To make the system work for maximum results, everyone will have to play their part.
The foregoing is only conceptual! We do not often get all players exhibiting the same attitude and commitment on the field of play.
Some stakeholders sit on the fence while others complain about others’ laxity without themselves forging ahead. This is what brings about systemic failure and inspires stagnation and retrogression.
The picture in the education enterprise in Ghana is not different from the above.
People’s lackadaisical attitudes resulting in lack of performance or ineffectiveness is always linked to someone’s inability to meet their professional and remunerative needs.
The fact, that is undeniable, is that, the same environment pertains elsewhere but some players decide to commit themselves to their mandate and think outside the box to achieve their goals and it works for them to the admiration of observers.
For education delivery in Ghana to thrive, demonstration of effective and transformational educational leadership at all levels is key.
The class or subject teachers, head of departments, head of schools and directors of education must provide transformational leadership in their own ways with the view of making impact without being overwhelmed by the enormity of the challenges they face.
The role of the central government and district assemblies in education delivery cannot be overemphasized.
The state of educational infrastructure in some basic and secondary schools leaves much to be desired. There are huge infrastructural and logistical deficits in schools across the country. This can best be addressed by the political class.
The above notwithstanding, we should not forget ourselves that, as a developing economy, we do not have it all. As much as we desire to have the WHAT to work with, we should also bear in mind that; resources are scarce in relation to the need for them. There are simply never enough resources to meet all our needs.
It must be echoed in the ears of those who lead in the educational enterprise that; resources are not, they become!
Our input determines our output. Viewing inputs only from the supply side (tangible educational materials from headquarters) only without looking at it from contribution or efforts or innovation or proactiveness of workers is in itself queryable.
As educational leaders, we are agents of change. We have a role in transforming the system for better educational outcomes.
We need to continuously remember that, learning outcomes determine educational outcomes. Without good learning outcomes, we will not get good educational outcomes. Focusing on learning, through facilitation, should be of paramount concern to the leader.
School effectiveness is the performance of the school as an organisation expressed through outcomes. An effective school is sought after and a sought after school is an honour to its members.
Effective schools set clear students achievable goals and guide students to achieve them.
Learning, in an effective school, is embedded in the school’s culture and there is high collaborative activities among staff to achieve collective goals.
For the school leader to be effective, they assess situations they meet and provide compelling vision to surmount challenges.
Such leaders believe and rely on shared vision. They inspire trust, motivate and praise for success.
Not only that, the effective leader does not accept excuses as they do not succumb to challenges.
Apart from that, the effective school leader renders support to the weak and guides talents for good outcomes.
Moreover, an effective school leader creates professional development opportunities for the staff they lead.
If we do not do things rightly in sharpening the lives of the students in our care as players in the education enterprise, we will breed bad leaders as a result, leading to cyclically malfunctioned society.
By George Sarfo Kantanka, Kumasi