ARTICLE CRITQUE

The article selected for review is “Secondary School Leadership Practice in Botswana” ` Implications for Effective Training` written by Bolelang C. PEKHO, PhD, lecturer in Education, University of Botswana.

Main theme
Mr Pekho evaluated the National Education Policy (1996) of his country Botswana. The aim of education policy was to create equal access in schools to all children. But due to flaws’ policy didn’t achieve the targeted goals. Cause of failure was lack of consultation with stake holders and lack of skills among people which were made responsible for implementation the tasks. Huge amount of money invested in construction of new class rooms, purchases of necessary equipments and launched trainings for improvement of class room teachers’ pedagogy skills, but policy makers ignored one important area, which was head teachers’ leadership skill development program. In fact under the circumstances skill development program for heads of secondary schools was necessary in changed scenario. In new arena head teachers’ role was changed from instructional head teacher to educational leader. Author discussed its implementation effects, impacts especially focused on secondary school head teachers. As education expends it was arose new demands and roles for head teacher to play. Planning, budgeting, controlling Supervision of teaching and learning, curriculum implementation, co curricular activities, matters regarding discipline, maintenance of school assets, monitoring of staff, interaction with community, all routine correspondence, and dealing with higher authorities were some more additional responsibilities assigned to them. In entire their services, they never experienced to face such complex issues. Majority of them never availed an opportunity of training for enhancement of leadership skill improvement. “There is need to establish a leadership training policy that will guide leadership trainings of head teachers in Botswana and prepare head teachers for their roles.”

(Pekho, 2008). Training and skill development areas of Headteacher in secondary level were overlooked by policy makers. Researcher suggested that the situation can be improved if Government would involve all stakeholders.

Methodology used The researcher applied qualitative method for his research and used interview approach. He developed five questions related to his research. He picked up eight head teachers from eight districts belonged rural and urban areas. He chose head teachers having mix abilities. Among them few got leadership development trainings. He stayed one hour with each head teacher for interview purpose. Interviews hold in their respective schools. Time settled with the consents of head teachers. After gathering data he applied Miles and Humberman’s (1994) analysis model of reducing the data and, used Buckley’s (1985) model to categorize the head teacher’s tasks. In the light of model, researcher categorized head teachers technical, human relation and conceptual areas and explained every category in detail. Interpretive approach applied for data analysis. Researcher used carefully the local and international literature in support of his point of view. Sufficient relevant references are also given. He started his research from July 2003 and completed by November 2003.
Central findings Researcher successfully pins point the flaws of educational policy. Author reminded the policy makers for importance of leadership skill development training programs for head teachers of secondary schools. In development/improvement process if single piece of chain would be missed, than it wouldn’t be possible to get fruitful results. Researcher proved the importance of careful planning and certain skills and techniques for Implementation process. “ …a training policy needs to be established to govern the process of training of secondary school head teachers on leadership” (Pekho 2008)., because leader and acquiring leadership skills is also complex process, without such skills it wouldn’t be possible for head teachers to address the issues in expansion of the educational change process in Botswana. To make them enable to work in entirely new management environment the appropriate trainings would be included in policy for achievement of tasks. If those issues overlooked than it would not be possible to get maximum positive results.
Strengths Paper was articulated logically. Appropriate tools and techniques were used for research. Selection of population and sampling was superb. Samples were taken from different socioeconomic areas. (Big city, town, major and medium villages) Literature was used for support and clarity. Language used was simple and understandable. Researcher successfully disclosed the weaknesses of educational policy. Researcher was emphasis for the innovative training programs for heads. Unfortunately such criteria not introduced in policy. It is indicated that in development/improvement process if one piece from chain is missing than it wouldn’t be possible to get fruitful results. So careful planning is important. Implementation process needs certain skills and techniques.
Weaknesses In entire research neither schools nor head teachers discussed from gender point of view.

Utilization in our own context
Botswana is one under developing African country. Our educational scenario is not much change from it. I have nineteen years experience as college teacher and, two years as mater trainer for head teacher and administration in ESRA[1] project. That experience provided me excellent opportunity to under stand the issues regarding head teachers in public sector, where Our head teachers from primary to secondary and higher secondary level and principal of colleges do need much support and help to improve their skills and abilities to understand the complexities of new emerged things. For example most of heads of all categories didn’t know the use of computers. No internet excess is probably available at all levels of educational institutions of rural areas, and very rare institutions might be found in urban context which availing the facility of internet and using it for learning purpose. I haven’t found in my life visionary head with innovative ideas. In our context very few evidences may be found about cooperative and collaborative teaching learning environment. One can be head teacher with the political reference or seniority basis, but yet no policy introduced of merit to get chance to become head teacher especially in public sector. Our educational system needs reforms and re conceptualization of our leadership style and work is more important area.















REFERENCE

Pekho, B. (2008). Secondary school leadershjip practice in Botswa.Educational Management & leadership, London. 71-84
[1] Education Reform Support Assistance