Volume 1, Issue 2 (12-2024)
SELMJ 2024, 1(2): 155-172 |
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Rezazadeh M. (2024). Lead for Learning (Global Education Monitoring Report 2024-2025). SELMJ. 1(2), 155-172.
URL: http://selmj.ir/article-1-52-en.html
URL: http://selmj.ir/article-1-52-en.html
Educational Planner and Academic Advisor at the National Organization for the Development of Brilliant Talents in Tehran, Iran
Abstract: (674 Views)
The present article provides a brief overview of the latest Global Education Monitoring Report titled Leadership in Education: Leading for Learning. The report emphasizes the significant role of leadership in education, highlighting the necessity of strong leaders to drive the transformation of institutions, systems, and societies toward improvement. Strong leaders collaborate with their colleagues to achieve common goals. At the school level, these leaders are the school principals, who carry all the responsibilities of the school. At the system level, the leaders are government employees who serve as district officials, inspectors, or planners. At the societal level, these leaders include political figures and a wide range of people, from :union:s and researchers to civil society and media, who contribute to shaping the goals of education.
This report, specifically titled Leading for Learning, argues that educational leaders are not merely administrators, but change agents who need time, trust, and support to focus on setting a vision and developing the people they serve and work with. It calls for investment in and empowerment of school leaders and systems, advocating for fair recruitment processes and growth opportunities that recognize the full roles of leaders. Moreover, leadership achieves the best results when its principles are shared at smaller scales, empowering others to lead in their roles.
The report stresses that there is no single leadership style that works universally, acknowledging that leadership styles vary, which is entirely natural. However, all research indicates a vital need for strong leaders to continuously improve the quality of education. School leaders consist of teachers who strive solely to improve student outcomes, while key leaders include policymakers who have a significant impact on setting national priorities for equitable and inclusive education.
This report, specifically titled Leading for Learning, argues that educational leaders are not merely administrators, but change agents who need time, trust, and support to focus on setting a vision and developing the people they serve and work with. It calls for investment in and empowerment of school leaders and systems, advocating for fair recruitment processes and growth opportunities that recognize the full roles of leaders. Moreover, leadership achieves the best results when its principles are shared at smaller scales, empowering others to lead in their roles.
The report stresses that there is no single leadership style that works universally, acknowledging that leadership styles vary, which is entirely natural. However, all research indicates a vital need for strong leaders to continuously improve the quality of education. School leaders consist of teachers who strive solely to improve student outcomes, while key leaders include policymakers who have a significant impact on setting national priorities for equitable and inclusive education.
Keywords: Global education monitoring report, educational leadership, school leadership, system leadership, leadership for learning
Type of Study: case report |
Subject:
Special
References
1. GLOBAL EDUCATION MONITORING REPORT, Leadership in Education, LEAD FOR LEARNING
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