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 Education Orientation Law No. 20-034/AU refers to school leaders as “heads of the establishment” or “school heads,” chefs d’établissement. The law also notes that the term "education personnel” encompasses the head of the establishment and other management or administrative staff.
Administrative, management, supervisory and educational support staff are considered members of the educational community and contribute directly or indirectly to the missions of the education service. They carry out the missions of administration, education, training and educational supervision and contribute to ensuring the operation of schools and universities, and national education services.
The Education Sector Transition Plan of 2017/18-2019/20 uses the terms “school director” or directeurs d’école and “school heads” or chefs d’établissement, while the 2023 Joint Education Sector Review uses both “director” and “school heads/heads of the establishment.”
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The Education Sector Transition Plan of 2017/18-2019/20 mentions guides for school directors and educational management standards which aim to improve local educational supervision. Furthermore, the transition plan also calls for the development and adoption of texts governing the body of school heads and school managers.
The 2023 Joint Education Sector Review also mentions that a practical guide to the management of a school establishment has been developed and school heads have received training on this guide.
The National Strategy for the Development of Pre-Primary Education in the Comoros (2024) by the Ministry of National Education (MEN) notes that a governance framework is included in the Cambridge Education documents (2019). This framework outlines the roles and expected competencies of the educational community, including school principals, teachers, childcare assistants, parents, local authorities, and CIPR. It also defines the status and roles of administrative and technical staff, such as the Minister, Secretary-General, national directors, early childhood service heads, and the Island Education Authority. While this governance framework clarifies the responsibilities of each actor within the sub-sector, it does not specify how the sub-sector should be managed.
Roles
Article 82 of Education Orientation Law No. 20-034/AU states that the heads of pre-elementary, primary, middle and high schools and training centers are responsible for the regular accomplishment of all aspects related to the functioning of the establishments.
Setting expectations/objectives: School heads are responsible for developing and implementing school and establishment projects. They should also be familiar with the use of tools specially designed for monitoring and local supervision.
Developing teaching and learning: According to the Education Sector Transition Plan of 2017/18-2019/20, school directors are expected to organize monthly meetings with teachers to discuss student results and identify appropriate measures to put in place. Depending on the situation, these measures may relate to the organization of model lessons for teachers.
Promoting collaboration: The Education Sector Transition Plan of 2017/18-2019/20 mentions collaborations between school directors, parents, the community, NGOs, and elected local officials. Specifically, school heads are encouraged to work together with the community to lower school drop out rates and encourage participation in pre-primary education. A school head should also have highly developed communication skills to better manage conflicts that may arise between teachers, students, and parents. They create a conducive environment for learning.
Supporting staff development: The Education Sector Transition Plan of 2017/18-2019/20 states that school directors are responsible for supervising teachers. Training for teachers is conducted by the IFERE (Institute for Teacher Training and Research in Education).
Acting in accordance with the ethical principles of the profession: In Comoros, teachers do learn “good behaviors” within training modules. Specific information about ethical principles for school leaders was not found.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The 2023 Joint Education Sector Review states that the development of selection criteria for the school head competition is ongoing.
Education Orientation Law No. 20-034/AU, Article 77, states that teachers must hold a diploma recognized by the Ministry of National Education corresponding to the level of education concerned. In addition to academic training, teaching staff receive appropriate pedagogical training, recognized by a professional diploma or a certificate. No one can work as a teacher or trainer without holding a teaching diploma or certificate. The law also refers to regulatory texts which set out the recruitment conditions for personnel, their particular status, and the course of their career.
Appointment decision
Education Orientation Law No. 20-034/AU states that the Ministry of Education is responsible for the recruitment of all necessary national education personnel with the required skills. The staff of the education system is recruited by competitive examinations which are organized and described by regulatory texts.
The 2023 Joint Education Sector Review states that the University of Comoros (UDC) is responsible for the launch of calls for applications and the selection of candidates for the project training for school heads.
Employment equity measures
The Ministry of National Education, Education, Research and the Arts seeks to ensure women’s empowerment to eliminate all forms of gender disparities.
Working conditions
According to Education Orientation Law No. 20-034/AU, education staff are prohibited from switching from the public to the private sector. They may also be considered civil servants. Civil servants may request to be placed on leave for personal convenience in accordance with the provisions of the civil servants' status. Each administrative or educational area must establish a joint teachers’ council and school heads’ council with the role of promoting exchanges on pedagogical practices, aspects of school management, and the search for common solutions.
In 2023, the monthly salary of a primary school teacher ranged between 150 and 180 euros, between 220 and 630 euros in middle and high schools, and between 700 and 940 euros at the University of Comoros, depending on the teacher’s qualifications and seniority. No information was found regarding the salaries of school rectors.
2.3. Leadership preparation and training
Pre-service training
The Education Sector Transition Plan of 2017/18-2019/20 plans for the implementation of training for the structures responsible for educational supervision. The 2023 Joint Education Sector Review also discusses the need for the initial training of educational supervisors and gives the responsibility of the initial training to the University of Comoros.
Article 85 of Education Orientation Law No. 20-034/AU gives the Ministry of National Education the responsibility for the training and development of education personnel. These trainings are carried out at the level of establishments, Regional Pedagogical Inspection Districts (CIPR), regional directorates, at the national level or outside the country as needed. The training concerns all sub-sectors of education, at all levels and all education professions, including school leaders.
The Institute for Teacher Training and Research in Education (IFERE) is responsible for the training, both initial and in-service, of teachers. A 2010 report on Education in Comoros found that more than half of school directors did not receive any initial pedagogical training.
Induction and in-service training
The in-service training of school directors is mentioned in the 2023 Joint Education Sector Review. School directors were trained on a recently published school management guide, and the establishment of school councils. The review notes the importance of continuous training for school heads and supervisors for the application of new supervision procedures and management tools. Most school directors have followed additional training in pedagogy, educational leadership, and management according to the 2010 report on Education in Comoros.
The National Strategy for the Development of Pre-Primary Education in the Comoros (2024) by the Ministry of National Education (MEN) places special emphasis on rural areas, where child care challenges are significant. The strategy includes organizing training workshops for school directors.
In 2018, the Francophone Initiative for Distance Teacher Training (IFADEM) supported a diagnostic of in-service training in Comoros. School supervisors and school headteachers were identified as other priority beneficiaries. In 2023, as part of the Ministry of Education’s initiative and in collaboration with other partners, a training program for primary school principals was launched. Facilitated by the Francophone Initiative for Distance Education of Teachers (IFADEM), the program aims to enhance principals' pedagogical skills through digital resources and online courses while promoting the use of digital tools for effective teaching. Additionally, the program focuses on strengthening local educational resources and capacities to support sustainable development and quality education in the region.
3. Teachers, parents and students
3.1. School management committees and boards
Article 68 of Education Orientation Law No. 20-034/AU states that advisory bodies are established for the management of National Education resources and are based on the principles of good governance and transparency. Advisory bodies are established and composed of partners of National Education, parents of pupils, teachers, students and pupils. The Education Sector Transition Plan of 2017/18-2019/20 mentions school councils (conseils d’école) for the primary level and administrative councils (conseils d’administration) for public middle schools and high schools. According to the plan, school councils were established to help improve the daily management of the establishment and make decisions on the establishment’s management. The school council helps to raise funds needed to allow it to meet maintenance and small equipment needs. In order to strengthen the role of parents in the management of establishments, the plan aims to revitalize primary school councils and administrative councils in public middle schools and high schools. The plan also asks the General Inspectorate to provide guides for the school councils, such as guides for developing school projects. Unfortunately, these guides could not be found.
The 2023 Joint Education Sector Review also discusses the importance of establishing School Councils (CE) at the elementary level and Boards of Directors (CA) at the secondary level. According to the review, the establishment of CE/CA should make it possible to strengthen the role of parents in the management of schools and issues relating to the monitoring of student attendance and learning. School councils are also credited with preventing school dropouts, maintaining latrines and cisterns, and creating an environment conducive to learning.
In the Comoros, UNICEF actively supports school councils to strengthen children's education through awareness activities and the rehabilitation of school infrastructures. These efforts have enabled over 150 children who had dropped out to return to school in 2023, with specific initiatives implemented to support the inclusion of students with disabilities.
3.2. Middle leaders
Headteachers are discussed in the Education Sector Transition Plan of 2017/18-2019/20. The plan states that head teachers will be responsible for monitoring student results in all disciplines for the educational division for which they are responsible. Headteachers then pass this information on to the school director.
3.3. Parents
The Education Sector Transition Plan of 2017/18-2019/20 mentions parent organizations (organisations des parents d’élèves). According to a 2010 report on Education in Comoros, about 40% of schools had active parent-teacher associations (APE).
3.4. Students
The Education Orientation Law No. 20-034/AU refers to school cooperatives and describes them as a group of pupils and/or students who decide to implement an educational project based on the practice of associative and cooperative life. These may be established by school heads if they have the resources to do so. The Education Sector Transition Plan of 2017/18-2019/20 also mentions student associations, though they do not seem to be mandatory.
4. Governance
4.1. Autonomy of school leaders
Principals do not have the primary responsibility for determining which courses are offered, hiring or dismissing teachers, or deciding on budget allocations within schools. These responsibilities are typically governed by national laws, policies, and strategies, with key decisions made by the Ministry of Education or other relevant authorities. Principals may have some influence or input, but the final authority rests with higher administrative levels in line with national regulations.
4.2. Assessment and accountability of school leaders
The General Inspectorate of National Education (IGEN) is responsible for evaluating the functioning of the education system with regard to pupils, staff, establishments, external services and the central administration.
According to Education Orientation Law No. 20-034/AU, the Ministry of National Education, in consultation with the island authority in charge of education, is responsible for the management of pre-elementary, elementary and secondary staff. Article 89 states that the evaluation of education personnel is needed to manage their careers. Inspections of schools and teachers are conducted by school inspectors. The assessment of schools and staff by educational inspectors is consolidated within the general framework of the education system.
The Education Sector Transition Plan of 2017/18-2019/20 mentions education supervisors. The 2010 report on Education in Comoros likewise states that principals are supervised by the inspector.
4.3. Teacher assessment by school leaders
The General Inspectorate of National Education is responsible for ensuring the proper application of curricula and teaching methods. The Education Sector Transition Plan of 2017/18-2019/20 states that teachers are supervised by school directors. Tools for evaluating teachers' academic skills were to be developed in accordance with this plan. The results of the evaluation were to allow the ministry to identify gaps per teacher and initiate preparatory work for a capacity-building program. The plan also calls for support for school directors in local educational supervision of teachers, and the organization of visits to teachers by educational advisors and inspections of teachers by educational inspectors. The 2023 Joint Education Sector Review mentions procedures and tools for structures responsible for educational supervision have been developed, including the teacher observation grid, but need to be harmonized and applied. The 2010 report on Education in Comoros found that less than half of teachers received educational supervision from their principals.
