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Discussing effective leadership strategies and sharing insights from their respective countries. That is what brought together union leaders from Ghana, Sierra Leone, and Côte d’Ivoire during the workshop “Elevating school and teacher leadership for quality education,” convened by Education International Africa (EIA) and aiming at enhancing school and teacher leadership across Africa.

School leaders, significantly influencing educational outcomes

Dr. Dennis Sinyolo, EIA Regional Director, opened the workshop held in Accra, Ghana, from June 17th-18th, 2025, by underscoring the vital role of professional leadership in educational quality. He emphasized that school leaders are the second most significant in-school factor influencing educational outcomes, right after teachers. Sinyolo called for a supportive education system that empowers school leaders to collaborate effectively with teachers and the broader community.

A highlight of the workshop was the launch of the study “Teacher Leadership in Africa: Policy and Practice,” conducted by Dr. Casmir Chanda. This research offers key insights into the complexities of school leadership across various African contexts, examining national priorities, appointment criteria, and professional development opportunities. The findings aim to inform advocacy and stimulate discussions on elevating school leadership.

Dr. Sinyolo urged participants to challenge the current focus on standardized assessments, which often hinder collaboration among educators. He advocated for a shift toward formative assessment practices that enhance teaching and learning. This includes initiatives like Teacher-Lead Learning Circles, which support teachers in developing effective classroom assessments.

EIA Coordinator, Pedi Anawi, further recognised that “leadership in the education field extends beyond administrative roles like principals or department heads.” It encompasses various roles, including school principals, assistant principals, department heads, teacher leaders, and instructional coaches: “All these roles work together to create an environment conducive to educational excellence.”

Empowering teachers: The shift to formative assessment in Ghana

EIA is championing the significance of formative assessment in the educational landscape with dedicated projects in Ghana and Cote d’Ivoire. Amidst a prevailing reliance on summative assessments and external examinations, the research of Christopher Yaw Kwaah, “Formative assessment in Ghana through the T3LFA project,” which aims to place teachers back in control of the learning process was presented. By focusing on formative assessment strategies, educators can better assess student learning and enhance the overall educational experience.

The research highlights various innovative practices, such as group work and collaborative learning, that have been successfully implemented in classrooms. For instance, in Côte d'Ivoire, new group work strategies are fostering a culture of peer-assisted learning, while teachers in Ghana have been employing creative methods, like using sticks to teach mathematics. These diverse approaches showcase the adaptability and resourcefulness of educators as they strive to improve student learning outcomes.

Advocacy plays a crucial role in the success of this initiative. EI emphasizes the importance of collaboration with local teacher unions to effectively communicate research findings to policymakers. Recent meetings with education ministers and key officials have opened doors for discussions on the need for reform in assessment practices. As Martin Henry, EI's Research, Policy, and Advocacy Coordinator, noted, the government must engage with unions to ensure that teacher perspectives are heeded in the decision-making process.

The next phase of this initiative focuses on fostering a dialogue between the government and teacher unions. In Ghana, there is a pressing need for the government to recognize that meaningful educational change can only occur when teachers are actively involved in discussions about learning. Workshops aimed at empowering unions to articulate their advocacy strategies are essential for driving this change forward.

Union leaders from all three countries Ghana, Cote d’Ivoire and Sierra Leone, worked on developing advocacy strategies to influence Continuous Professional Learning and Development Policy both towards school leaders and teachers. As was clear from the professional activism sessions and from the comparative African research presented by Dr Yaw Kwaah much more needs to be done in this area.

As the research gains momentum, there is hope that it will catalyse significant reforms within Ghana's educational sector. By prioritizing formative assessment, the focus shifts from merely evaluating students to enhancing their learning experiences. This collaborative effort among educators, unions, and policymakers promises to transform the educational landscape in Ghana, Cote d’Ivoire, Sierra Leone and beyond ensuring that both teachers and students can thrive.