Toward Agenda 2030 in Education: Policies and Practices for Effective School Leadership

Autor/in	Ghamrawi, Norma
Titel	Toward Agenda 2030 in Education: Policies and Practices for Effective School Leadership
Quelle	In: Educational Research for Policy and Practice, 22 (2023) 2, S.325-347 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ghamrawi, Norma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-023-09341-8
Schlagwörter	Educational Policy; Educational Practices; Leadership Effectiveness; Educational Quality; Principals; Foreign Countries; Educational Change; Administrator Evaluation; Professional Development; Qatar + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bildungspraxis; Führungseffizienz; Quality of education; Bildungsqualität; Principal; Schulleiter; Ausland; Bildungsreform; Katar
Abstract	School leadership has been described as a key target for leveraging the quality of education in relation to sustainable development goal (SDG4) that seeks to 'ensure inclusive and quality education for all and promote lifelong learning' as per UNESCO 2030 agenda. This study provides a policy review of school leadership in the State of Qatar, as a case study, but carries out discussions within the global thrive for meeting the demands of Agenda 2030 to achieve quality for public education. It utilized a research instrument developed by UNESCO's Division for Policies and Lifelong Learning Systems in Paris. The study used personal interview surveying, also called face-to-face surveying, and was completed with high-level policymakers at the Ministry of Education and Higher Education (MOEHE). It consisted of four sections that addressed: (1) the regulatory frameworks governing school leadership; (2) the professional development opportunities offered to school leaders; (3) the degree the school leadership profession was attractive; and (4) the procedures followed to appraise school leaders. Findings underscore the critical role played by school autonomy, instructional leadership, and governance in responding to Agenda 2030. The discussion contributes to the global discourse in meeting the requirements of Agenda 2030. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01