain effective management systems promoting quality teaching, educational excellence, compliance with regulations, and health and safety standards, while also overseeing curriculum implementation, financial management, and support for children with special needs.
4.3. Teacher assessment by school leaders
According to section 54 of the 2014 Education Act No.9, the School-Based Management Unit (SBU) is also responsible for assessing teacher performance by conducting regular visits, requiring reports from school staff, and submitting findings to relevant authorities.
The 2020 Teacher Registration and Licensing Policy highlights the necessity to have a teacher competency form filled by the school principal to be considered for a license “Good Character and Fit to Teach Checklist is completed by the school principal; however, TSC may request the completion of a Good Character and Fit to teach Assessment by an independent assessor at any time”.
The 2023 Teacher Policies and Management in Vanuatu states that teachers are assessed through class visits on three levels: the Principal, the School Improvement Officer (from the SBU unit) and the Inspector. It also highlights actions that should be implemented immediately including “ensuring principals’ job descriptions include the oversight of teachers, especially monitoring teacher enrolment, attendance and curriculum delivery” and initiating a “principal and teacher appraisal process” including “the results in teacher and principal licensing”.
